RtI TrainingRtI Training

Presented by:Presented by:

Linda Patterson &Linda Patterson &

Erin HoskinsErin Hoskins

What is RtI?What is RtI?

Responsiveness to InterventionResponsiveness to Intervention

A 3 phase problem solving modelA 3 phase problem solving model

PurposePurpose

Tool to identify students who are Tool to identify students who are struggling and are at-riskstruggling and are at-risk

To provide high-quality intervention To provide high-quality intervention matched to student needsmatched to student needs

To assist in making important educational To assist in making important educational decisionsdecisions

Why do it?Why do it?

New laws – NCLB and IDEA 2004New laws – NCLB and IDEA 2004

New requirementsNew requirements

More efficient processMore efficient process

True team processTrue team process

MythsMyths

The outcome and intent of RtI is identification for The outcome and intent of RtI is identification for special educationspecial educationThe last stage or “tier” of the model is only The last stage or “tier” of the model is only special educationspecial educationRtI is only “prereferral”RtI is only “prereferral”The research basis for RtI is limited to beginning The research basis for RtI is limited to beginning readingreading- research with reading is substantial- research with reading is substantial-research based on using problem solving -research based on using problem solving models for students at-risk or with behavior models for students at-risk or with behavior problems is also substantialproblems is also substantial

Analyses of outcomes in RtI Analyses of outcomes in RtI implementations have improved outcomes implementations have improved outcomes in all students and shown reductions in in all students and shown reductions in referrals for special education. referrals for special education.

Changes in Belief Systems and Changes in Belief Systems and PracticesPractices

A unified system that places importance on meeting the A unified system that places importance on meeting the needs of all studentsneeds of all students- view school as a whole and “everyone’s child”- view school as a whole and “everyone’s child”-consider children with disabilities as general education -consider children with disabilities as general education firstfirst

Embrace a model of prevention not of failure (puts an Embrace a model of prevention not of failure (puts an end to the “wait to fail” model)end to the “wait to fail” model)Early identification and swift interventionEarly identification and swift interventionUtilizing data to support educational decision making will Utilizing data to support educational decision making will impact what the teacher is doing to improve achievementimpact what the teacher is doing to improve achievement

Based on Following Core PrinciplesBased on Following Core Principles

We can effectively teach all childrenWe can effectively teach all children

Intervene earlyIntervene early

Use a multi-tier (phase) model of deliveryUse a multi-tier (phase) model of delivery

Use a problem-solving method to make Use a problem-solving method to make decisions within the multi-phase modeldecisions within the multi-phase model

Use research-based, scientifically Use research-based, scientifically validated interventions/instructions to the validated interventions/instructions to the extent availableextent available

Monitor student progressMonitor student progressUse data to make decisionsUse data to make decisionsUse data for three different purposes:Use data for three different purposes:1. Screening applied to all children to 1. Screening applied to all children to identify those who are not making identify those who are not making progress at expected ratesprogress at expected rates2. Diagnostics to determine what children 2. Diagnostics to determine what children can and cannot do in important academic can and cannot do in important academic and behavioral domainsand behavioral domains3. Progress monitoring to determine if 3. Progress monitoring to determine if interventions are producing desired effectsinterventions are producing desired effects

Key Components of RtIKey Components of RtIHigh quality instruction/interventionHigh quality instruction/intervention-matched to student need-matched to student need-based on scientific research to produce higher learning rates-based on scientific research to produce higher learning ratesLearning rate and level of performanceLearning rate and level of performance-primary sources of information used in ongoing decision making-primary sources of information used in ongoing decision making- learning rate- learning rate

-student’s growth in achievement or behavior competencies over -student’s growth in achievement or behavior competencies over time time compared to prior levels of performance and peer growth ratescompared to prior levels of performance and peer growth rates-level of performance-level of performance

- student’s relative standing on some dimension of - student’s relative standing on some dimension of achievement/performance compared to expected performanceachievement/performance compared to expected performanceImportance educational decisionsImportance educational decisions- based on individual student response to instruction across multiple stages - based on individual student response to instruction across multiple stages of interventionof intervention

* Decisions about the use of more or less intense interventions are made using * Decisions about the use of more or less intense interventions are made using information on learning rate and levelinformation on learning rate and level

AssessmentAssessment

Essential to the RtI modelEssential to the RtI model-directly linked to screening, diagnostics, and progress monitoring-directly linked to screening, diagnostics, and progress monitoringScreeningScreening-provided to all students several times per year-provided to all students several times per year

-express purpose is identifying students who are not -express purpose is identifying students who are not making expected progress (at-risk)making expected progress (at-risk)

-to assess effectiveness of core curriculum-to assess effectiveness of core curriculumDiagnostic AssessmentDiagnostic Assessment-used to ascertain specific skill strength and deficits-used to ascertain specific skill strength and deficitsProgress monitoringProgress monitoring-used to evaluate effectiveness of interventions-used to evaluate effectiveness of interventions-to determine intensity of interventions and resources needed to -to determine intensity of interventions and resources needed to support student learningsupport student learning

Structured Problem-Solving Structured Problem-Solving ProcessProcess

Required component of RtIRequired component of RtIComponentsComponents

- problem identification- problem identification- analysis of the problem to hypothesize why it is - analysis of the problem to hypothesize why it is occurringoccurring- developing a plan to address the problem- developing a plan to address the problem-evaluating the student’s response to the -evaluating the student’s response to the intervention/plan selectedintervention/plan selectedCan assist in identifying students with similar Can assist in identifying students with similar learning needs and concernslearning needs and concerns

Distribution of Student Population Distribution of Student Population by Level of Educational Needby Level of Educational Need

5-10%Phase 3

15-20%Phase 2

80-85%Phase 1

Implementation of RtIImplementation of RtI

Tiered levels of Instruction:Tiered levels of Instruction:-Tier 1-Tier 1

-the foundation – contains the core -the foundation – contains the core curriculum (both academic and curriculum (both academic and behavioral)behavioral)

-should be effective for 80-85% of the -should be effective for 80-85% of the studentsstudents

- focuses on group interventions for all - focuses on group interventions for all studentsstudents

- characterized as preventive and - characterized as preventive and proactiveproactive

Tiered levels of instruction, cont.Tiered levels of instruction, cont.

-Tier 2-Tier 2- serves approximately 15% of students- serves approximately 15% of students- interventions are targeted group - interventions are targeted group interventionsinterventions-Tier 2 students continue to receive Tier 1 -Tier 2 students continue to receive Tier 1 instruction instruction in addition toin addition to Tier 2 Tier 2 interventionsinterventions- progress should be monitored at least - progress should be monitored at least twice a monthtwice a month

Tiered levels of instruction, cont.Tiered levels of instruction, cont.

-Tier 3-Tier 3

- serves approximately 5% of students- serves approximately 5% of students

- students receive intensive individual - students receive intensive individual supportsupport

-once students reach target skill levels, the -once students reach target skill levels, the intensity and/or level of support is adjustedintensity and/or level of support is adjusted

- these students can move fluidly among - these students can move fluidly among and between the tiers and between the tiers

Regular Education Support TeamRegular Education Support Team

……are school based problem-solving teams are school based problem-solving teams built on the assumption that teachers in built on the assumption that teachers in regular education have the ability to regular education have the ability to resolve many of the instructional and resolve many of the instructional and behavioral difficulties experienced by their behavioral difficulties experienced by their students. Those same teachers need and students. Those same teachers need and deserve the support of their colleagues deserve the support of their colleagues within the building.within the building.

REST MembersREST Members

Building PrincipalBuilding PrincipalSchool CounselorSchool CounselorClassroom TeachersClassroom TeachersSchool PsychologistSchool PsychologistAt Risk StaffAt Risk StaffSchool Nurse (optional)School Nurse (optional)Reading SupportReading SupportParent (optional)Parent (optional)

Issues for REST ConsiderationIssues for REST Consideration

Academic strugglesAcademic struggles

Behavioral difficultiesBehavioral difficulties

Challenging bright Challenging bright kidskids

Task completionTask completion

Focus, participation, Focus, participation, completioncompletion

Social/emotional Social/emotional issuesissues

Attendance issuesAttendance issues

Assessment Assessment performanceperformance

Retention Retention considerationconsideration

Teacher skill-buildingTeacher skill-building

How does a teacher access the How does a teacher access the REST process?REST process?

Hesitate to call it a referral!!!Hesitate to call it a referral!!!

Instead, think of it as a request for Instead, think of it as a request for assistance.assistance.

Prior to REST, Teachers can…Prior to REST, Teachers can…

Check the student’s cumulative fileCheck the student’s cumulative fileContact parents for input and/or feedbackContact parents for input and/or feedbackSecure any screening information (i.e. vision, Secure any screening information (i.e. vision, hearing, etc.)hearing, etc.)Consult other teachers and/or prior teachers if Consult other teachers and/or prior teachers if possiblepossibleDocument any interventions implementedDocument any interventions implementedList student strengths and prioritize concernsList student strengths and prioritize concernsCollect dataCollect dataWrite a problem statementWrite a problem statement

Typical 20 Minute REST AgendaTypical 20 Minute REST Agenda

Teacher requesting assistance identifies student Teacher requesting assistance identifies student strengths, problem statement, and strategies strengths, problem statement, and strategies implementedimplemented

Team clarification (5 minutes)Team clarification (5 minutes)

Team brainstorms interventions (10 minutes)Team brainstorms interventions (10 minutes)

Closure: intervention(s), resources needed, and Closure: intervention(s), resources needed, and progress monitoring method reviewedprogress monitoring method reviewed

Follow-up support indicated (5 minutes) Follow-up support indicated (5 minutes)

Problem Solving ModelProblem Solving Model

Element 1:Element 1:Problem Definition and Problem Definition and Baseline MeasurementBaseline MeasurementWhat is the problem?What is the problem?

Element 4:Element 4: Element 2:Element 2: Evaluation and Evaluation and Problem Analysis Problem Analysis Decision MakingDecision Making and Intervention and Intervention Did it work? If not,Did it work? If not, DevelopmentDevelopmentConsider repeating the process. Consider repeating the process. What will we do about it? What will we do about it?

Element 3:Element 3:Implementation of Implementation of

InterventionsInterventionsCarry out the interventions Carry out the interventions

and revise as needed.and revise as needed.

Element 1: Defining the ProblemElement 1: Defining the Problem

Identify the problem in Identify the problem in observable, behavioral termsobservable, behavioral terms

Identify the setting and Identify the setting and expectations and estimate the expectations and estimate the frequency of the behaviorfrequency of the behavior

Example of Defining the ProblemExample of Defining the Problem

Instead of:Instead of:Joey has a hard time Joey has a hard time writingwriting

A better definition:A better definition:When asked to write a When asked to write a story, Joey is able to write story, Joey is able to write two incomplete sentences two incomplete sentences with approximately 50% with approximately 50% of the words spelled of the words spelled correctly. The average correctly. The average student in the class is student in the class is able to write two able to write two paragraphs with 80% of paragraphs with 80% of the sentences having the sentences having correct grammar and correct grammar and 90% of the words spelled 90% of the words spelled right. right.

Example of Defining the ProblemExample of Defining the Problem

Instead of:Instead of:Serena struggles with Serena struggles with readingreading

A better definition:A better definition:When given a reading When given a reading passage from her passage from her social studies book, social studies book, Serena reads 45 wpm Serena reads 45 wpm while her average while her average peer reads 70wpm. peer reads 70wpm. She struggles to read She struggles to read vocabulary words vocabulary words related to the social related to the social studies content.studies content.

Example of Defining the ProblemExample of Defining the Problem

Instead of:Instead of:

Max is always out of his Max is always out of his seatseat

A better definition:A better definition:

Max leaves his desk Max leaves his desk without permission an without permission an average of six times per average of six times per hour during math and hour during math and reading – only an reading – only an average of two times an average of two times an hour during science and hour during science and social studies. His peers social studies. His peers average less than one average less than one time per hour. time per hour.

Intervention DevelopmentIntervention Development

Interventions should be…Interventions should be…

- implemented by the highly qualified - implemented by the highly qualified teacherteacher

- scientific research based- scientific research based

- measurable- measurable

-progress should be monitored by -progress should be monitored by curriculum based measurementscurriculum based measurements

Intervention ImplementationIntervention Implementation

The following instructional elements may The following instructional elements may be altered to enhance student be altered to enhance student performance:performance:

-instructional strategies-instructional strategies

-size of instructional group-size of instructional group

- time allocated for instruction- time allocated for instruction

- materials used- materials used

-reinforcement-reinforcement

Problem Solving ModelProblem Solving Model

Element 1:Element 1:Problem Definition and Problem Definition and Baseline MeasurementBaseline MeasurementWhat is the problem?What is the problem?

Element 4:Element 4: Element 2:Element 2: Evaluation and Evaluation and Problem Analysis Problem Analysis Decision MakingDecision Making and Intervention and Intervention Did it work? If not,Did it work? If not, DevelopmentDevelopmentConsider repeating the process. Consider repeating the process. What will we do about it? What will we do about it?

Element 3:Element 3:Implementation of Implementation of

InterventionsInterventionsCarry out the interventions Carry out the interventions

and revise as needed.and revise as needed.

ReferencesReferences

Center for Innovations and Special Education Center for Innovations and Special Education (Interventions Plus and Choosing the Right Stuff: One (Interventions Plus and Choosing the Right Stuff: One Intervention Doesn’t Fit All)Intervention Doesn’t Fit All)National Research Center on Learning Disabilities National Research Center on Learning Disabilities (Responsiveness to Intervention Symposium 2003)(Responsiveness to Intervention Symposium 2003)The National Association of State Directors or Special The National Association of State Directors or Special Education (NASDSE) (Myths About Response to Education (NASDSE) (Myths About Response to Intervention (RtI) Implementation)Intervention (RtI) Implementation)NASDSE and CASE (Response to Intervention May NASDSE and CASE (Response to Intervention May 2006)2006)

*Detailed references can be provided upon request*Detailed references can be provided upon request

ResourcesResourcesHall, S.,Ed.D. (2006). I’ve DIBEL’d, now what? Designing interventions Hall, S.,Ed.D. (2006). I’ve DIBEL’d, now what? Designing interventions with DIBELS data. Boston, MA: Sopris West Educational Services.with DIBELS data. Boston, MA: Sopris West Educational Services.www.wrightslaw.comwww.wrightslaw.com (Research Based Instruction). (Research Based Instruction).Integrating Research with Improved Policies and Practices. National Integrating Research with Improved Policies and Practices. National Research Center on Learning Disabilities Research Center on Learning Disabilities www.nrcld.org/html/research/rti/concepts.htmlwww.nrcld.org/html/research/rti/concepts.htmlAccess to the General Education Curriculum: Research-Based Interventions Access to the General Education Curriculum: Research-Based Interventions for High School Students with Disabilities (teleconference/power point by for High School Students with Disabilities (teleconference/power point by Jean Schumaker, Ph. D.) Jean Schumaker, Ph. D.) www.ncset.org/teleconferences/transcripts2004_08a.aspwww.ncset.org/teleconferences/transcripts2004_08a.aspMath Interventions Math Interventions www.k8accesscenter.org/training_resources/math.aspwww.k8accesscenter.org/training_resources/math.aspBehavior Interventions Behavior Interventions www.disciplinehelp.com/www.disciplinehelp.com/Hawthorne Intervention Manuals (Pre-Referral, Adaptive Behavior, Hawthorne Intervention Manuals (Pre-Referral, Adaptive Behavior, Behavior, Attention Deficit Disorders). Columbia, MO: Hawthorne Behavior, Attention Deficit Disorders). Columbia, MO: Hawthorne Educational Services, Inc. Educational Services, Inc. www.hes-inc.comwww.hes-inc.com