RtI: Focusing Instruction for Student Success

Reaching lives and making a difference

Andrea Ogonosky, Ph.D.

www.ogonoskylearning.com

(832) 656-0398

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Bases for RTI in Federal Law

1975: Initial purpose to provide FAPE in LRE

1980s: Shift from access to schools to access to curriculum and instruction, and to results in learning

Now: Accountability for learning: language in NCLB and IDEA ’04

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From NCLB:“…holding schools, local education agencies, and States

accountable for improving the academic achievement of all students…” and “…promoting schoolwide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)]

From IDEA:“…to improve the academic achievement and functional

performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]

(emphasis added)

Focus on curriculum rigor: He that teaches us anything which we knew not before is undoubtedly to be reverenced as a master.

--Samuel Johnson

The teacher’s influence on student achievement scores is twenty times greater than any other

variable, including class size and student poverty.”

Fallon (2003)

We believe in success for ALLWe Know that ALL children can learn. . .

We need to meet them from where they are and then take them to where

we want them to be.

Response to Intervention• Is a PROCESS for problem solving the delivery of

instruction and support in a manner that enables the struggling learner access to the curriculum.

• Grounded in ESEA Act of 2000 (No Child Left behind): AYP and Highly Qualified Teachers

Commissioner’s Rules (11/07) 89.1040: Eligibility Criteria (9) Learning

Disability

(A) Prior to and as part of the evaluation. . . In order to ensure that underachievement is not due to lack of appropriate instructions in reading or mathematics, the following must be considered:(i) data that demonstrates. . . appropriate

instruction in reading. . . and/or mathematics within general education settings delivered by qualified personnel; and

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Guidance Document: Appropriate Instruction

• A school may determine that appropriate instruction was provided to a student in the general education setting by reviewing curriculum and grade-level student performance

• RtI progress monitoring can provide data that demonstrates an individual child has received appropriate instruction by ensuring the majority of students were able to master the objectives.

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Guidance Document: Data From Repeated Assessments

• RtI progress monitoring, in-class tests based on state standards, benchmark assessment, criterion-referenced measures, or other regularly administered tests.

• Data from repeated assessments should typically have been administered at evenly-spaced intervals, such as once per week, over a reasonable period of time.

• Reasonable period of time = 4-8 weeks, 6 weeks being the average; should follow the requirements of the particular instruction program or assessment process in use.

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Guidance Document: Fails to achieve adequately for age or meet state-approved grade level standards

• May be determined by measures such as in-class test scores, grade average over time, statewide assessment scores, standardized achievement test scores, criterion-referenced measures, and/or a RtI process.

• A students failure to pass TAKS should not automatically result in a LD referral and/or determination.

• Determination of LD should include a variety of information sources and measures and should not be based on a single measure.

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Eligibility Criteria (9) (B) (ii) LD

– (l) does not make sufficient progress when provided a process based on the child’s response to scientific, researched-based intervention (as defined in 20 USC, Section 7801 (37)), as indicated by the child’s performance relative to the performance of the child’s peers on repeated, curriculum-based assessments of achievement at reasonable intervals, reflecting student progress during classroom instruction;

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Copyright © 2008 Mississippi Department of Education

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General ThemesKeep these general themes in mind:

1. RtI is a process to match the student’s needs with strategies.

2. RtI is not a unidirectional but bidirectional process.

3. This is NOT an indication of a need for special education services.

Response to Intervention

• Multi-tiered problem solving process to support all learners.

• Increased instruction and interventions based upon student needs.

• Supports both academics and social/emotional/behavior

• Promotes student success while building teacher knowledge and resources

Multi-tier Model

ACADEMIC BEHAVIOR

80%

15%

5%

ProblemSolving

ProblemSolving

Tier 1: Core Instruction and Universal Interventions

ACADEMIC

Quality core instruction and strategies

Differentiated Instruction

Embedded Interventions

BEHAVIOR

School-wide PBIS

Expectations clearly communicated

Social skills instruction

Proactive discipline policy

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Universal Screening: Academic and BehaviorContinuous progress monitoring of grade level success

Tier 1

Process at Tier 1 is to develop teacher skills in differentiation of instruction to meet needs of all

students in classroom.

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Tier 1 Problem Solving

• Informal process between team and teachers• Case manager meets with teacher to discuss Tier 1• Case manager documents plan and reports to team• Teacher collects data• If student continues to struggle, begin progress

monitoring for baseline

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Copyright © 2008 Mississippi Department of Education 19

Effective InstructionActive engagement of studentsHigh success ratesIncreased content coverageInstruction that addresses the critical forms of

knowledge Instruction in the organizing, storing, &

retrieving of infoStrategic instruction &explicit instruction Instruction that teaches across subjects.

Tier 1: Foundations for AYP Success

• Shared ownership for all students• High expectations and rigor• Data driven differentiated instruction aligned with

student strengths • Common Planning time for collaborative problem

solving• Effective classroom management • Strong student teacher relationships• School Wide PBIS

Tier 2: Targeted Interventions

ACADEMIC

Strategic and supplemental

Standard protocol / evidence-based

Small group (5:1)

BEHAVIOR

Strategic and supplemental

Evidenced Based (SEL)

Social skills instruction

Peer / adult mentoring

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Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. Focused continuous progress monitoring that increases with intensity of instruction and intervention

Tier 2

• Students that have not made progress and met goals using Tier I interventions are given additional support

• Students identified for Tier 2 are those who exhibit significant deviation from grade-level peers

• Interventions include small group instruction time that is supplemental on student instructional level.

• 2-3 times per week of additional instruction (30 -45 minutes)

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Strategic Interventions

• Does the intervention meet NCLB standards?• Are the interventions linked to the student

instructional level?• Does the intervention “link” to the problem

definition?• Have the staff been trained?

Tier 3: Intensive Interventions

ACADEMIC

Increased strategic and supplemental

Group size decreased (3:1)

BEHAVIOR

Small group counseling

Individualized Behavior Action Plan

Frequent, daily mentoring

Align academic interventions to increase AET

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Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. Focused continuous progress monitoring that increases with intensity of instruction and interventionPattern of inadequate responses may lead to refer for Section 504 or Special Education

Tier 3

• Increased intensity of intervention• Tier 3 increases the frequency of instruction

as well as decreases group size during intervention.

• Most intensive phase of RTI• Interventions include two 30-minute sessions

per day for a minimum of 4-6 weeks• Implementation of intervention needs to be

documented for accountability

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RTI TEAM MEETINGS

Problem-Solving Method

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What is the problem? Define the problem and directly measure the behavior

Why is it happening? Validate the problem and identify variables that contribute to problem

What should be done about it? Develop a plan and implement as Intended; progress monitor and modify

as necessary

Did it work? Evaluateresponse to

intervention using multiple sources of

data

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Fundamental Questions to Ask

• What do we want students to know?• How do we know if the students have learned

it?• What do we do when students don’t learn it?• Do we believe that they can learn it?

Problem Solving Paradigm• What does it take to have successful outcomes for all

students? • Two parameters:

1. Don’t ask for more staff: typically it is not an issue of more, but how to use exiting staff differently.

2. Don’t need to purchase interventions -it is helpful, but – the best interventions are free: solid instruction plus strategy building.

Problem Solving Teams

RtI Team• This team may have members who also have a role

in other school collaborative teams. • Its membership is varied and broad, including a

core membership of teachers and professional staff with roles and expertise to provide critical input to the process.

• The focus of this team is the daily work of student achievement and outcomes, rather than special education eligibility.

Problem Solving Teams

RtI Team• The focus of this team is the daily work of student

achievement and outcomes, rather than special education eligibility.

• They monitor the process of tiered interventions and review data to make collaborative decisions. They have assigned roles that may vary throughout the year. Team meetings should

• include additional participants who have pertinent information about the topic,

Problem Solving Teams

RtI Team• This team could include a parent, speech and

language pathologist, gifted education teacher, ELL, other special education support staff

• The team maintains an atmosphere in which a grade level team or referring teacher feels welcomed and supported.

RTI DATA

The National Research Center on Learning Disabilities (NRCLD, 2006) defines RTI as:

“…an assessment and intervention process for systematically monitoring student

progress and making decisions about the need for instructional modifications or

increasingly intensified services using progress monitoring data.”

5-8%

15%

80 %

Intensified Progress Monitoring

•Student with most intensive needs

•3 times per week

•Instructional level

•Interventionist

Progress Monitoring

•Students with targeted skill needs

•1-2 x per week

•Instructional level

•Interventionist

Universal Screening

•Screen all students

•3 x per year

•Grade level

•General education teacher

Balancing Assessments

-- Assessment systems-- Multiple measures-- Varied types -- Varied purposes-- Varied data sets-- Balanced with needs

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RtI Assessment: Multiple Sources

• Includes a continuum of strategies and assessment tools: daily classroom instruction periodic checkpoints annual snapshots

• Balance is achieved by: how you use the data employing multiple measures match various assessments to intended purpose.

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Show Me the Data!

Remember . . . if it is not documented

. . . Then IT DID NOT HAPPEN!

Questions?