secondary response to intervention (rti) team training for grades 6-12
DESCRIPTION
Secondary Response to Intervention (RtI) Team Training for Grades 6-12. Facilitated by: Sherry Faulk, Terryl Swejk and Karen Williams Day 1: January 10, 2013. State Support Team, Region 9 www.sst9.org. One of 16 regions in Ohio (State System of Support) - PowerPoint PPT PresentationTRANSCRIPT
Secondary Response to Intervention (RtI)
Team Training for Grades 6-12
Facilitated by:Sherry Faulk, Terryl Swejk and Karen Williams
Day 1: January 10, 2013
State Support Team, Region 9www.sst9.org
One of 16 regions in Ohio (State System of Support)
Provides support to all school districts and community schools in Stark, Wayne and Holmes Counties Local Schools in such areas as: Special Education Compliance (Technical Assistance)
School Improvement (Ohio Improvement Process)
Early Learning and School Readiness
Family Engagement
Series Facilitators
Sherry
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Sherry Faulk, M.Ed.
Karen Williams, Ed.D.
Terryl Swejk, M.Ed.
Series ScheduleTraining Dates
Day 1 January 10, 2013 Day 2 – January 31, 2013 Day 3 – February 14, 2013 Day 4 – March 20, 2013 Day 5 – April 10, 2013
Site Visits at Your Buildings February 28, 2013
or March 1, 2013
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Graduate Credit Opportunity
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Roles and Responsibilities
Group Norms
Facilities
Getting Started
Parking Lot RtI Toolkit
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Seven Norms of Collaborative Work
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Garmston and Wellman, 2009.
Coming Together
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Today’s Agenda
8:30 – 11:30 Setting the StageRtI Overview
11:30 – 12:30 Lunch12:30 – 3:00 The RtI Framework
RtI Tier I3:00 – 3:30 Team Assignment
and Evaluations 9
Team Introductions
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Create a poster:1.Give your team a name
2.Use a symbol or non-linguistic that identifies/describes each team member
3.Report out to whole group (choose how you wish to do this…song, rap, cheer, video)
Learning Targets – Day 1
Participants will learn the basics of the RTI Framework.
What is RTIWhy RTIWhere RTI fits with other district
initiativesBasic components needed to
implement RTI 11
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Wright, 2005
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Rate Your SchoolStep 1: Individually, read the Jim Wright quote and rate your school Step 2: Share your thoughts with tablematesStep 3: As a group, determine your school rating
and why you selected that ratingStep 4: Share-out whole group
• Give your rating and tell why your team selected this rating
5 fingers Excellent
3 fingers Good
1 finger Fair
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Self-Report Needs Assessment1. Rate each statement based on your individual knowledge set.
2. Record your answers in Column A.
APPLICATION
Materials Needed:Self- Report Needs Assessment 14
What is RtI?
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Essential Components of RTIA Closer Look at Response to Intervention
Step 2: Individual Work• Read Pages 1 – 7 of the article• Highlight Critical Points• Complete 3-2-1 Form
Step 3: Team Work• Discuss your responses• Select one critical point from each
section to share with the large group
Step 1: Locate1. “Essential Components of RtI” article2. 3-2-1 RtI Share Out Form
Assign:1. Taskmaster2. Recorder3. Reporter
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Definition: Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems.
RTI, schools: identify students at risk for poor learning outcomes provide evidence-based interventions monitor student progress adjust the intensity and nature of those interventions
depending on a student’s responsiveness
National Center on Response to Intervention17
RtI Essential Components
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• High quality Tier 1: Core Instruction
• Universal screening
• Ongoing progress monitoring
• Tiered interventions
• Data based decision making
Tiered Interventions in High Schools, May 2010
RtI - Its Most Basic FormFormula for LearningTraditional Schools
TI + T = LTargeted Instruction + Time = Learning
Constant + Constant = Variable
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RtI - Its Most Basic Form
Formula for LearningProfessional Learning Community (PLC) Schools
TI + T = L
Targeted Instruction + Time = Learning
Variable + Variable = Constant
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Tiered Instruction
Tiers are identified by focus of intervention: Tier I - Core, high quality instruction Tier II - Small group with specific focus on
deficit Tier III - Move from “intervention to
prevent” to “intervention to address” smaller group or individual needs – intensive
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Importance of the 3-Tier Model
A systematic approach that provides student interventions
Identifies students BEFORE they fall behind
Provides students with support throughout the educational process 22
Ohio Integrated Systems Model for Academics and Behavior
Academic Systems Behavioral Systems
Adapted from OSEP Effective School-Wide Interventions
5-10% Targeted Interventions5-10% Targeted Interventions
1-5% Intensive Individualized Interventions
1-5% Intensive Individualized Interventions
80-90% School-Wide Universal Interventions
80-90% School-Wide Universal Interventions Tier I
Tier II
Tier III
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PBIS - Positive Behavioral Interventions and SupportsResearch-based Intervention Practices
School-Wide Individual StudentNon ClassroomClassroomFamily Engagement
Windram, Bollman and Johnson , 2012
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get these tiers of support
in order to meet benchmarks.
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These students
Think about intervention like this:
What do all students need?
Who could benefit through repeated practice?
Who needs something in addition?
Who needs to do it in a different way?
How do we know if it is working?26
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Why Response to Intervention?
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Prevention of academic/behavior problems Attend to skill gaps early Provide interventions/instruction early Close skill gaps to prevent failure
Determination of eligibility as a student with a specific learning disability
Pattern of inadequate response to interventions may result in referral to special education
Student intervention response data are considered for SLD eligibility
Goals of RtI:
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Why RtI?
Early interventions trump later interventions!
When we wait:- Problems are harder to solve- Problems are more entrenched- Problems are less malleable- Problems infect multiple domains
An early problem of 1 or 2 skills becomes a later problem involving 5 or 6 skills.
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Understanding the Roots of RtI
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Influence of the Research Tiered models of intervention
Findings of the National Reading Panel (2000)
Use of a three-tiered model in reading research
Addison & Warger, 2011
Understanding the Roots of RtI
Influence of Legislation
No Child Left Behind Act
Individuals w/Disabilities Education Act of 2004
Ohio ESEA Flexibility Waiver Addison & Warger, 2011
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Understanding the Roots of RtI
Influence of Policy
• Over representation of minority groups in special education
• Changing relationships between general and special education
• Access to academic monitoring tools in response to increased accountability
Addison & Warger, 2011 33
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Ohio Data: School and Beyond 40,200 students did not graduate in 2009…Projected lost lifetime earnings: $10.5 billion If those students had graduated…Estimated health-care savings: $502.1 million If Ohio’s high schools graduated all students
ready for college…Ohio would save $132.1 million yearly in community college remediation costs If male high school graduation increased by 5%...Ohio would save $233 million yearly in crime-related spending http//www.all4ed.org
Target Student
Discrepancy 1: Skill Gap (Current Performance Level)
Avg Classroom Academic Performance Level
‘Dual-Discrepancy’
Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)
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Accelerating Achievement of Students
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60
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year 1 year 2 year 3 year 4 year 5
Student A
Student B
Student B withintervention thataccelerates rate tomatch rate 36
year 1 year 2 year 3 year 4 year 50
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Student A
Student B
Student B with in-tervention that accelerates rate to first exceed rate then match rate
Accelerating Achievement of Students
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Advantages of an RtI Approach:
Provides instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model).
Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum.
Informs the teacher and improves instruction because assessment data is collected and closely linked to interventions.
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Where does RtI fit?
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Crafting a Vision for RtI in Our School
Mission Statement – A brief description of your fundamental purpose. (Why do we exist?)Vision Statement – A brief description of your long term plan. (Where are we going?)
Why RtI?APPLICATION
Materials Needed:1. Your school’s mission
and vision statements2. “Crafting a Vision for
RtI in Our School” handout
Assign:1. Taskmaster2. Recorder3. Reporter
Assign:1. Taskmaster2. Recorder3. Reporter
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Escalator Failure and Repair
YouTube stuck on an escalator and repairman - Bing Videos
RtI Connections: IAT The Intervention
Assistance Team (IAT) is intended to serve as a vehicle to intervene for students who are struggling in school.
The IAT designs a support plan with all stakeholders to help the student.
In most cases IAT occurs after a series of interventions have taken place.
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RtI Uses Teams to Problem Solve
IAT = Problem Solving Team
The key objective in RTI is to select an instructional or behavior-management strategy that matches a student’s specific needs.
Students with serious academic skill deficits require very different intervention strategies than those who lack motivation or are simply too disorganized to turn in assignments.
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RtI Connections: Special EducationPrior to IDEA 2004, many states used a‘Test-Score Discrepancy Model’ to identify Learning Disabilities.
A significant gap between I.Q. score and achievement test score equaled a learning disability
no definition for “significant”
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Wright, 2005
Limitations to the‘test-score discrepancy model’:Requires student to fail before support can
be provided
Outside factors not considered
Does not provide reason why student is struggling
No consistency in Learning Disability diagnosis
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IDEA 2004 Added RtI Language
§ 300.307 Specific learning disabilities. (a) General. A State must adopt criteria for determining whether a child has a specific learning disability…. the criteria adopted by the State—
(2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in § 300.8; [‘Discrepancy’ Model]
(3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention…[‘RTI’ Model]
NOTE: [bracketed comments added]Source: IDEA (2004, 2005). Proposed Regulations from US Department of Education (§ 300.307)
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How is an RtI Framework Implemented?
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Under RTI, if a student is found to beperforming well below peers, the school will:1. Estimate the academic skill gap between the
student and typically-performing peers.
2. Determine the likely reason(s) for the student’s depressed academic performance.
3. Select a research-based intervention likely to improve the student's academic functioning.
4. Monitor academic progress frequently to evaluate the impact of the intervention.
5. If the student fails to respond to several well-implemented interventions, consider a referral to Special Education
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Windram, Bollman & Johnson, 2012
1. Estimate the academic skill gap between the target student and typically-performing peers:
Three methods:Local Norms: A sample of students at a school is screened in an academic skill to create grade norms.
Research Norms: Norms for ‘typical’ growth are derived from a research sample, published, and applied by schools to their own student populations .
Criterion-Referenced Benchmarks: A minimum level, or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success.
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2. Determine the likely reason(s) for the student’s depressed academic performance:
Several possibilities:Skill Deficit: The student lacks the necessary skills to perform the academic task.
‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills.
Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task.
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3. Select a research-based intervention likely to improve the student's academic functioning:
Research-based, scientifically based and evidence-based are all terms used about instructional practices researchers have found to be effective.
Research-based practices include: scientifically validated curriculum series, instructional practices, programs and interventions.
REQUIRED by Both NCLB and IDEA 200452
Scientifically Based Research
Evidenced Based Research53
4. Monitor academic progress frequently to evaluate the impact of the intervention:
Sample progress measuring tools:
Measures for Basic Academic Skills
Curriculum-Based Measurements (CBM)
Measures for Classroom Academic and General Behaviors:
Daily Behavior Report Cards (DBRCs)
Direct Observation54
5. If the student fails to respond to a series of several well-implemented interventions, then consider a referral for Special Education evaluation.
Interventions implemented with integrity and fidelity
Progress-monitoring data shows that the student failed to meet the learning target
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TraditionalModel
RTIModel
General EducatorsRefer problem students to others for “diagnosis”
Provides interventions and seeks assistance for problem students from intervention specialists
Special EducatorsProvide instruction to identified students in a resource room, etc.
Provide interventions to general education students
School Psychologists, Specialists, Counselors,
Speech Pathologists, OT, PT, Etc.
Diagnose problems, assign labels, & determine eligibility
Work with teachers to define problems & design interventions
AdministratorsManage a system of discrete often unrelated programs
Manage a merged system
Changes in Roles
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Two Models of RtI Implementation
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Two Models of Implementation
Protocol Model Provides specific
intervention for similar learning or behavior problems
Only intervention plan used to solve the identified problem
Staff trained and monitored for fidelity of implementation
Problem-Solving Model Customized plans
based on student needs Multiple intervention
programs Staff receives more
complex training More progress
monitoring and decision-making needed
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Searle, 2010
Protocol ModelAdvantages
Training is efficient
Only one plan
Program is very specific so is easy to monitor
Disadvantages Having only one
approach may not meet needs of all
Lacks staff buy-in because they did not create the plan
Training is limited 59
Searle, 2010
Problem-Solving ModelAdvantages
Plans are customized, not one size fits all
Model is flexible
Buy-in from those implementing the plan
Disadvantages Team members need a
great deal of expertise
Training is time consuming due to choices in interventions
Monitoring can be troublesome 60
Searle, 2010
Two Models of RtI:All teachers must:
Assess all students
Diagnose reasons for problems
Use research based interventions
Implement and monitor with fidelity
Adjusts interventions based on progress61
Searle, 2010
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Role of the RtI Leadership Team 1. Read pages 18-23
2. Identify primary responsibilities of the district RtI Leadership Team
3. Record your team’s top 4 priorities
APPLICATION
Materials Needed:1. Jim Wright Book
handout pp. 18-23
Assign:1. Taskmaster2. Recorder3. Reporter
Assign:1. Taskmaster
2. Recorder 63
RtI Team Responsibilities
Develop multi year plan for rolling out RtI
Monitor and guide the RtI rollout
Educate the stakeholders about the model
Identify strengths and challenges
Inventory resources that can be used to support student intervention planning and progress monitoring
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Examine a Case StudyIndependently:1. Read the discussion questions2. Read the case studyWith your team:3. Discuss the case study4. Complete the graphic organizer
Why RtI?APPLICATION
Materials Needed:1. Case Study Packet
Assign:1. Taskmaster2. Recorder3. Reporter
Assign:1. Taskmaster2. Timekeeper3. Recorder
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RtI Framework Component 1:High Quality
Tier I Core Instruction
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Teacher Quality
“We live in an era when research tells us that the teacher is the most important factor affecting student achievement - at least the single most important factor that we can do much about.”Marzano, 2003
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Core Instruction Includes
Academics – core program and intervention for all
Behavior – classroom management and universal behavioral interventions for all 69
Addison, and Warger, 2011
Why Do Tier I Services Need to Be Strong?
The expectations and accountability are at an all time high.
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Why Aren’t Effective Tier I Services Happening?
1. Time constraints
2. Content Specialization
3. Characteristics of Secondary Students
4. Lack of Administrative Leadership
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What Needs to Be In Place?
1. Knowing your standards
2. Aligning your standards
3. Supporting active reading throughout the day
4. Building effective instructional strategies
5. Building effective engagement strategies 72Windram, Bollman and Johnson, 2012
Ideas for Content Delivery in Engaging Secondary Classrooms
Planning Instruction
Differentiating Instruction
Managing the Environment
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Windram, Bollman and Johnson 2012
Identifying Teacher Behaviors1. Listen to the statement
2. As a team, answer using a response cardResponse Choices:
• Engaging - green• Emerging - yellow• Nonengaging - pink
Why RtI?APPLICATION
Materials Needed:1. Response Cards
Assign:1. Taskmaster2. Recorder3. Reporter
Assign:1. Reporter 74
Learning Targets – Day 1Did We…
Learn the basics of the RTI Framework:
• What is RTI
• Why RTI
• Where RTI fits with other district initiatives
• Basic components needed to implement RTI
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Go Teams!
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Team AssignmentsAssignment #1Complete Handout Exhibit 2-F: District Resource InventoryThink about:
• What resources do you already have in place?
• How does this fit into an RtI Framework
• What are you missing? This becomes your action plan!
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Team AssignmentsAssignment #2Action Plan Form Page 1: Develop the Long Term Goal for your building
Page 3: Complete the section titled: “Examining and Strengthening Core Instruction: Tier 1”
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Thought for the Day
“Don’t tell me you believe ‘all kids can learn’…tell me what you’re doing about the kids who aren’t learning.”
Richard DuFour
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