Response to Intervention: A Framework for Educational Reform

1. Response to Intervention:A Framework for Educational Reform What does it mean for gifted education? Response to Intervention:A Framework for Educational Reform NAGC Tampa, Florida November 2, 2008 Daphne Pereles Colorado Department of Education Lois Baldwin Westchester County, NY What does this mean for gifted education?

2. Structure for Discussion • RtI as an overall systemic change • Definition • Components • Framework • Infusing gifted language and consideration through each component • An opportunity not to be missed • Identifying resources • Next Steps • How will you use this information to include gifted in your RtI plans?

3. Not to determine whether a student qualifies for special education, but rather to enhance the success of students with a variety of academic and behavioral needs. ULTIMATE PURPOSE of RTI

4. Core Principles • We believe that… • ALL children can learn and achieve high standards as a result of effective teaching. • ALL children can learn and achieve high standards as a result of effective teaching. • All students must have access to a rigorous, standards-based curriculum and research-based instruction. • Intervening at the earliest indication of need is necessary for student success (Pre K-12). • A comprehensive system of tiered interventions is essential for addressing the full range of student needs.

5. Core Principles • Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. • Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making. • Ongoing and meaningful involvement of families increases student success. • All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. • Effective leadership at all levels is crucial for the implementation of RtI.

6. The overarching purpose of RtI implementation is to improve educational outcomes for all RtI Defined (Colorado Dept. of Education) Response to Intervention is an approach that promotes a well- integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social- emotional, and behavioral needs. A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI. Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning. students.

7. How it fits

8. Traditional vs. Problem-Solving

9. Traditional vs. Problem Solving for GT • How are programming needs for gifted and advanced learners currently determined? • What variables might be considered in a problem-solving model to determine programming needs?

10. Practitioners’ Guidebook • Six Components • Understanding the Three-Tiered Model • Key Definitions • Role Expectations • RtI after Implementation • Special Considerations • Glossary • Resources

11. Colorado Practitioners’ Guide • www.cde.state.co.us

12. Six Essential Components of RtI • Leadership • Curriculum & Instruction • Problem-Solving/Consultation • Assessment/Progress Monitoring • School Culture & Climate • Family and Community Engagement

13. Leadership • State • Training • Guidelines • District • Professional development • Resources • Development of leadership roles • Building • Time • Fidelity • Support problem-solving process • Develop action plan

14. Curriculum Across the Tiers • Universal Tier • Provide foundation of curriculum and school organization that has a high probability(80 – 90% of students responding) of bringing students to a high level of achievement in all areas of development/content • Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum) • Targeted Tier • Supplemental curriculum aligned with Core Curriculum and designed to meet the specific needs of the targeted group • Intensive Tier • Focused curriculum designed to meet the specific needs of the targeted group and/or individual • Consideration of replacement Core curriculum

15. Curriculum: Guiding Questions(District or School ) • Is curriculum evidenced-based and sufficient? • How document evidence and what constitutes evidence (both quantitative and qualitative)? • Is the curriculum aligned to the standards? • How will the Core curriculum identify needs and how will they be addressed? • How will the effectiveness of the Core curriculum be monitored and adapted over time? • For which children/students is the Core curriculum sufficient and not sufficient, and why? • What specific supplemental and intensive curricula are needed (does the Core curriculum need to be changed)?

16. For which children/students is the Core curriculum sufficient and not sufficient, and why? • How would this be answered for students exhibiting possible gifted behaviors?

17. What specific supplemental and intensive curricula are needed (does the Core curriculum need to be changed)? • How might this question be answered for gifted learners? • How might this inform programming options for gifted learners?

18. Instruction Across the Tiers • Universal Tier • Instructional strategies that are proven effective by research • Instruction that is systematic and explicit • Differentiated instruction • Targeted • Involves homogeneous small group or individual instruction • Explicit and systematic instruction targeting specific skill/content • Research-based instruction to such student factors as age, giftedness, cultural environment, level of English language acquisition, mobility, etc. • Supplemental to Tier I instruction -- increasing time and intensity • Intensive • Explicit, intense instruction designed to unique learner needs • Delivered to individuals or very small groups • Narrowed instructional focus and increased time

19. Problem-Solving Process Define the Problem Directly Measure Behavior/Skill Evaluate Response to Intervention Analyze Validate Problem Identify Contributing Variables Implement Develop Plan Implement Plan as Intended Progress Monitor Modify as Necessary

20. The Problem-Solving Process

21. Problem-Solving Team • Comprised of teachers (classroom and special educators), specialists, and parents • Partner with parents • Plan prescriptive interventions for students • Promote shared responsibility for student learning • Collect and review data • Evaluate responsiveness to intervention

22. Assessments in RtI • Screening and BenchmarkUniversal measures that give a quick read on whether students have mastered critical skills. • DiagnosticIndividually administered to gain more in-depth information and guide appropriate instruction or intervention plans. • Progress MonitoringDetermines whether adequate progress is made based on individual goals regarding critical skills. • OutcomeProvides an evaluation of the effectiveness of instruction and indicate student year-end achievement when compared to grade-level performance standards.

23. Purposes of Assessment • Identify strengths and needs of individual students • Inform problem-solving process • Inform instruction and necessary adjustments • Evaluate the effectiveness of instruction at different levels of system (e.g., classroom, school, district) • Inform educational decisions

24. Outcomes of Progress Monitoring • ScreeningGoal: To identify students at academic or behavioral risk • Benchmark TestingGoal: Evaluation of students at designated periods • Strategic MonitoringGoal: Monitoring individual students using ongoing information about specific skills. • Intensive MonitoringGoal: Based on an individualized plan, monitoring individual students using ongoing information about specific skills and interventions.

25. Outcomes of Progress Monitoring • ScreeningIdentify types of screening tools currently used for gifted students • Benchmark TestingHow is benchmark testing currently being used for gifted students? • Strategic MonitoringHow might this type of skill development monitoring for gifted students be helpful? • Intensive MonitoringWhat specifics would be needed to identify GT plan monitoring? How can this be used to measure effectiveness of individual programming?

26. Progress Monitoring in RtI

27. Positive School Climate:Essential Elements A caring school community Instruction in appropriate behavior and social problem-solving skills Positive Behavior Support (PBS) Effective academic instruction

28. Positive School Climate: Essential Practices • Defining and consistently teaching expectations of behavior for students, parents and educators • Acknowledging and recognizing students and adults consistently for appropriate behaviors • Monitoring, correcting or re-teaching behavioral errors

29. Positive School Climate: Essential Practices • Engaging teachers in a collaborative team problem-solving process that uses data to guide instruction • Including families in a culturally-sensitive, solution-focused approach to supporting student learning

30. Family & Community Engagement • Effective partnerships include: • Parents • Families • Students • Community members • Educators • Indicators of effective partnerships: • Sharing information • Problem-solving • Celebrating student successes • Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes.

31. Key Roles/Expectations for Families • Collaborate with teachers regarding identified need • Share information about child and family as appropriate • Support student learning at home • Attend Problem-solving team meeting • Partner in intervention planning and progress monitoring

33. PUTTING IT ALLTOGETHER

34. BEST PRACTICES of Tier I • Core Instruction • Assessment/Progress Monitoring • Data discussions • What should the overall process look like during Tier I?

35. Core Instruction During Tier I • Scientifically based core instructional programs and practices • Based on state/district standards and benchmarks • Intervention occurs within the general design of the classroom (flooding, flexible grouping) • Instructional changes are made based on classroom and school-wide assessment

36. Data Discussions in Tier I • Professional Learning Communities • Data-dialogue meetings • Grade or Content-level meetings • Meeting should be efficient, organized and scheduled regularly • Discuss • Whole group, flexible group changes, class changes at secondary • Curricular gaps based on review of class benchmarks or other data

37. Assessment in Tier I • Progress monitoring is conducted primarily using school-wide screenings three times per year • Classroom assessments • Benchmarks • Quarterly and Unit Assessments

38. The Overall Process of Tier I • Teachers evaluate school-wide assessment data to inform instructional placement decisions • Monitor all students • Differentiate instruction, groupings, accommodations • Complete documentation for students needing targeted interventions

39. BEST PRACTICES of Tier II:and how to Distinguish from Tier I • Problem Solving Process • Data dialogue • Assessment/Progress Monitoring • Design of Instruction/Intervention • What should the overall process look like at this tier?

40. Data Dialogue in Tier II: • Consultation between consultant and teacher to define and analyze a measurable problem prior to problem-solving team meeting. • Focus on data that is specific to problem identified. • Problem-solving team meeting led with facilitator which is timed, sequential and efficient.

41. Assessment in Tier II: • Progress is monitored more often (weekly, bi-monthly) • Progress is monitored repeatedly for a period of time using consistent CBM tool • Trends in performance are used to gauge effectiveness of supports and interventions • Ineffective intervention plans are changed in a timely manner • Intervention plans are modified based on emerging needs

42. Gap Analysis • A critical factor in determining whether a student is making sufficient progress in Tier I is conducting a Gap Analysis. Example: Benchmark vs. Current Level of Performance = Gap 90 wpm/40 wpm = 2.25 2+ = Significant Gap and signifies a need for Tier II or Tier III intervention to close the Gap between student and peers How might this be modified to show appropriate growth for gifted learners? Can this be modified for gifted learners? A gap from what?

43. Design of Instruction/Intervention in Tier II: How to distinguish from Tier I • Instruction supplements, not supplants core instruction • Focus on non-responders to Tier I • Short-term intervention • Homogeneous, same ability small group (3-5 students) instruction

44. The Overall Process of Tier II Goals: • to gain critical academic or behavior skills so students can return to the core curriculum or • to enhance academic or behavior instruction to maximize student learning • Specific progress monitoring occurs to inform instruction • Ongoing consultation occurs between case manager/consultant and teacher

45. BEST PRACTICES of Tier III: • Problem Solving Process • Data dialogue • Assessment/Progress Monitoring • Design of Instruction/Intervention • What should the overall process look like at this tier?

46. Problem-Solving Process in Tier III: • Identify why interventions have been unsuccessful • Develop and improve existing interventions or generate new interventions that are more intensive

47. Data Dialogue in Tier III: • Identical to Tier II, happens in problem-solving team meetings with same process • Consultants continue to dialogue with classroom teacher, parent, etc. between meetings to support intervention plan

48. Progress Monitoring in Tier III: More often • Progress monitoring may need to happen every week; however, depending on the grade level and/or skill less often may be sufficient (every other week) • Modifications are made to individualized instruction in response to the data collected

49. Design of Instruction in Tier III:and how to Distinguish from Tier II • The intervention may stay the same but will increase in • Intensity (more time per session) • Frequency (additional sessions during day or week) • Duration (implement intervention over longer period of time in weeks) • The focus of the intervention may change as well

50. Overall Process of Tier III: • Supplemental – continue to educate student in core curriculum and with the interventions that have been implemented if successful • Interventions and progress monitoring intensify • If the goal is to gain academic and behavior skills the lack of progress and inability to close the Gap with intensive interventions may indicate a disability issue