Response to Instruction:

Creating a Systematic Response

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Systematic response for ALL

Core RTI Principles

all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions

within a multi-tier model Use research-based, scientifically validated

interventions/instruction to the extent available Monitor student progress to inform instruction Use data to make decisions Use assessment for 3 different purposes

Screening, diagnostic, progress monitoring

NASDSE, 2006

RTI Misconception

Is Not IsAn instructional program A framework to implement effective

practices

A group of students that leaves your room for extra instruction

A system of matching resources to each individuals student’s needs

Possible to implement alone A collaborative effort

The same for every school Uniquely designed for each building

A special ed, a general ed, a Title 1, a Talented and Gifted initiative

An “Every” Education Initiative

An educational fad A systematic method for delivering instruction, based on research and effective large scale implementation

Academic Systems

Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

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

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Professional Development

Special Education

ELL

District OfficeResources

Title Programs

Curriculum Development

Response to Intervention

RTI begins with General Education!

Teachers don’t fail students, systems do.

RTI is a system for differentiation of instruction!

RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

In The Past

GeneralEducation

Title Reading or

Other Reading Support

Special Education

Some “Fell’”Through

Some “Fell’”Through

Full Continuum of Support

GeneralEducation

Title Reading & Reading Support,

Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =

Reading Is Not Optional

Kindergarten Fourth grade Behavior Problems Low graduation rates

Developmental lag Skill deficit

Days and Weeks Matter

We can’t wait for them to “bloom?”

vs.

Good reading builds reading AND cognitive skills!

Days and Weeks Matter

Differences Learning to Read

Estimates from NICHD research

Population %

Journey to Reading

Instructional Requirements

5 Easy: children read before starting school

Need no formal decoding instruction

35 Relatively Easy Learn to read regardless of instructional approach

40 Formidable Challenge

Need systematic and explicit instruction

20 One of the most difficult tasks to be mastered in school

Need intensive, systematic, direct, explicit instruction

A Tale of Two Systems

Does the child find the system, or does the system find the child?

Pre-referral team (CARES)reviews what teacher

has tried

Jessie participates in thecurriculum

Jessie isn’t doing well

Teacher tries again

Resumesregular

program

Jessiedoesn’t

improve

Jessieimproves

Teacher’s effort is deemed sufficient

Special Education referral is initiated by the teacher

Jessie’s teacher does his best to differentiate instruction and keeps

anecdotal data

Teacher is told to try again

Jessie is tested, usually by special education personnel, using IQ, achievement, and other tests

The

pre referral/discrepancy

approach

Daisy participates in the general core curriculumwith strong instruction

Daisy is screened and isn’t doing well Second Group

Intervention

Data Team designs individualized intervention

Resumesgeneralprogram

Daisydoesn’t

improve

Daisyimproves

Daisydoesn’t

improve

Daisyimproves

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

Special Education referral is initiated by the team

Data Team reviews screening data and places Daisy in group intervention

Parents Notified

How RTI Works from a Student’s Perspective

Progress monitoring and intervention data is used

Think, Pair, Share

How do the two team processes differ? How are teams currently organized in your

district? How would your team process look different

in a multi-tiered, RTI system? Does the child find the system, or does the system find the child?

The Process is Ongoing and Long-Term

CONSENSUS

So how do we make this happen?

Professional Development

LeadershipData based

teaming

Universal screener

Core Curriculum with strong instruction

Decision rules and reading protocol

Progress Monitoring

Interventions

Leadership

District Level

AND

School Level

Teaming

Principal Classroom

Teachers Specialists School

Counselor School

PsychologistCollaborating

Teaming

Principal Classroom

Teachers Specialists School

Counselor School

PsychologistCo-laboring

Delivery: Ongoing Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.

Sufficient time to collaborate and plan Incorporates fidelity checksData ALSO used to drive professional development needs.

Professional Development and Fidelity

5 minute walk through

Core program fidelity check

Intervention fidelity checks

Professional Development and Fidelity

Content: Core curriculum & instruction Assessment Interventions Teaming Data-based decision making SPED procedures

Professional Development and Fidelity

Universal Screening

Universal screening for ALL students at least three times per year

Good screening measures:

Efficient, brief, valid, reliable, unbiased and over-identifies

Screening is used as a key measure to determine: The health of the core Which students might need additional intervention

Core Program

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

State standards Scope and sequence

Phonics

Fluency

Phonemic AwarenessComprhensionVocabulary

For all students!

Decision Rules

Provide the “now what” after teams have analyzed student data

Guide decisions for all tiers Take the guesswork out of “what to do

next” Ensure equity across schools

I think… I feel… I believeWhat data do you have that makes you

think/feel/believe that?-Dr. Ed Shapiro

Reading Protocol

• Are the children learning?

• How can we tell?

Progress Monitoring

Tools Must Be: Brief Valid Reliable Repeatable Easy to Administer

Frequency: Every 2 weeks

(minimum) Every week (ideal)

10

20

30

40

Dec.S cores

Feb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

Aimline

Determine Response to Intervention

When a student fails to make adequate progress we should change their instruction to help her meet the goal

Read Naturally

Phonics for Reading

Reading Mastery

Interventions

Must be designed to match identified needs

Is in addition to and aligns with the district

core curriculum

Uses more explicit instruction

Provides more intensity

Additional modeling and guided feedback

Immediacy of feedback

Does NOT replace core

Benefits Of an RTI System

RTI will help you to: Know immediately, “Is what we are doing

working?” Know which students need more/different Know what each student needs Provide structures to deliver what students

need Reduce rates of identification of student

learning disabilities Prevent reading problems before they occur Raise student achievement

Do you have a systematic response?

Urgent Directive Timely Targeted Administered by trained

professionals Systematic

Do you have a systematic response?

Urgent Directive Timely Targeted Administered by trained

professionals Systematic