developing and implementing effective k-5 response to intervention programs kate esposito, ph.d....
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DEVELOPING AND IMPLEMENTING EFFECTIVE K-5 RESPONSE TO INTERVENTION PROGRAMSKate Esposito, Ph.D.
Jeff Miller, Ph.D.
It has become increasingly apparent to anyone who keeps up with "what's hot and what's not" in the education community that Response to Intervention (RTI) is on the move
(Horowitz, 2007)
Controversy exists
“Response to Intervention is emerging nationally as an effective strategy to support every student.”
(O’Connell, 2008)
Does RTI delay identification?
How are at -risk students identified?
What are most effective interventions/preventions?
How is responsiveness to instruction defined?
How long should interventions last?
RTI4success.org;US Office of Special Education
Response to intervention is defined as the change in behavior or performance as a
function of an intervention.
(Gresham, 1991)
EBIS Prevention and Planning Models
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
PBS Prevention Model
EBIS/RTI Planning Model
RTI is…
Multi-tiered prevention system
Integration of ongoing assessment & intervention
Goals are: Maximize student
achievement Reduce behavior
problems
Used to:
Identify at-risk learners
Monitor progression of individual students
Change course of action based on response
Identify specific learning disabilities
Haager, Klingner & Vaughn, 2007;RTI4success.org, 2008
It’s not just about identification anymore
Response to instruction and intervention
“a general education approach of high quality instruction, early intervention and prevention and behavioral strategies (CDE, 2008).”
core components of RTI
High Quality Classroom Instruction
Research-based instruction
Universal Screening Continuous Progress
Monitoring Research-based
interventions
Progress monitoring during instruction and intervention
Fidelity of program implementation
Staff development and collaboration
Parent involvement SLD determination
What does it really look like???
RTI Implementation
Set explicit guidelines for assessing student progress
Process to ensure programs/interventions are implemented with fidelity and consistency across curriculum
Model schools use teams to monitor progress
Start of year (school screening) Meet monthly to monitor students receiving
tier1 interventions Monthly for tier 2 interventions
Tier 1
General Ed strategies Curriculum driven thru
state standards Informal individual
intervention.
D.I. Primary intervention
pathway Constant monitoring
“All children can learn.”
Movement into Tier 2
Who isn’t this working for?
Moving from Level 1 to Level 2
Evidence based
Process driven
Tier 2 Support
Small group instruction
Intensity increased Need based
Indiv. progress monitored more freq. (1 x/monthly)
State adopted supplemental programs
Process driven???
Ongoing collaborative
Data Driven Process
Determine what secondary intervention might look like
Team Meetings
Is the intervention working? Yes…discontinue intervention
Yes…but continue intervention
No…revise existing intervention
No…change to individualized approach
Moving from Tier 2 to Tier 3 or Referral
Individualized intervention Parent involvement Separate classroom (?) Time line implemented
Targets specific skill deficits identified in Tiers 1 & 2
Target unmet= comprehensive evaluation and potential placement
Tier 3 = SpEd???????
RTI Teams determine special education referral.
After individualized intervention has proven to be unsuccessful
RTI is cited in IDEIA (2004) in relation to determination of SLD.
RTI is not mandated, rather it is an option
RTI as Identification Tool
Problem based approach
Reduction of overrepresentation of minority students
Timely systematic delivery of interventions
Paradigmatic Shift
Emphasizes quality instruction
Progress monitoring Questioning in teams Necessitates
collaboration Student centered
focus
Deficit model Assumes something
is “wrong” and the student needs to be “fixed”
Limits collaboration Limits interactional
understanding
RTI Model Traditional Model
Model RTI Teams
General education teacher Educational Specialists Support Staff
Reading specialists Behavioral specialists School Psychologists
Administrators Parents Student
Power of Collaboration
Team based interventions
Co-teaching Team Teaching PLC’s SLC’s
Fundamentals of PLC…
What do we want each student to learn?
How will we know when each student has learned it?
How will we respond when a student encounters challenge?
For your consideration…
Shared conference periods
Administrative buy-in & support
Professional development provided
Support Support Support