elementary focus- building your rti model through understanding of the basic principles and...

ELEMENTARY FOCUS-BUILDING YOUR RTIMODEL THROUGH

UNDERSTANDING OF THE BASIC PRINCIPLES

AND COMPONENTS & NETWORKING

WITH OTHERS

Project Goal : Establish and implement a coordinated,

regionalized system of personnel development that will

increase school systems’ capacity to provide early intervening

services [with an emphasis on reading], aligned with the

general education curriculum, to at-risk students and students

with disabilities, as measured by improved student progress

and performance.

Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education

Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.

Objectives:1. Deliver research-based professional development and technical

assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC).

2. Increase the participation of parents in decision-making across district sites.

3. Incorporate professional development content into higher education general and special education preservice & graduate level curricula.

4. Evaluate the effectiveness of project activities.

Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education

Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.

AcknowledgementsThis ppt. is a compilation of the work of many sources. Thanks to all for your

generosity and wisdom

IASPIRE North Staff:

Dr. Mark Shinn

Dr. Barb Curl

Dr. Christine Malecki

Christine Martin

Mary Miller

Dr. Madi Phillips

Dr. Pam Radford

• Dr. Judy Hackett• Dr. Tim Thomas• Dr. Joseph Torgeson• University of

Oregon-Reading• University of Texas• Florida Center for

Reading Research

What we are hoping to accomplish today:

• What RtI looks like at the elementary level- the framework and key components

• Network with each other- describe the ‘real deal’. How RtI is shaping up in your schools.

• Group ‘Think Tank’. Network and figure this out together…Create a group scaffolding effect….

Questions to consider:• Who can argue that there is no need to change? … that every

school is operating at its best and meeting the needs of diverse learners?

• Who can argue the need to have better data systems to identify who needs more and then tell us if what we are doing is working?

• Who can argue the need to develop and provide interventions systems/more levels of support to respond to the needs of more students?

• Who can argue the need to have better teams to analyze data and plan for the interventions?

• Who can argue the need to build consensus and commitment- to help everyone have a common language and common understanding of this RtI shift in how schools function?

BIG IDEAS

AROUND RTI

All the principles and components of RtI are about building a better support system for

general education.• DOING IT BETTER

• DOING IT DIFFERENTLY

• PROVIDING MORE LEVELS OF SUPPORT TO HELP ALL STUDENTS

• REALLOCATING RESOURCES/SKILLS IN DIFFERENT WAYS

What is ‘Response to Intervention (RtI)’?

(Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)

• Identifying and providing high quality instruction and research-based interventions matched to students needs

• Measuring rate of improvement (ROI) over time to make important educational decisions- Progress Monitoring

• Educators use ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different.

Effective Education for ALL StudentsBuilding a School-Wide Model

Picture retrieved from: sneakers.pair.com/ l/school.jpg, 3/2005

Response to Intervention approach

Tier 2

Tier 1

Tier 3

An RtI Vision Any School-

Efficient Teamingand Problem Solvingat each Tier Data-Based Decisions

at each Tier

Intervention-rich environmentat each Tier

Problem Solving/RtI Core Components and Principles-Use of Research-based,Scientifically validated 3 tiers of instruction/intervention-Scientifically based screening & progress monitoring to inform instruction and intervention-Use of a Problem Solving Methodology/Data based decision making at each tier-Prevention and Early Intervention-Problem Solving is about building a better support system for general education-Every student is everyone’s responsibility

Yo

u d

o t

his

:T

o g

et t

his

:

ResponseTo

Intervention

RtI: The “Big Picture”

One Educational System

Educational Reform

Educational Initiatives

(Slide developed by Dr. Judy Hackett and Dr. Tim Thomas)

Linking School Improvement Plans with RtI…

(Slide developed by Dr. Judy Hackett and Dr. Tim Thomas)

BESIDES BEING

BEST PRACTICES,

IT’S NOW IN THE LAW!

The Educational Stars Are Aligning

• No Child Left Behind• Reading First• President’s Commission on Special

Education Excellence• IDEA Reauthorization 2004• Illinois Rules and Regulations• Creates tremendous opportunity for

schools to make significant changes in how they help students !

This is our collective challenge…..our collective opportunity for significant educational reform.

Not only is RtI Best Practices, it is now part of the Illinois Rules and

Regulations(finalized June 28, 2007)

(Paraphrased)-• No later than 2010-11, each district WILL use RtI as

part of the evaluation process for identifying those with learning disabilities.

• *(In order to effectively do this, RtI must be implemented at all 3 tiers.)

• No later than Jan. 2009, each district will submit a professional development plan stating how they will accomplish this mandate..

THE

FRAMEWORK

FOR THINKING

RtI Foundational

Concepts: Teaming/Thinking

Data Interventions

DATATEAMSINTERVENTIONS

.

DATATEAMSINTERVENTIONS

DATATEAMSINTERVENTIONS

CO

NS

EN

SU

S

CO

MM

ITM

EN

T

RtI FRAMEWORK FOR THINKING

Problem Solving Teams

Plan Evaluation

Did our plan work?

Plan Evaluation

Did our plan work?

Problem AnalysisWhy is it happening?Why is it happening?

Problem AnalysisWhy is it happening?Why is it happening?

Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?

Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?

Targeted/Supplemental

7%-15%

Universal80%-90%

Intensive3%-5%

Problem Identification

ProblemAnalysis

PlanDevelopment

Plan Implementation

PlanEvaluation

In an RtI System, Keep in Mind the Purposes of Assessment/Data

Who has problems? (Problem Identification)

Why is the problem is occurring? (Problem Analysis)

Is our instruction working to fix the problem? (Plan Development & Implementation)

How well are we doing overall?

(Plan Evaluation)

Taken from Heartland AEA 11

Essential components

Screening (Problem

Identification)

Diagnostic (Problem Analysis)

Progress Monitoring

(Plan Development & Implementation)

Outcome/ Accountability

Reading

Behavior

Assessment Systems Used in RtI Models

Taken from Heartland AEA 11

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS

STUDENTS

The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful

Systems Planning

Tier 1 Core Instructional Interventions• All students• Preventive, proactive 80% 80%

Tier 1 Core Instructional Interventions• All settings, All students• Preventive, proactive

Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

15%Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

15%

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• Intense, durable procedures

5%

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• High intensity• Of longer duration

5%

TEAMSTHINKING PROCESS

THAT IDENTIFIES NEEDS, PLANS INTERVENTION AND DATA SYSTEMS…

MAKES THE INTERVENTIONAND DATA SYSTEMS WORK!

TEAMSDATAINTERVENTIONS

.

TEAMSDATAINTERVENTIONS

TEAMSDATAINTERVENTIONS

SECONDARY FRAMEWORK FOR THINKING

Tier 1 teams

District Level LeadershipBuilding Level Leadershp

Create District and Building Leadership Teams,

Representatives could include…

Principal

Deans, Dept. Chairs

Assessment

Bilingual

Curriculum/Instruction

General Education

Special Education

Support Staff

Parent

Professional Development

Focus Areas for the Building Tier 1/Leadership

TeamAssess school needs-

Create a RtI plan to guide ongoing efforts around teams, data and interventions systemsDevelop and define expectations for

implementationPlan staff development Obtain staff buy-inCommunicate to stakeholdersObtain or allocate other resourcesEvaluate the effectiveness of efforts Plan for sustainability

Another role of the Tier 1/Leadership Team:

• Analyzing Tier 1 data and the Effectiveness of Core. Are 80% of your students successful across all content areas with Tier 1/core instructional program?

• What data addresses that question?

• If not 80% of students successful, analyze problem and develop a plan.

Tier 2 teams

Grade Level Teams

Problem Solving/RtI uses these questions to drive thinking

Plan Evaluation

Did our plan work?

Plan Evaluation

Did our plan work?

Problem AnalysisWhy is it happening?Why is it happening?

Problem AnalysisWhy is it happening?Why is it happening?

Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?

Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?

Focus Areas for the Building Tier 2 Team

Priority Skill Sets:Problem Identification (DATA) Problem Analysis (Basic Skill Deficits vs Need for Content Area Support)Provide Scientifically Based Language Interventions, including ELL Learning and VocabularyProvide Effective Behavior SupportsWrite and Implement Mainstream Consultation AgreeementsEnsure Interventions are Implemented with high IntegrityDevelop and implement a Progress Monitoring systemAnalyze progress monitoring data and refine group interventions

Tier 3 teams

Support Staff andTeachers

Focus Areas for the Building Tier 3 Team

Priority Skill Sets:Use of Scientifically Based Reading InterventionsUse Scientifically Based Progress MonitoringEffective Behavior SupportEnsure Interventions are implemented with high IntegrityUse of a Standard Problem Solving ProcessSLD Eligibility Determination Using RtIMake Special Education worth getting!

Targeted/Supplemental

7%-15%

Universal80%-90%

Intensive3%-5%

Problem Identification

ProblemAnalysis

PlanDevelopment

Plan Implementation

PlanEvaluation

DATA

SYSTEMS

TEAMS

DATAINTERVENTIONS

.

TEAMS

DATAINTERVENTIONS

TEAMS

DATAINTERVENTIONS

SECONDARY FRAMEWORK FOR THINKING

Essential components

Screening (Problem

Identification)

Diagnostic (Problem Analysis)

Progress Monitoring

(Plan Development & Implementation)

Outcome/ Accountability

Reading

Behavior

Secondary Assessment Systems Used in RtI Models

Taken from Heartland AEA 11

Aimsweb, DIBELSMAP

MAP, CBE -RSLA,QRI.

Aimsweb,DIBELS

ISAT,Aimsweb,

DIBELSMAP

Functional Beh.Assessment

Sopris Westtool

• Individual Student Decisions

• Classroom or Group Decisions

• District or School Level Decisions

Once Screening Data is Collected You Begin to Make Informed Decisions…

Data-Based Decisions!

Watching School Wide Results-

Typical Rate of Improvement for READ 180 students compared to national ROI expectation

Tier 2: Strategic Monitoring of At Risk

Ex: 4thGrade PM (Tier 3)Benefit? Progress?

Reading Mastery

SchoolSWIS Data

SWIS: Referrals By Problem Behavior

INTERVENTION

SYSTEMS

TEAMSDATA

INTERVENTIONS

.

TEAMSDATA

INTERVENTIONS

TEAMSDATA

INTERVENTIONS

SECONDARY FRAMEWORK FOR THINKING

Commonly Used CRPs

Trophies/Story Town published by Harcourt (Beck et al., 2003) A Legacy of Literacy published by Houghton Mifflin/Triumphs

(Cooper et al., 2003) Scott Foresman Reading Street Reading (Afflerbach, et al., 2002) McMillan/McGraw Hill- Treasures Open Court published by SRA (Bereiter, et al., 2002) Reading Mastery Plus published by SRA (Englemenn & Brunder,

2002)

l Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21, 377-400.

Another way to organize and implement interventions

• Think about the content and design elements and match to your population of students.

High SES ExampleTier 3

Intensive Interventions:

Reading Mastery Corrective

Reading (4-12) Language! (3-12)

Tier 2

Targeted Interventions:

Read Well (1-3) Horizons

Tier 1 Universal

Interventions:

Four Block Guiding Reading

Houghton Mifflin Harcourt

Tier 2

____%

Tier 1

%

Tier 3 %

Middle SES Example

Tier 3 Intensive

Interventions:

Corrective Reading (4-12)

Language! (3-12)

Tier 2 Targeted

Interventions:

Horizons Reading Mastery Language! (3-12)

Tier 1 Universal

Interventions:

Harcourt Houghton Mifflin Open Court Read Well (1-3)

Tier 2

____%

Tier 1

%

Tier 3 %

Low SES Example

Tier 3 Intensive

Interventions:

Language! (3-12) Corrective

Reading (4-12)

Tier 2 Targeted

Interventions:

Reading Mastery Corrective

Reading (4-12) Language! (3-12)

Tier 1 Universal

Interventions:

Reading Mastery Horizons Read Well (1-3) Open Court

Tier 2

____%

Tier 1

_____%

Tier 3 %

What Criteria….

Differentiate High SES communities from Low SES communities??

Educationally, the main criteria are background knowledge and language development.

The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.

SRA DI PROGRAMS-READING MASTERY,HORIZONSCORRECTIVE READINGLANGUAGE! GREAT LEAPS REWARDS, 6 MIN. SOLUTIONSCOLLABORATIVE STRATEGIC READING.

SRA DI PROGRAMS-READING MASTERY,HORIZONSCORRECTIVE READINGLANGUAGE! K PALS, 1ST GR. PALSM. HEGGERTY PROGRAMGREAT LEAPSREWARDS, QUICK READSJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONS, QUICK READSVOCABULARY THROUGH MORPHEMESREAD NATURALLYCOLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY

K PALS, 1st GR. PALS, M. HEGGERTY PROGRAMJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONS, READ NATURALLYVOCABULARY THROUGH MORPHEMESREWARDSMETACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY

FRAMEWORK for READING INTERVENTIONS: K-5

TIER I.

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS- K-6

PHONEMIC AWARENESS

KPALS Michael Heggerty Phonemic Awareness Curriculum Great Leaps- K-2 LIPS

PHONICS/WORD ANALYSIS KPALS, 1st GR. PALS Great Leaps- Gr. K-2; 3-6 Jolly Phonics, Jolly Grammar REWARDS-Gr. 3-5, Gr. 4-6, Plus Reading Mastery, Horizons Corrective Reading-Decoding LIPS

FLUENCY

6 Minute Solutions- Great Leaps- Gr. K-2, 3-6 REWARDS-Gr. 3-5, Gr. 4-6 Quick Reads Read Naturally Repeated Phrases Vocabulary through Morphemes

VOCABULARY Bringing Words to Life-Robust Vocabulary Instruction (resource) Elements of Reading-Vocabulary Vocabulary through Morphemes

COMPREHENSION Early Success Metacognitive Strategies/Think Alouds Corrective Reading-Comprehension Collaborative Strategic Reading

LINKING ASSESSMENT DATA INFORMING THE 5 BIGAREAS OF READING TO INSTRUCTION AND

INTERVENTIONS

Measures: 5 Big Areas: Interventions:LNF PHONEMIC AWARENESS KPALS

LSF PHONICS MHEGGERTY

PSF FLUENCY GREAT LEAPS

NWF VOCABULARY SLANT

ORF COMPREHENSION REWARDS

6 MIN. SOLUTIONS

READ NATURALLY COLLAB. STRAT. READ

1 2 3 4

The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap

3.2

Control

With research-based core but without extra instructional intervention

4.9

Interventio

n

With substantial instructional intervention

Grade level corresponding to age

Re

ad

ing

gra

de

lev

el 4

3

2

1

5

2.5

5.2

At Risk on Early Screening

Low Risk on Early Screening

Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies.  In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu

Find the “GAPS”

FTEs

Academic RtI and

Behavior/SEL RtI

Are mirrors in thinking

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-Based•High Intensity

Tertiary Interventions•Individual Students•Assessment-Based•Intense, Durable Procedures

Secondary Interventions•Some Students (at-risk)•High Efficiency•Rapid Response•Small Group Interventions•Some Individualizing

Secondary Interventions•Some Students (at-risk)•High Efficiency•Rapid Response•Small Group Interventions•Some Individualizing

Universal Interventions•All Students•Preventive, Proactive

Universal Interventions•All Settings, All Students•Preventive, Proactive

Designing School-Wide Systems for Student Success

A Response to Intervention Model

Academic Systems Behavioral Systems

Adapted from “What is school-wide PBS?” OSEPTechnical Assistance on positive behavioralInterventions and supports. Accessed at http://www.pbis.org/schoolwide.htm

Summary of PBIS “BIG IDEAS” 1. Teaming/Thinking/Systems (How things are done) Team based problem solving at each Tier Data-based decision making Long term sustainability

2. Data (How decisions are made) On going data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies

3. Interventions (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors

Functional behavioral assessment

Universal LevelGOAL: To reduce

new cases of problem behavior

School-wide expectations, supports and celebrations for all students.

Tier 1GOAL: Enable all

students to acquire critical academic skills

Effective General Education Reading Programs

Response to Interventions (RTI) Problem-Solving IASPIRE SEL/PBIS

Secondary LevelGOAL: To reduce

current cases of problem behavior

Small group interventionsCheck-in & Check-outCheck and Connect

Tier 2GOAL: To enable

students at risk for acquiring critical academic skills to succeed

Effective Remedial Reading Programs

Response to Interventions (RTI) Problem-Solving IASPIRE SEL/PBIS

Tertiary LevelGOAL: To reduce

complications, intensity, severity of students with chronic problem behavior

Wraparound PlanBehavior Support Plan

Tier 3GOAL: Enable

students with established educational needs to acquire critical academic skills

Effective Intensive and Explicit Reading Programs

Response to Interventions (RTI) Problem-Solving IASPIRE SEL/PBIS

Data based

Decisions

Tiered Interventions

Direct teachingof Interventions

Team basedproblem-solving

Every kid is everybody's

School Improvement Goal

Data System: SWIS

Key Tools: FBA Interview

ODR

Reinforcement

Matrix

Increased Student Achievement

Data System: AIMSweb

Key Tools: CBM, Problem Identification Interview

Instructional Planning Form; CBERtI and PBIS are 2 sides

of same coin.

  School-wide Behavior Systems in Place

School-wide Behavior Systems NOT in place

Literacy Interventions in Place  

Improved Literacy

NO Literacy Improvement

Literacy Interventions NOT in Place  

NO Literacy Improvement

NO Literacy Improvement

FRAMEWORK for ANY Behavior/ANY Academic area:Intervention Systems at each tier and data to inform

TIER I.

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

Work completion,Attendance,Disruptive Behaviors,

% complete,Attendance records,SWIS data

•District or School Level Decisions

•Classroom or Group Decisions

•Individual Student Decisions

THE LEADERSHIP REQUIRED

TO MAKE RtI

HAPPEN:

TEAMSDATAINTERVENTIONS

.

TEAMSDATAINTERVENTIONS

TEAMSDATAINTERVENTIONS

CO

NS

EN

SU

SC

OM

MIT

ME

NT

HIGH SCHOOL FRAMEWORK FOR THINKING

Leadership:District and Building Levels

• Building Level:Someone (the Principal, Dept. chairs) has to ensure the the process runs the way it was intended

– Resources and Support– Resistance – “Walk the Talk”

Role of the LeadersWithin a RtI/PS System

• Sets vision for problem-solving/RtI process• Gives permission • Supports development of expectations• Responsible for allocation of resources• Facilitates priority setting• Ensures follow-up• Supports program evaluation• Monitors staff support/climate

Stages Of RtI/PS Development

1. Consensus Building

2. Infrastructure Development

3. Implementation

Heartland, June, 2006

Stage One

Consensus BuildingCore Leadership team identified and

committeeVision statement existsCommon beliefs and common language are shared and agreed upon

Consensus Building Activities: What to Do?

• Provide information to school staff.

– Why RtI/PS?

– What is it? What is it not?

– What are the benefits of RtI/PS?

– What will it take to implement?

THIS NEEDS TO BE AN ON-GOING CONVERSATION.

What Beliefs Should Be Shared???

• RtI/PS is an all student initiative.• Effective core instruction is the basic foundation on

which to build this process.• Assessment (data) should both inform and evaluate

the impact of instruction• Beliefs and practices must be supported by research• There is a shared responsibility for student

achievement across the entire school community.

Shared vision and beliefs provides coordination and focus to your actions.

Shared vision promotes sustainability.

DON’T UNDER-ESTIMATETHE IMPORTANCE OF

CONSENSUS andCOMMITMENT

BUILDING

Stage Two

Infrastructure Development

System self-study completed Universal screening and benchmarking system has been developed System of prevention/intervention has been developedProblem solving team(s) and processes developedRevision of special education eligibility processes has been developedPlan for sustainability has been developed

Stage Three

Implementation:

Reallocation of Resources

Scheduling,

Logistics,

Collaboration

Think on-going School Improvement Process

Building and Sustaining your process/model