911: Achievement for All! Lincoln Parish Schools Understanding and Implementing (RtI) Response to...

911: Achievement for All!911: Achievement for All!Lincoln Parish Schools

Understanding and Understanding and Implementing Implementing

(RtI) Response to (RtI) Response to InterventionIntervention

Kim Shackelford2010-2011 Back-To-School

Brainstorming:

When a student is “not” making progress in

schoolwho do we attribute

the lack ofsuccess of that child?

Attributes of Failure

ModelLocation of the

ProblemInterventionImplications

MedicalThe problem is in the

child

Prescription ofTreatments

SocialThe problem is in the

socialenvironment of the child

Train the Parent

EmotionalThe problem is poor

motivationCounseling

Interventions

EducationalThe problem is located

within the instruction and curriculum

Instruction is designedand delivered with

fidelity to teachessential skills to

students.Patricia Drake, 2010Patricia Drake, 2010

Video Clip: 911 Call

Lincoln Parish SchoolsObjectives:

1. Overview of RtI2. Quality Instruction3. Assessment and Intervention4. Problem-Solving Model for RtI5. Key Features

1818thth Model Schools Conference: RtI Pre-Conference 06/14/2010 Model Schools Conference: RtI Pre-Conference 06/14/2010

School Cultures: What has changed?

LDOE: Our Children Can’t Wait: Louisiana’s Blueprint for Education Reform,LDOE: Our Children Can’t Wait: Louisiana’s Blueprint for Education Reform, is centered on ensuring that across the is centered on ensuring that across the state every student is taught by an effective teacher, and every teacher is supported by an effective leader. state every student is taught by an effective teacher, and every teacher is supported by an effective leader.

Vocabulary:

SWM School-Wide Model– An integrative

way of thinking about meeting ALL children’s needs in a school. It represents a promising way for schools to comprehensively draw together and allocate their resources to meet children’s educational needs.

Vocabulary:

IDM Instructional Decision Making– The IDM

model uses data regarding students’ response to instruction to determine future educational needs, and what educational services are required to meet those needs. IDM is based on the proactive concept of early intervention and matches the amount of resources to the nature of the students needs. When implemented fully, IDM is designed to enable all students to be successful.

Vocabulary:

RtI Response to Intervention (RTI) Also called

Standard Treatment Approach (STA) The practice of providing systematic,

research-based instruction and interventions;

That meet student needs; and Ensures effectiveness of instruction and

interventions through progress monitoring.

“IN DETERMINING WHETHER A CHILD HAS A SPECIFIC LEARNING DISABILITY OR BEHAVIORAL DISORDER, A LOCAL EDUCATIONAL AGENCY MAY USE A PROCESS WHICH DETERMINES IF A CHILD RESPONDS TO SCIENTIFICALLY RESEARCH BASED INTERVENTIONS.”

Specific Learning Disabilities IDEA 2004IDEA 2004

911: Student Needs

The purpose of RtI is to intervene early and not to wait for students to

fail before providing intensive

interventions.

Core Principles:

RtI is a general education initiative designed to address the needs of students early in their educational experience.

Ensures curriculum implementation and effective instruction

Establishes collaboration between all school building personnel – principals, teachers, paraprofessionals, etc. to ensure successful teaching of ALL children.

Analyzes data to design, implement, and monitor interventions that correlate to student performance

Uses a prevention model to ensure that we intervene as soon as possible versus waiting for failure before we provide special services.

Enhances student performance – increases student success

WE BELIEVE THAT…

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)

PLUS…

WE BELIEVE THAT…A Comprehensive System of Tiered Interventions is essential

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tier III Intensive Interventions•Individual Students•Assessment-based•High Intensity

Tier III Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Tier II Strategic Interventions•Some students (at-risk)•High efficiency•Rapid response

Tier II Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Tier I Core Curriculum•Grade level•Preventive, proactive

Tier I Universal Interventions•All settings, all students•Preventive, proactive

RtI Ideal System Configuration

WE BELIEVE THAT…

Student results improve when…

Ongoing academic and performance data inform instructional decisions.

Instructional Needs by Grade-Level Expectation

WE BELIEVE THAT…

Collaboration among educators, families, and community members is the foundation of effective problem-solving and instructional decision-making

and effective leadership at all levels is

crucial for the implementation of RtI.

Our Iceberg Is MeltingOur Iceberg Is Melting

Alone we can do so little; together we can do so much. -Alone we can do so little; together we can do so much. -Helen KellerHelen Keller

(LCC) Louisiana Comprehensive Curriculum:Problem Solving Process

ELA-Standard 7: Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.

MATH- ALGEBRA Standard: In problem solving, students demonstrate an understanding of concepts and processes that allows students to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

Standard-Based InstructionStandard-Based Instruction

PleaseExcuseMy DearAunt Sally

66thth Grade Math Grade Math

Grade Level Expectation #16: Grade Level Expectation #16: Evaluate simple algebraic expressions Evaluate simple algebraic expressions

Response to Intervention:

Mathematical Equation for Success

(bi + ci + 3a) + si + iii = Achievement

for all!

RtI: ImplementationRtI: Implementation



for all!1. Big Ideas in a Content Domain2. Core Instruction3. 3 Assessments (Screening, Diagnostic, Progress Monitoring)4. Supplemental Instruction5. Intensive Instruction/Intervention


“Big Ideas” of RtI

RtI: Necessary ComponentsRtI: Necessary Components

1. HIGH QUALITY RESEARCH-BASED INSTRUCTION/INTERVENTION is defined as instruction or intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students.

2. LEARNING RATE AND LEVEL OF PERFORMANCE are the primary sources of information used in the ongoing monitoring of student progress and data driven decision-making.

3. INTERVENTIONS ARE DELIVERED WITH FIDELITY and educational decisions about the duration and intensity of interventions are based on student performance data.

“Big Ideas from Annual Model Schools Conference”

What is our future? I predict…

International Center for Leadership in EducationInternational Center for Leadership in Education

Common Core Standards

Next Generation Assessments

RtI : The Overall Process -Examine the alignment components.-What pieces are already present in your school?-Where are the areas in need of development?

Model Schools Conference: Response to Intervention 2010Model Schools Conference: Response to Intervention 2010

Tier I-Universal Grade StandardsTier I-Universal Grade Standards

Implement Implement Core Core

Curriculum Curriculum

Mastery of Mastery of Grade Level Grade Level ExpectationsExpectations

Student Student Focus and Focus and Feedback Feedback

Tier 2-Supplementary Tier 2-Supplementary Instruction/InterventionsInstruction/Interventions

TargetedTargeted

SupplementsSupplements

Strategic Strategic InterventionIntervention

Monitor Monitor Student Student ProgressProgress

andand

Provide Provide FeedbackFeedback

Tier-3 Individualized Problem Tier-3 Individualized Problem SolvingSolving

Focus on Specific Skill Focus on Specific Skill DeficitDeficit

Student UniqueStudent Unique

Intensive InterventionIntensive Intervention

Tier I: Core Curriculum

Instruction that is provided to ALL students

Research-Based Instruction Louisiana Comprehensive Curriculum Teaching Methodology Literacy Strategies

Periodic Assessment of Progress Universal screening of all students (3 times a

year) Increased instruction and monitoring for

students below class median Connect results to benchmarks Class-wide or large group interventions

Tier I: Starts in the General Education Classroom

Patricia Drake 2010Patricia Drake 2010

Highly Qualified Teachers Clear statements of Grade Level Expectations Best Practices Guided practice Independent practice Activities to engage students to apply

knowledge Assessment practices that ensure the material

is learned

International Center for Leadership in Education: Scaffold InstructionInternational Center for Leadership in Education: Scaffold Instruction

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

Student Learning

Student Learning

Graphic Organizer: Flow MapRigorous and Relevant Instruction

Instruction

Assessment

ExpectedStudent

Performance

ActualStudent

Performance Data

Rigor/Relevance Rigor/Relevance

FeedbackReflection

WhatHow

How Well

Suggestions:To Improve Student Performance

1. Convert Standards to I Can Learn Statements

2. Rubrics that Set Expectations3. Protocol for Looking at Student

Work4. Descriptive and Specific Feedback

The Reality:

The effectiveness of any educational strategy for an individual can only be determined through the full implementation of the Core Curriculum.

Mark C. Draper, 2010Mark C. Draper, 2010

Ongoing Assessment: to determine students’ mastery of material


3a = Four Types of Assessments

Screening Assessments

Diagnostic Assessments

Progress Monitoring

Outcome Assessments


When: 3 Times a YearWho: School-wide Universal Screening Why: Check on Mastery of CurriculumWhat: Can be national or local

assessment of specific essential skills

Examples: State CRT Assessments, SRI, EOC tests, DIBELS, etc.


Screening Assessments – assessments used to determine in

additional investigation is warranted

-Focused on extremely important indicators

-Typically identifies persons for further assessment

-Answers the question: Is there a possible problem?


When: At recommendation of school teamWho: Individual student or very small groupsWhy: Test a hypothesis about the studentWhat: Usually an individually administered

test Can be a diagnostic teaching task

Examples: Curriculum-Based EAGLE, LCC Activity Specific Assessment, Formative Based Assessment, DIBELS -Oral Reading Test, SRI


Diagnostic Assessments: Assessment conducted at any time during the school year when more in-depth analysis of a student’s strengths and weaknesses is needed to guide instruction

- Assessments are conducted to pinpoint reasons why specific types of problems

are occurring- Typically items connected to (GLEs)Grade Level Expectations related to student needs- Yields testable hypothesis about problem etiology- Leads directly to diagnosis of differentiating instruction with recommendations ,

accommodations, and interventions with a likelihood of success

Progress Monitoring

When: Bi-weekly, Weekly, or DailyWho: Individual studentWhy: Check progress and tracking

effectiveness of instructionWhat: Brief, specific probes of discrete skills Examples: EAGLE item specific, Computer Generated Programs

(ClassWorks), Classroom Based Activity-Specific Assessments, DIBELS, Reading Inventories

Progress Monitoring

Progress Monitoring Assessment: Assessment conducted a minimum of three times a year or on a routine basis (i.e., weekly, monthly, or quarterly) using comparable and multiple test forms toa) estimate rates of student improvement, b) identify students who are not making adequate progress and therefore require additional or different forms of instruction and/or c) compare the efficacy of different forms of instruction for struggling readers and thereby design more effective individualized instructional programs for those at-risk learners. (adapted from Institute for the Development of Educational Achievement)

Outcome Assessments

Summative: Assessment

of Learning

Includes tests that have Includes tests that have usually been given after usually been given after

classroom instruction has classroom instruction has been completedbeen completed

3a = Four Types of Assessments



Progress Monitoring

Outcome Assessments

Model Schools Conference: Response to Intervention, 2010Model Schools Conference: Response to Intervention, 2010

RtI: The Overall Process

“Supplemental Instruction”


Some students will need Core Instruction plus something else to be successful

SI is instruction that is differentiated to meet the needs of students who are having marked difficulties and/or those who have a need for instruction in addition to the core instruction – it may mean more practice, repetition, opportunities for the established “guaranteed and viable” core instruction.

Delivered based upon student needs May include modifications, accommodations and/or

additional skill instruction Monitoring more frequently than Core Instruction Often can be provided and customized to groups of

students with similar needs

What are Interventions? Above and beyond core curriculum Targeted assistance based on progress

monitoring Mini-lesson on skills deficits Administered by classroom teacher, specialized

teacher, or external interventionist Provides increased opportunities to engage in

active academic responding (e.g.,writing, reading aloud, answering questions)

Decrease group size-Individual-Small Group-and/or Technology Assisted

Tier II: Strategic Intervention

Small groups – (3-5 Students)

Students who fall below benchmark

Targeted instruction in skills or concepts

Interventions are 30 minutes plus core

Data collection/Data-driven decisions

Progress monitoring bi-weekly & graphed


(bi + ci + 3a) + si + iii = Achievement for all!

1. Big Ideas in a Content Domain2. Core Instruction3. 3 Assessments (Screening, Diagnostic, Progress

Monitoring)4. Supplemental Instruction5. Intensive Instruction/Intervention

Model Schools Conference: Response to Intervention, 2010Model Schools Conference: Response to Intervention, 2010

RtI: The Overall Process

“Intensive Instruction”

Mark C. Draper 2010Mark C. Draper 2010

Instruction that is significantly differentiated and individualized to meet the intensive needs of the student

Can be provided in a small group or one to one Not equal to special education In addition to Core Instruction May use specialized teaching procedures Individualized to student needs More intensive services than supplemental More intensive progress monitoring than Core

or Supplemental

Tier III: Intensive Intervention

Most unique level of interventionGroup size – 1-3 studentsInterventions are 60 minutes plus coreA long term intervention Progress monitoring weekly

Instruction delivered by highly skills teachers

“When we see huge disparities in achievement among students of the same age and grade, it is hard to understand what the frequently used phrase ‘being on grade level’ means. Across the United States, students in every grade fall at different points in an achievement range that starts very high and ends very low; there is nothing ‘level’ about it.”

Barton & Coley, Educational Leadership, 2009

RtI is a problem-solving model that determines why success has not occurred and what to do about it.

When students are not successful over time

Import the Scientific Method: The Problem Solving Process

Implement PlanImplement Plan (Treatment Integrity)(Treatment Integrity)

Carry out the interventionCarry out the intervention

EvaluateEvaluate(Progress Monitoring (Progress Monitoring

Assessment)Assessment)

Did our plan work?Did our plan work?

Define the ProblemDefine the Problem(Screening and Diagnostic Assessments)(Screening and Diagnostic Assessments)

What is the problem and why is it happening?What is the problem and why is it happening?

Develop a PlanDevelop a Plan(Goal Setting and Planning)(Goal Setting and Planning)

What are we What are we going to dogoing to do??

Intervention Plan:

This is Jane.

Jane is a first grade

student in Lincoln Parish.

Problem:Problem: Jane remains unable to read 25 words per minute, Jane remains unable to read 25 words per minute,

after instruction in the core reading curriculum.after instruction in the core reading curriculum.

(911) Area of Need(911) Area of Need:: Oral Reading Fluency Oral Reading Fluency

Develop the Plan: Develop the Plan:

Goal #1Goal #1 – Jane will practice 1 – Jane will practice 1stst Grade Dolch sight word list Grade Dolch sight word list

daily during strategic intervention time with her 1daily during strategic intervention time with her 1stst grade teacher. grade teacher.

Pre-Intervention ScorePre-Intervention Score- 3 words per minute on 9/21/10- 3 words per minute on 9/21/10

Expected Outcome- Expected Outcome- 25 words per minute by 11/21/1025 words per minute by 11/21/10

Prescribed Progress Monitoring-Prescribed Progress Monitoring- Weekly Weekly

DID OUR PLAN WORK?:DID OUR PLAN WORK?: Evaluate the ProgressEvaluate the Progress

Instructional Decision MakingInstructional Decision Making

Results of Progress Monitoring # 1:Results of Progress Monitoring # 1: Jane scored 3 words per Jane scored 3 words per

minute again on 9/28/10minute again on 9/28/10

Data Driven Decision-Making- Data Driven Decision-Making- What is the problem and why is there no progress?What is the problem and why is there no progress?

Goal #2Goal #2 – Jane will practice Kindergarten sight word list during Intensive Intervention with – Jane will practice Kindergarten sight word list during Intensive Intervention with her 1her 1stst grade teacher. grade teacher.

Results of Progress Monitoring # 2: Results of Progress Monitoring # 2: Jane scored 8 words per minute on 10/5/10 Jane scored 8 words per minute on 10/5/10

Data Driven Decision-Making- Data Driven Decision-Making- Did Jane progress? Did she meet the goal of the plan? What Did Jane progress? Did she meet the goal of the plan? What is does Jane need in response to her learning needs.is does Jane need in response to her learning needs.

The 30 Minute Meeting

Mark C. Draper 2010Mark C. Draper 2010

Based on a three-tiered model, more specialized, multidisciplinary resources, are used to deliver student specific interventions to improve student outcomes.

Delivery of Services

The PLAN

Learning Target Instruction PlanData Collection

Plan

Did the student learn?

Was the instructional plan

followed?

What does the data show us about the

student’s progress?

Keep focus on the learning target, not

other things

Monitor to ensure the plan was delivered with

fidelity

Collection of data is valid and ongoing

In the RtI approach,Schools are likely to have:

Academic and behavioral screening for all studentsAcademic and behavioral screening for all students

Targeted interventions aimed at addressing Targeted interventions aimed at addressing

individual students’ problem areas and needs that individual students’ problem areas and needs that

were identified during the screening processwere identified during the screening process

Frequent monitoring of student progress in order to Frequent monitoring of student progress in order to

assess how well a specific intervention is workingassess how well a specific intervention is working

UNIQUEUNIQUE

Multiple Tiers of Instruction, Intervention, and SupportMultiple Tiers of Instruction, Intervention, and Support

Tier 3:Tier 3:1– 5%1– 5%

5 - 10%5 - 10%Tier 2:Tier 2:

Tier 1:Tier 1:80 - 90%80 - 90%

SCHOOL-WIDESCHOOL-WIDE

UNIVERSAL UNIVERSAL SCREENINGSCREENING

CLASSROOM-LEVELCLASSROOM-LEVEL

CORE CURRICULUMCORE CURRICULUM

PROGRESS PROGRESS MONITORING MONITORING

SMALL GROUP, SMALL GROUP, RAPID RESPONSE RAPID RESPONSE INTERVENTIONINTERVENTION

1 TO 11 TO 1

In the RtI approach, In the RtI approach, Schools are likely to have:Schools are likely to have:

In the RtI approach,Schools are likely to monitor progress Moving In & Out of Tiers

Patricia Drake, 2010Patricia Drake, 2010

With a need for a RtI approach,Schools are likely to question:Can’t Afford RtI?


Cost to Intervene with 1 Student

Cost to Refer, Test, & Place 1 Student in Special Services

$819.00 $3722.00

In the RtI approach,It is Do-Able in a Tough Economy

Source: Intervention Central: http://www.interventioncentral.orgSource: Intervention Central: http://www.interventioncentral.org

Scheduled Interventions Floating Support for RtI Grade wide Shared Schedule with no two grades

sharing the same RtI times Outside Providers with push-in or pull-out

services Flexible grouping within classroom Flexible grouping across different teachers

within the grade level Learning Centers

RtI & Differentiated Instruction:What’s the Connection?

Differentiation provides the classroom structure that makes RtI doable. Differentiation helps students learn in different ways; RtI depends on this

happening Differentiation strategies have a strong research base. RtI interventions

are required to be scientifically-research based. Differentiation and the RtI approach assume that “one-size-does-not-fit-

all” curriculum really fits no one. RtI and Differentiation focus on students’ progress toward learning goals. RtI and Differentiation lead students to understand their own learning

preferences. RtI approach not only works for the struggling students who have

potential to be identified for Special Education but when used in a Differentiated Classroom is also beneficial to the gifted underachievers, high achievers, behavioral problems, English Language Learners, and many other students with specific academic skill deficits.

SDE, Carolyn Coil, Ed.D.SDE, Carolyn Coil, Ed.D.

In Closing

RtI is a general education initiative designed to address the needs of students early in their educational experience. Federal and state mandated to develop a district RtI plan for all grades K – 12th

Ensures curriculum implementation and effective instruction

Establishes collaboration between all school building personnel – principals, teachers, paraprofessionals, etc. to ensure successful teaching of ALL children.

Analyzes data to design, implement, and monitor interventions that correlate to student performance

Uses a prevention model to ensure that we intervene as soon as possible versus waiting for failure before we provide special services.

Lincoln Parish is already implementing the model in reading with DIBELS in K – 3rd grade

Enhances student performance – increases student success

What is the Mathematical Equation for Success?




911: Achievement for All!911: Achievement for All!

ReflectionHow does your school respond to the few and the individual

students who are not mastering what we expect them know and

be able to do?

Resources that will help:

Intervention Central - www.interventioncentral.org

RtI Wire: Your Guide to Free Resources for Response to Intervention - www.jimwrightonline.com

National Research Center on Learning Disabilities – www.nrcld.org

RTI Action Network – www.rtinetwork.org

International Reading Association: Focus on Response to Intervention – www.reading.org

Wrights Law - http://www.wrightslaw.com

Books by John E. McCook, Ed.D, available through LRP Publications

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