RESPONSE TO INTERVENTION Malissa Patrick and Kim Thorndycraft February 25, 2010.

RESPONSE TO RESPONSE TO INTERVENTIONINTERVENTION

Malissa Patrick and Kim ThorndycraftMalissa Patrick and Kim ThorndycraftFebruary 25, 2010February 25, 2010

WE BELIEVE…WE BELIEVE…

School is powerfulSchool is powerful We can effectively teach all childrenWe can effectively teach all children


Reading difficulties can be identified Reading difficulties can be identified early, and through targeted intervention, early, and through targeted intervention, can be preventedcan be prevented Intervention will begin with a problem solving Intervention will begin with a problem solving

approach at the first sign of needapproach at the first sign of need


The vast majority of students will The vast majority of students will succeed within the general education succeed within the general education curriculum.curriculum. Supplemental interventions will be added to Supplemental interventions will be added to

meet the needs of those students who are meet the needs of those students who are not progressing as expected.not progressing as expected.


There is no magical one size There is no magical one size fits all program.fits all program. It is recognized that what works for one It is recognized that what works for one

student may NOT work for all students.student may NOT work for all students.


Title I and Special Education are services Title I and Special Education are services not places.not places. These services are part of a continuum of These services are part of a continuum of

services designed to meet the needs of all services designed to meet the needs of all students.students.

These services are provided to students in These services are provided to students in addition to the core curriculum that is delivered addition to the core curriculum that is delivered in the general education classroom based on in the general education classroom based on the need and response to instruction.the need and response to instruction.


Some children can be Some children can be “difficult to teach” but all “difficult to teach” but all children can learn.children can learn. A team will use its skills to unlock each A team will use its skills to unlock each

child’s potential to achieve.child’s potential to achieve.

RTI will help us to achieve RTI will help us to achieve our “We Believe” our “We Believe”

statementsstatements

Why RTI?Why RTI?

Eliminates a “wait to fail” situationEliminates a “wait to fail” situation Has the potential to reduce the number of Has the potential to reduce the number of

students referred for special education students referred for special education servicesservices

Provides more instructionally relevant Provides more instructionally relevant information than traditional assessmentsinformation than traditional assessments

What Is RTI?What Is RTI?

RTI is a collaborative process of RTI is a collaborative process of instruction, assessment, and intervention. instruction, assessment, and intervention. It is designed for the early identification of It is designed for the early identification of students who are struggling in reading. students who are struggling in reading. RTI revolves around providing targeted RTI revolves around providing targeted instructional interventions with regular instructional interventions with regular progress monitoring. progress monitoring.

8 Core Principles8 Core Principles

1. We Can Effectively 1. We Can Effectively Teach All ChildrenTeach All Children

It is our responsibility to identify the It is our responsibility to identify the curricular instruction and environmental curricular instruction and environmental conditions that enable learning.conditions that enable learning.

2. Intervene Early2. Intervene Early

Highly effective universal interventions in Highly effective universal interventions in K-3, informed by progress monitoring, K-3, informed by progress monitoring, enjoy strong empirical support for their enjoy strong empirical support for their effectiveness with at-risk students.effectiveness with at-risk students.

3. Multi-Tier Model of 3. Multi-Tier Model of Service DeliveryService Delivery

Multiple tiers of increasingly, intense, Multiple tiers of increasingly, intense, scientific, research based interventions scientific, research based interventions that are matched to student need.that are matched to student need.

4. Problem-Solving 4. Problem-Solving ApproachApproach

Five basic steps:Five basic steps: 1- Definition of the problem1- Definition of the problem 2- Analysis of the problem2- Analysis of the problem 3- Development of the plan3- Development of the plan 4- Implementation of the plan4- Implementation of the plan 5- Evaluation of the plan5- Evaluation of the plan

5. Researched-Based 5. Researched-Based Instruction/InterventionInstruction/Intervention

No child left behind requires the use of No child left behind requires the use of scientifically based curricula and scientifically based curricula and interventions to ensure that students are interventions to ensure that students are exposed to curriculum and teaching that exposed to curriculum and teaching that has demonstrated effectiveness.has demonstrated effectiveness.

6. Progress Monitoring6. Progress Monitoring

The use of progress monitoring The use of progress monitoring assessments can be collected frequently assessments can be collected frequently and should be sensitive to small and should be sensitive to small changes in student learning.changes in student learning.

7. Data Driven Decision 7. Data Driven Decision MakingMaking

Decisions in RTI practice are based on Decisions in RTI practice are based on professional judgment informed directly professional judgment informed directly by student performance data.by student performance data.

8. Three Purposes of 8. Three Purposes of AssessmentAssessment

1- Screening applied to all children to 1- Screening applied to all children to identify those not making academic identify those not making academic progress at expected ratesprogress at expected rates

2- Diagnostics to determine what children 2- Diagnostics to determine what children can and cannot do in important can and cannot do in important academic domainsacademic domains

3- Progress monitoring to determine if 3- Progress monitoring to determine if academic interventions are producing academic interventions are producing desired effectsdesired effects

RTI-Three Tier ModelRTI-Three Tier Model

TIER 1TIER 1Three Basic ComponentsThree Basic Components

1.1. High-quality program of instruction aligned with High-quality program of instruction aligned with essential skills of reading into 90 minute ELA essential skills of reading into 90 minute ELA blockblock

2.2. Ongoing assessment of students to determine Ongoing assessment of students to determine instructional strengths and needsinstructional strengths and needs

3.3. Ongoing professional development for Ongoing professional development for instructional staffinstructional staff

Tier 1 Tier 1 Classroom Instructional PracticesClassroom Instructional Practices

Flexible grouping for differentiation Flexible grouping for differentiation of instructionof instruction

Research-based classroom Research-based classroom intervention designed to achieve intervention designed to achieve grade-level content expectationsgrade-level content expectations

6 to 8 weeks minimum of 6 to 8 weeks minimum of prescriptive interventionsprescriptive interventions

TIER 2TIER 2

Provides research-based, intensive Provides research-based, intensive prevention services and/or designed prevention services and/or designed interventions targeting the individual interventions targeting the individual needs of studentsneeds of students

Goal is to meet the needs of students Goal is to meet the needs of students whose performance level AND rate of whose performance level AND rate of progress continue to lag behindprogress continue to lag behind

TIER 2TIER 2Basic Features of InstructionBasic Features of Instruction

30 minutes a day, 5 days a week30 minutes a day, 5 days a week

Small groups (3 to 5 students)Small groups (3 to 5 students)

Same ability groupingSame ability grouping

Progress is monitored every two weeksProgress is monitored every two weeks

TIER 2TIER 2ProcessProcess

The problem solving process often occurs The problem solving process often occurs during grade level meetings or school-wide during grade level meetings or school-wide “RTI team” meetings“RTI team” meetings

After 6 to 8 weeks the team decides if an After 6 to 8 weeks the team decides if an intervention should be continued or altered, intervention should be continued or altered, allowing at least 3 weeks for it to take effectallowing at least 3 weeks for it to take effect

A student should not stay at Tier 2 for more A student should not stay at Tier 2 for more than a yearthan a year

Tier 2Tier 2 PlanningPlanning

Determine who will provide the supplemental Determine who will provide the supplemental instructioninstruction

Evaluate and select materialsEvaluate and select materials Determine criteria for entering and exiting Tier Determine criteria for entering and exiting Tier

2 instruction2 instruction Students enter when the assessment system Students enter when the assessment system

indicates below benchmarkindicates below benchmark Students exit when the assessment system Students exit when the assessment system

indicates back on grade levelindicates back on grade level

What Should the What Should the Supplemental Instruction Supplemental Instruction

Look Like?Look Like?

Systematic and explicitSystematic and explicit ModelingModeling Multiple examplesMultiple examples Feedback to individual studentsFeedback to individual students Multiple opportunities to participate and Multiple opportunities to participate and

respondrespond Paced to match each student’s skill levelPaced to match each student’s skill level

TIER 3TIER 3

Tier 3 is provided for students who meet Tier 3 is provided for students who meet both the low achievement AND the both the low achievement AND the insufficient response to Tier 2 insufficient response to Tier 2 interventionsinterventions

Insufficient response will be defined by a Insufficient response will be defined by a committee (typically 2 to 3 trials of committee (typically 2 to 3 trials of evidence based strategies lasting 6 to 8 evidence based strategies lasting 6 to 8 weeks)weeks)

Tier 3Tier 3Intensive InterventionIntensive Intervention

Specifically designed reading instruction Specifically designed reading instruction that extends beyond the time allocated for that extends beyond the time allocated for Tier 1 and Tier 2Tier 1 and Tier 2

Supplements 90 minutes of Tier 1 Supplements 90 minutes of Tier 1 instructioninstruction

Tier 3Tier 3Basic Features of InstructionBasic Features of Instruction

Two 30-minute sessions a day, 5 days a weekTwo 30-minute sessions a day, 5 days a week

Smaller groups of students (3 students)Smaller groups of students (3 students)

Same ability groupingSame ability grouping

Progress is monitored every two weeksProgress is monitored every two weeks

Who Provides Tier 3 Who Provides Tier 3 Supplemental Supplemental Instruction?Instruction?

OptionsOptions

Specialized reading teacherSpecialized reading teacher

External interventionistExternal interventionist

Special education teacherSpecial education teacher

What should Tier 3 What should Tier 3 instruction look like?instruction look like?

Repeated opportunities for practice and reviewRepeated opportunities for practice and review Additional correction and feedbackAdditional correction and feedback Increased time on-taskIncreased time on-task Drill repetition and practice reviewDrill repetition and practice review Tasks broken down into smaller stepsTasks broken down into smaller steps Learning made visibleLearning made visible Prompts and cuesPrompts and cues

Differences between Tier Differences between Tier 2 and Tier 32 and Tier 3

Tier 2 InstructionTier 2 Instruction Tier 3 InstructionTier 3 Instruction

Daily Daily InstructionInstruction

30 minutes (+Tier 1)30 minutes (+Tier 1) 30 minutes 30 minutes twice a daytwice a day

(+Tier 1)(+Tier 1)

DurationDuration 10-12 weeks10-12 weeks

(1-2 rounds)(1-2 rounds)

10-12 weeks10-12 weeks

(possible several rounds)(possible several rounds)

Group sizeGroup size 1:3 to 51:3 to 5 1:31:3

Ongoing Ongoing Progress Progress MonitoringMonitoring

every 2 weeksevery 2 weeks every 2 weeksevery 2 weeks

DATA…DATA…DATADATA…DATA…DATA

© 2005, Dynamic © 2005, Dynamic Measurement GroupMeasurement Group

Reading Trajectories of Reading Trajectories of Low and Middle ReadersLow and Middle ReadersGrades 1-6Grades 1-6

Wo

rds

Pe

r M

inu

te


Summary: Summary: What Do We Know?What Do We Know? Reading trajectories are established early. Reading trajectories are established early. Readers on a low trajectory tend to stay on Readers on a low trajectory tend to stay on

that trajectory.that trajectory. Students on a low trajectory tend to fall further Students on a low trajectory tend to fall further

and further behind.and further behind.

UNLESS …UNLESS …


We We CANCAN Change Change TrajectoriesTrajectories

Identify students Identify students early.early. Focus instruction on Focus instruction on Big IdeasBig Ideas of of

literacy.literacy. Focus assessment on Focus assessment on indicatorsindicators of of

important important outcomes.outcomes. Use assessment information to Use assessment information to impact impact

instruction to improve outcomes for instruction to improve outcomes for studentsstudents

What Are DIBELS?What Are DIBELS?

DDynamicynamic

98.6

Indicatorsof

Basic Early Literacy Skills© 2005, Dynamic Measurement Group

Relevant Features of Relevant Features of DIBELSDIBELS Measure Measure Basic Early Literacy SkillsBasic Early Literacy Skills: Big Ideas : Big Ideas

of early literacyof early literacy Efficient and economicalEfficient and economical StandardizedStandardized ReplicableReplicable Familiar/routine contextsFamiliar/routine contexts Technically adequateTechnically adequate Sensitive to growth and change over time and Sensitive to growth and change over time and

to effects of interventionto effects of intervention

© 2005, Dynamic Measurement Group

Focus Instruction on Big IdeasFocus Instruction on Big IdeasWhat are the Big Ideas of early reading?What are the Big Ideas of early reading?

Phonemic awarenessPhonemic awareness Alphabetic principleAlphabetic principle Accuracy and fluency with Accuracy and fluency with

connected textconnected text VocabularyVocabulary ComprehensionComprehension


Why focus on BIG IDEAS?Why focus on BIG IDEAS? Intensive instruction means teach less Intensive instruction means teach less

more thoroughlymore thoroughly If you don’t know what is important, If you don’t know what is important,

everything is.everything is. If everything is important, you will try to do If everything is important, you will try to do

everything.everything. If you try to do everything you will be If you try to do everything you will be

asked to do more.asked to do more. If you do everything you won’t have time If you do everything you won’t have time

to figure out what is important.to figure out what is important.


DIBELS Assess the Big DIBELS Assess the Big IdeasIdeas

Big Idea of Literacy DIBELS Measure

Phonemic Awareness Initial Sound Fluency

Phoneme Segmentation Fluency

Alphabetic Principle Nonsense Word Fluency

Accuracy and Fluency with Connected Text

Oral Reading Fluency

Comprehension At least through grade 3: A combination of Oral Reading Fluency & Retell Fluency

Vocabulary – Oral Language Word Use Fluency


Letter Naming Fluency is Letter Naming Fluency is an Added an Added Indicator of Indicator of Risk*Risk*

DIBELS™ MeasureDIBELS™ Measure

Indicator of RiskIndicator of Risk Letter Naming FluencyLetter Naming Fluency

Note: Letter Naming is not a Big Idea of early literacy; it is not the most powerful instructional target thus there are no benchmark goals nor progress monitoring materials for LNF.


DIBELS Benchmark DIBELS Benchmark GoalsGoals Initial Sound Fluency: Initial Sound Fluency:

Phoneme Segmentation Fluency: Phoneme Segmentation Fluency:

Nonsense Word Fluency: Nonsense Word Fluency:

DIBELS™ Oral Reading Fluency: DIBELS™ Oral Reading Fluency:

–35 sounds per minute by Spring Kindergarten

–25 sounds per minute by Winter Kindergarten

–50 sounds per minute by Winter First Grade with at least 15 words recoded

–40 words correct per minute by Spring First Grade

–90 words correct per minute by Spring Second Grade

–110 words correct per minute by Spring Third Grade

–118 words correct per minute by Spring Fourth Grade

–124 words correct per minute by Spring Fifth Grade

–125 words correct per minute by Spring Sixth Grade

DIBELS 2005

DIBELS AssessmentDIBELS Assessment

Two types of assessment:Two types of assessment:

1- Benchmark assessment: All 1- Benchmark assessment: All students 3 times per year students 3 times per year

2- Progress Monitoring: Students who 2- Progress Monitoring: Students who need support more frequently need support more frequently

Where Are We Now?Where Are We Now?

Quality Classroom Instruction

Quality/ Standardized/ Documented/ Interventions

Intensive Instruction

Instruction Consultation Teams

Gravois, 2006

• Starting point is the “match” between the students’ entry skills and the quality of instruction within the classroom (tier 1).

• Focus is to support high quality instructional practices (regardless of students’ assignment to tier).

• Recognizes that principles of quality instruction are the same regardless of tier.

• Recognizes assignment (or lack of assignment) of student to a tier does not resolve the need for teacher support.

• Recognizes that measures of student progress are necessary, yet alone are insufficient to improve teacher and student performance.

Instructional Consultation

Teams

Livingston County Livingston County Referral TrendReferral Trend

Livingston County Cohort 3

Special Education Trend Data

0102030405060

2005-2006 2006-2007 2007-2008

Students Referred for Evaluation

Students Placed in SpecialEducation

Special Education Special Education PopulationPopulation

Total Percentage of Special Ed. Students Cohorts 3 & 4

Livingston County

0%

5%

10%

15%

20%

25%

2004-2005 2005-2006 2006-2007 2007-2008

Cohort 3

Cohort 4

Referral PatternsReferral Patterns

Livingston County 2007-08Referral Trend Data

IC Schools Cohorts 3-5

78

6

49

90

14

79

0

20

40

60

80

100

IC Cases IEP Cases

# of Cases # Cases Eval. # Placed

2009 ELA MEAP DATA2009 ELA MEAP DATAPercent ProficientPercent Proficient

RESPONSE TO INTERVENTION Malissa Patrick and Kim Thorndycraft February 25, 2010.

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