rti fundamentals workshop wednesday pd may 9, 2012 summer s. manos, rti specialist [email protected]...
TRANSCRIPT
The History of RTI in FCCPSThe History of RTI in FCCPS
2001: NCLB mandates that all students receive scientific, research-based instruction
2004: IDEA requires states to ensure that special education eligibility does not stem from lack of exposure to such instruction and data-driven interventions – hence Response to Intervention (RTI)
2009: FCCPS chose to begin implementing RTI framework to address the needs of ALL students
What does our data say?
Falls Church City Public Schools VA DOE School Division Report Card 8/18/11
Why RTI?
o Discrepancy has developed into a “wait to fail” modelo Discrepancy model has not proven to be effectiveo Over identificationo 71% of districts are in some stage of implementation
compared to 60% in 2008 and 44% in 2007o RTI is being increasingly implemented across all grade
levelso Of districts with enough data, 83% indicated RTI has
reduced the number of referrals to special education2009 Spectrum K12
Results
How do we get different results?
o Einstein once defined insanity as “doing the same thing over and over again and expecting different results.”
o In regards to the discrepancy model, McCook comments “It must be the child’s fault or the problem must certainly be the child. Why else would the child have such a discrepancy between expected achievement and actual achievement?”
RTI in FCCPS
• Response to Intervention (RTI) is primarily an instructional framework and philosophy, the goals and objectives of which include employing scientifically based instructional and behavioral interventions aligned with students’ needs, preventatively and as early as possible. It is an ongoing process of using student performance and other data to guide instructional and intervention decisions.
• Our goal is to build an EFFICIENT and POWERFUL Service Delivery System that is sustainable
RTI Core Principles
o We can effectively teach all childreno Effective instruction (academic AND behavior) in
general education is foundation for all decision-making
o Intervene earlyo Use a multi-tier model of service delivery (MTSS)o Use a problem-solving methodology (RTI Data
Meetings & SBT)o Use research-based, scientifically validated
interventions/instructiono Use assessment for three different purposes:
screening, diagnostics and progress monitoring.
But I thought RTI was…
o RTI iso An organizational structure
for things you are already doing
o A general education initiative
o About ensuring we are identifying the right students as student with disabilities
o About all kids regardless of a label!
o In its early stages of implementation in FCCPS
o RTI is Noto Another program to add-
on to what we already doo A special education
initiativeo An instructional
approach for at risk students
o Another name for “pre-referral”
o Just Differentiated Instruction
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
85-90% 85-90%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Multi-Tired System of Supports
Another look at the RTI Pyramid
Tier 1 - Core
o Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence
o Core also describes those school-wide interventions that are available to all students
o Effective instructiono Clear expectationso Effective student supporto Periodic benchmark
assessmentso Universal prevention
Tier 1 Non-negotiableso Quality Core Curriculumo Differentiated Instructiono Flexible Groupingo Classroom Managemento Data analysis teamingo School-Wide Behavioral Supports (PBIS)o Fidelity of Instructiono Universal Screening (academics and behavior)o Assessment (Pre-Assessment, Formative Assessment, Summative
Assessment)
For me the most important part of the proverbial three tiers
is the first one: regular classroom instruction. In my view, RTI
works best if it’s started in kindergarten and 1st grade—we know
how to solve those problems.Allington 2010
It’s All About High Quality Instruction!
Of all the variables that have been studied to date (indicatorsof school socioeconomic status, class size, studentvariability within the classroom, etc.), the single largestfactor affecting academic growth of populations of studentsis differences in the effectiveness of individual teachers. When considered simultaneously, the magnitude of thesedifferences dwarfs the other factors.
Sanders,
1998
Core Instruction: What Makes Sense
o One: Instruction at the child’s skill level
o Two: Explicit, systematic, teacher directed, skills based
(I Do, We Do, You Do)o Three: Strong curriculum:
scope and sequence defined; skill hierarchy
o Four: Formative evaluation rules and instructional changes
Four: Formative evaluation rules
and instructional changes - it works!
Treatment/Intervention Effect Size
Special Education Placement -.14 to .29
Modality Matched Instruction (Auditory)
+.03
Modality Matched Instruction (Visual) +.04
Curriculum-Based Instruction/ Graphing and Formative Evaluation
+.70
Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement
+1.00
Activity
What are some examples of instructional
strategies and practices that we use with all
learners?
Tier 2 Snapshot
o Targeted instruction provided to small groups of students (homogeneous groups of 3-5)
o Supplemental programs or strategieso Skill focus dependent upon progress monitoring
and who has not responded to Tier 1 effortso Progress monitoringo Push-in or pull-outo Intervention performed by classroom teacher
and/or support staffo In addition to Tier 1 instruction
Tier 3 Snapshot
o Intensive instruction provided to groups of 1-3 students
o Skill focus dependent upon progress monitoring and who has not responded to Tier 2 efforts
o More frequent progress monitoring o Frequency, intensity, and duration of intervention
increases from Teir 2o Interventionist determined by teamo Push-in or pull-out (pull-out more common)
Intervention/Instructional Match
o Match intervention to problemo Humans tend to employ interventions with which
they are comfortable instead of intervention that the student needs
o Intervention should be developed with the expectation that it will be altered in some way as a result of the progress monitoring data
o No intervention works all of the time for every student
Scientifically research-based Instruction and Interventions
o Instructionalo Rigorous research
design that shows intervention is effective with large numbers of students
o Explicitly teaches the deficit skill
o Behavioralo Rigorous research
design, but may also include case studies
o Explicitly teaches expectations
o Proactively prevents behavior problems
What is an Intervention?
o Research-based Supplemental Materials/Programs
o Early Literacyo Comprehensive Reading
Programso Supplemental Reading
Programs for targeted intervention (phonemic awareness, phonics, fluency, vocabulary, and comprehension)
o Math
o Research-based Learning Strategies
o Appropriate for Tiers 1,2, and 3
o Teach students how to gain access to information in general education
o Readingo Matho Behavioro Kansas
Wilson Reading SystemEarobics
FundationsRead Naturally
Reading RecoveryMath Recovery
Do the MathVMath (New in 2011-2012)
Language! (new in 2011-2012)Read Well (new in 2011-2012)Pirate Math (new in 2011-2012)
Additional Reading/Math strategy groupPeer Assisted Learning Strategies
(PALS)
Examples of Tier 2 & Tier 3 Intervention
Strategies and Programs in FCCPS
What are NOT interventions?
o Preferential seatingo Shortened assignmentso Parent contactso Classroom observationso Sending a student to the officeo Suspensiono Doing MORE of the same o Retentiono Peer-tutoring
Activity
What are some examples of instructional
strategies and practices that we use for Tier 2 and Tier 3?
Data Based Decision Makingo There are three reasons for assessing and monitoring skill
development: o (1) Screening - this identifies how a student is
performing relative to the group or to a curriculum-based benchmark
o (2) Diagnostic -if the student is under performing, the questions “Why is this happening?” and “What other information do we need?” must be answered
o (3) Ongoing progress monitoring - this involves frequent assessment of growth. The progress of all students should be monitored, but it is of particular importance to closely monitor the progress of students whose performance is resistant to intervention. In all cases, the obtained data are used to adjust instruction and make instructional or intervention decisions.
FCCPS’s Academic Assessments 2011-2012
Grades K-1 Grades 2-4 Grades 5-7 Grades 8-12
Universal Screening:PALS DSAFCCPS Quarterly Math &Reading Benchmarks
Diagnostic:DRAPALS
Progress Monitoring:PALS Quick Checksrunning recordsexploring CBM for Math
Universal Screening:PALS (2nd)DSAFCCPS Quarterly WritingPrompts FCCPS Quarterly Math &Reading Benchmarks
Diagnostic:DRA/QRI/CRIPALS
Progress Monitoring:PALS Quick Checksrunning recordsCBM Formative Assessments
Universal Screening: SRIDSAFCCPS Quarterly WritingPrompts FCCPS Quarterly Math &Reading Benchmarks
Diagnostic:DRA/QRI/CRI
Progress Monitoring: SRIrunning recordsCMB Formative Assessments
Universal Screening: SRIFCCPS Quarterly WritingPrompts FCCPS Quarterly MathBenchmark Assessments
Diagnostic:QRI/CRI
Progress Monitoring: SRICBMFormative Assessments
True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.
-Winston Churchill
This never happens…
More likely…
Data findings
from multiple sources, analyzed
individually and as a set
Causes for those findings
connected to different parts of the system, like
curriculum, instruction, or school culture
Variety of strategies for
addressing different
causes, often used in
particular combinations
But what does this mean for me?o Response to Intervention:
o Forces us to examine what works and what doesn’t
o Creates a more collaborative school culture (ala PLC)
o Aligns currents procedures for identification with effective instruction and assessment
o We are able to make objective decisions based on data
o Assessments, CORE Instruction, and Interventions are closely linked
o Results may be easily communicated to parents and staff using charts and graphs.
Activity
Creating a shared understanding of RTI
How do we plan to get there?
• NASDSE Blueprints for District and Schools (Action Plans)
• Step 1: Consensus Building• Step 2: Infrastructure Building• Step 3: Implementation
• Building our collective capacity through partnerships
• VA DOE RTI Cohort• RTI Action Network’s Leadership Network Group• GMU
• The solution is not a program; it is a small set of common principles and practices relentlessly pursued. Professionals working together with focus is what counts. Fullan, M. (2010). All Systems Go.
Where Are We in Our Journey?
• Monitoring OUR Progress • Knowledge and Perceptions of RTI Survey – Preliminary
FindingsScale1 = Strongly Disagree2 = Disagree3 = Neutral4 = Agree5 = Strongly Agree
“I understand the purpose of Response to Intervention (RTI) within my school district.”
34
“I feel knowledgeable about the purpose of each of the tiers within RTI.”
35
“It is clear who is responsible for implementing each tier of RTI in my school.”
36
Putting it All Together: The Old Model of Interventions
• We currently have resources to build Tier 2 & 3 Interventions
• But...we often end up with Too Many Remedial Programs with Different• Entry Criterion• Curricula/Interventions • Assessment and
Progress Monitoring Systems
General Educatio
n
Special Education
Specialists
ELL
RRTitle
1
Coordinated and Powerful Multi-Tiered System
• Use Universal Screening to Identify Tier 2 & 3 Candidates
• Collaborate around who gets what, when and why
• Use a Focused and Scientifically Based Curriculum with an Emphasis on Explicit Teacher-Led Instruction with Explicit Language Support
• Use the Same Scientifically Based Progress Monitoring System
A Multi-Tiered System of Supports
Addl.Diagnostic
Assessment
InstructionResults
Monitoring
IndividualDiagnostic
IndividualizedIntensive
weekly
Screen All Students
ODRsMonthly
Bx Screening
Bench-Mark
Assessment
AnnualTesting
Behavior Academics
None ContinueWithCore
Instruction with differentiation
GradesClassroom
AssessmentsYearly Assessments
StandardProtocol
SmallGroupInterventionBy skill
2 times/month
Step 1Step 2 Step 3 Step 4
Supplemental
1-5%
5-10%
80-90%
Core
Intensive
ReferencesWeb ReferencesRTI Action Network www.rtinetwork.comNational Center on Response to Intervention www.rti4success.org
Print ReferencesResponsive Instruction: Refining Our Work of Teaching All Children Virginia’s “Response to Intervention” Initiative
(2007) Virginia DOE.
Allington, R.L. (2009). “What Really Matters in Response to Intervention: Research Based Designs” Pearson.
Buffum, A., Mattos.M., & Weber, C. (2009) “Pyramid Response to Intervention: RTI, PLC’s, and How to Respond When Kids Don’t Learn” Solution Tree Press.
East, B. & Reder, N. (2006) Blueprints for RtI Implementation. National Association of State Directors of Special Education.
Jenkins, T. (2011). Consensus Building, Tiered Instruction, and Problem Solving Model
Kukic, S. (2009). Building the Context of Excellence to Improve Results for ALL Students: A Call to Action
Reynolds, L. (2009) “Response to Intervention: The What, How, and Why!” Staff Development for Educators.
Wright, J. (2007). RTI Toolkit: A Practical Guide for Schools. Port Chester, NY: National Professional Resources.