response to intervention - rti - office of … to intervention - rti old paradigm: schools provide...
TRANSCRIPT
Old paradigm:
schools provide instruction
New paradigm:
schools produce learning
This changes EVERYTHING.
Adapted from Culturally Mediated Instruction: A Critical Tool in Achieving the DreamThe McPhail Group & The Community College of Baltimore County January 2007
How do we produce learning???
Research-based instruction Assessment to determine needs Interventions to address needs Progress monitoring Evidence! Data-based decisions
RTI is…
a structure/framework that helps educators solve academic and behavioral issues for all students
a tiered intervention system to maximize student achievement by
providing “acceleration” supports to students in both academics and behavior.
a Tier 1:Core instruction
including School-Wide Behavior Systems
for All Students,Staff, & Settings
Tier 2:Targeted Group
Interventions for Students “At-Risk”
Tier 3:Specialized
IndividualizedInterventions for Students
with Intensive Needs
80-90% of Students
5 -10%
1-5%
RTI FRAMEWORKAcademic & Behavior
All
S
ome
F
ew
What does RTI require?
A solid core curriculum aligned to Washington’s state standards.
An efficient and effective data management system.
A culture of data analysis at the individual student, classroom, grade-,building-, and district-levels.
Is RTI a program? NO!!! 7
RTI is a framework for aligning resources through a multi-tiered service delivery model in order to provide scientific, research-based interventions to identified students.
Core Instruction: ALL Students
All students receive high quality, scientific, research-based instructionMeets the needs of all students, is differentiated and culturally responsiveResearch demonstrates approximately 80-90% of students respond to high quality, research-based core instruction
Universal Screening
Conducted in all academic areas and behavior 2-3 times/year
Purpose is to identify students “at risk” for academic or behavior failure
Universal screening data tells us whether a student is on track compared to peer group and/or state standards
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Strategic Interventions: Some Students
Strategic interventions supplementinstruction to students who are not achieving standards through the core curriculum alone
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Consists of 5-10% of the student body
Small groups of 3-6 students
Short-term in duration [9-12 wk blocks]
Progress monitoring more frequently atTier II, usually every 2 weeks
Strategic Interventions: Some Students
Intensive Interventions: Few Students
Increasing frequency and duration of interventions based on targeted assessment data.
Consists of less than 5% of student body Typically groups of no more than 3Progress is monitored at least weekly
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Is Tier 1 growing while Tiers 2 and 3 are shrinking???
Should be accelerating learning…..
Progress Monitoring
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- standardized assessment procedures for determining the extent to which students are benefiting from classroom instruction
AND- for monitoring effectiveness of the curriculum on a regular basis.
-- National Center on Student Progress Monitoring
Documents student growth over time to determine if students are learning critical skills at an adequate rate
CBMs are primarily used as a method for progress monitoring because they are brief, easy to administer and score, and are good predictors of student ability
Measures effectiveness of the intervention
Progress Monitoring
Progress monitoring in the classroom… is used to drive instruction
Running Records Fluency AssessmentsMath ProbesTeacher Checklists
Purposeful Connected to the standard Organized for sharing Common Assessments across teams
Student work samplesPortfoliosStudent interviewsCBMs
What might be used?
Data-Based Decision Making
Evidence!!
Use data to find the best instructional approach with an academic or behavioral problem
Use data to look at effectiveness of instruction
Fidelity --
…refers to the provision or delivery of instruction in the manner in which it was designed or prescribed.
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“people” changes –new skills and knowledge new ways of collaboratingnew ways of making decisionsnew roles for staff
Success depends on strong leadership and management of “change”
RTI involves complex change -policy, procedures, people, & resources
Example: What Doesn’t Work?
Service Delivery System
Core Curriculum
Universal Screening
Tiered Interventions (some)
Progress Monitoring
Data-based Decision MakingFrom the NCRTI
Example: What Works?
Service DeliverySystem
Core Curriculum
Universal Screening
Tiered Interventions
Progress Monitoring
Data-based Decision MakingFrom the NCRTI
1. Professional Development - sustained over time2. Administrative Leadership – roadmap – direct
resources for adoption3. District-level support – PD & AL must be oriented to
roles and expectations that are part of RTI within the district (recruitment/hiring)
expecting 80% of students to be at tier 1 – for that to be successful, instructors have to be highly qualified in skill and content area for their grade level
Critical Elements for RTI to be successful…
Adapted from NCRTI
4. Support staff roles – school psychs, OT/PT, SLP, etc.
5. “sense-making” – time- discuss new roles/new skills
6. Local educators must be “heard” – “buy in”
Adapted from NCRTI
Critical Elements for RTI to be successful…
IMPLEMENTATION DRIVERS
Practitioner SelectionPractitioner TrainingPractitioner CoachingPractitioner Performance AssessmentDecision Support Data SystemFacilitative AdministrationSystems Intervention
Dean Fixsen
STAGES OF IMPLEMENTATION
Pre-Exploration Stage
Exploration Stage
Installation Stage
Initial Implementation Stage
Full Implementation Stage
Current State Actively considering a change
Preparing for use of the innovation
Actively engaged in learning how to do and support the doing of the innovation
Actively working to make full use of the innovation as part of the organization's typical functioning
Selec-tion
Human resource department does whatever it does to recruit and hire staff
Developing new job descriptions and pay scales
Developing new interview protocols with hiring criteria specific to the innovation
Interviews conducted by individuals with expertise in the innovation; using innovation-specific protocols and hiring criteria
Results of interviews are used to analyze data on staff performance and longevity; changes in interview methods are based on data analyses
Train-ing
Hire staff with particular degrees and years of experience
Developing/locating content specific to the core components of the innovation
Developing/locating specific content; preparing a workshop schedule; finding space;
Training conducted by individuals with expertise in the innovation using innovation-specific content; behavior rehearsal to criterion performance
Results of pre-post tests of knowledge and skills are used to analyze data on trainer and staff performance and longevity and used to improve specific sections of the training
© National Implementation Research Network (NIRN)
Position paper on Gifted students and RTIhttp://www.gifted.uconn.edu/siegle/TAG/PositionPapers/RTIGT.html
National Center on Response to Interventionwww.rti4success.org
What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/
Resources
IES --- Inst of Educ Scienceshttp://ies.ed.gov/
IRIS Center (Vanderbilt Univ)http://iris.peabody.vanderbilt.edu
Nat’l Ctr for Student Progress Monitoringwww.studentprogress.org
Center on Instructionwww.centeroninstruction.org
National Center on PBISwww.pbis.org