Response to Intervention in KPS

1. Response to Interventionin KPS Linda Campbell 1-15-08

2. Response to Intervention is the practice of: • providing high-quality instruction and intervention matched to student needs • monitoring progress frequently and • using student data over time to make important educational decisions National Association of State Directors of Special Education (2005). • IDEA 2004 provides for the use of RtI as part of the process to • determine eligibility for learning disabilities.

3. Why the Change to Response to Intervention? • National Reading Panel Report, 2000 -Scientifically Based Reading Research (SBRR) -Poor outcomes for Special Education (late identification) Federal Legislation: • No Child Left Behind - ESEA Legislation - Requires academic progress for all • Individuals with Disabilities Education Improvement Act - 2004 • Focus on academic outcomes • General education is responsible for interventions • Labeling as a “last resort” • Pooling building-based resources • Flexible funding patterns • RtI Introduced as option for LD eligibility

5. Emphasis on Prevention“Screen and Intervene” • Clear and convincing research delineates the critical components of reading instruction (5 Big Ideas). (National Reading Panel, 2000) • IDEIA gives emphasis to prevention and intervention stating that schools need to provide “ scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children” • We know the importance of prevention, but is our SYSTEM designed to be preventative?

6. RtI - Big Ideas Multi-tiered model of support SBR interven- tions matched to student need Intervene Early Monitor student progress to inform instruction Use problem-solving process to make decisions

7. Why we need to intervene early!

8. Early Intervention is where it’s at!

9. RtI: Big Ideas Multi-tiered model of support SBR interven- tions matched To student need Intervene Early Monitor student progress to inform instruction Use problem-solving process to make decisions

10. MiBLSi – Michigan’s Integrated Behavior and Learning Support Initiative Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 75-85% 75-85% School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 5-10% 5-10% 10-15% 10-15%

11. Tier 3: Intensive Interventions • Supplemental and customized • 30 additional min., intensive small group (<3) instruction daily • Progress monitoring weekly to inform instructional changes Tier 3: Few Tier 2: Some • Supplemental and targeted interventions • 30 additional min. of intensive small group (3-5) instruction 3-5x week • Progress monitoring 2x month to inform instructional changes Tier 2: Strategic Interventions Tier 1: All • Core curriculum based on SBRR • 90-min. uninterrupted instruction • Universal progress monitoring 3x/year • Progress monitoring monthly for some Tier 1: Universal Instruction

13. Tier 1 – School-Wide, Universal Core Curriculum FIRST LEVEL – Universal - Deliver core curriculum to all students during 90 minute uninterrupted reading block - Assess ALL children three times a year • Measure all student progress against grade level benchmark. Core curriculum should be effective with 80% of all students. • Begin with whole class instruction strategies • Differentiate instruction as needed • Monitor and assess student progress using authentic same day result measures

14. Tier 2 – Strategic Interventions • SECOND LEVEL - Strategic • Students in general education classroom who have not met reading benchmarks through whole class instruction and differentiated instruction (10 -15% of all students) • Strategic Interventions do not replace classroom instruction but support classroom instruction by focusing on specific deficits. • Strategic Interventions should be conducted by classroom teacher or reading specialist with groups of five or fewer students. • Interventions are targeted, provide an additional 30 minutes of reading instruction 3 days/week. Students respond at high rates (oral and written). Skills are directly applied. Attendance is documented.

15. Tier 3 Intensive Interventions • THIRD LEVEL - Intensive • Students in general education classroom who are consistently falling behind their aimline with whole class and strategic interventions (5 – 10% of students): • Interventions are specifically matched to student needs through a task analysis of their reading problems. • Interventions should be conducted by a highly qualified teacher or reading specialist in a small group (2 or 3 students or one-on-one tutoring). • Interventions should be 30 additional minutes, 5 days a week, in addition to level 1 and 2 intervention/instruction. • Students respond at high rates (oral and written), incorrect responses are immediately corrected. Program should allow student to give correct responses 80% of the time. • Intervention programs are highly structured or scripted.

16. RtI: Big Ideas Multi-tiered model of support SBR interven- tions matched to student need Intervene Early Monitor student progress to inform instruction Use problem-solving process to make decisions

18. Examples of Interventions • Tier 1- Harcourt, differentiated instruction within 90 minute reading block, daily • Tier 2- Early Reading Intervention (ERI) PALS, Read Naturally, REWARDS, 30 min. in addition to 90 minute block, 3Xweek • Tier 3- Same as above, also Reading Mastery, Corrective Reading, 60 minutes in addition to 90 minutes block, 5 X week

19. RtI: Big Ideas Multi-tiered model of support SBR interven- tions matched to student need Intervene Early Monitor student progress to inform instruction Use problem-solving process for making decisions

20. Problem Solving Process Define the Problem Measurable Terms Evaluate Develop a Plan Did the skill improve? Match skill deficit to intervention Implement Plan Monitor Progress Modify as Needed

21. Assessing the 5 Big Ideas in Reading • Alphabetic Principle • Phonemic awareness • Segment words, manipulate sounds • Phonics • Linking sounds to letter symbols to make words • Reading fluency • Speed and accuracy • Comprehension • Vocabulary

22. Grade Level Teams - Professional Learning Communities - Involve teams of teachers working together to share strategies - Meet 1 – 2 times/month to review student data • Are focused on skills students need to reach desired the performance • Promote research-based instruction and differentiated instruction

23. RtI: Big Ideas Multi-tiered model of support SBR interven- tions matched to student need Intervene Early Monitor student progress to inform instruction Use problem-solving process for making decisions

24. Review Data and Make Changes Is our intervention equally effective for both?

25. Special Education Consideration Questions to answer before special education consideration: • Did the school provide the student with high quality differentiated instruction in a 90 minute reading block in the regular classroom? • Did the school provide student with highly qualified teachers? • Did the student progress through 6 – 12 weeks of documented supplemental intervention targeted to the skill deficits in Tiers 2 and 3 as specified ? • Was the student’s progress monitored weekly in Tier 3, with changes made every 3 – 4 weeks of flat or declining scores? • Are the students scores consistently within the lowest 6 percentile in the district throughout Tiers 1, 2 and 3? • Were parents informed of and/or involved with the interventions? • Were exclusionary clauses considered? (attendance, health, language, vision/hearing, environmental, cultural issues)

26. Proposed Regulations • For a child suspected of having a specific learning disability, the group must consider, as part of the evaluation described in §§300.304 through 300.306, data that demonstrates that-- • (1) Prior to, or as a part of the referral process, the child was provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel; and • (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child'sparents.

27. Summary RtI includes: • Effective teaching of core curriculum and differentiated instruction within 90 min. block • Universal screening of ALL students • Multi-tiered system to provide research-based interventions with increasing time and decreasing group size • Measurement of student responses to interventions (progress monitoring) • Use of student data to change intensity or form of interventions

28. The Role of General Education Teachers in the RtI Process • Position paper by National Education Association, 2006