Response to Instruction/Intervention (RTI): Where is Alaska?

Annual Fall Principals Conference

October 20, 2008

Margaret MacKinnon, Alaska Department of Education & Early Development margaret.mackinnon@alaska.gov

Jennifer Knutson, Anchorage School District knutson_jennifer@asdk12.org

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Alaska RTI Definition

Response to Instruction/Intervention is the practice of providing high-quality instruction to all students, providing interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. It provides a framework to support all students using a tri-tiered triangle model that addresses both academic instruction and behavioral support (often referred to as Positive Behavioral Support, or PBS).

(Taken from the Alaska RTI Leadership Team Handout, 2008)

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Core Assumptions of RTI

1. that the educational system can effectively teach all children

2. that early intervention is critical to preventing problems from getting out of control

3. that the implementation of a multi-tiered service delivery model is necessary

4. that a problem solving model should be used to make decisions between tiers

5. that research based interventions should be implemented to the extent possible

6. that progress monitoring must be implemented to inform instruction

7. that data should drive decision making.

(National Association of State Directors of Special Education, 2005)

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Why RTI? “Imagine a time in the near future… when people speak

matter-of-factly about how dropout rates and the achievement gap are shrinking, when record numbers of students are entering college, and when professors are noticing how much more intellectually fit each year’s freshmen have become. Imagine palpable, irrepressible hope emerging in our poor and urban schools. All of these improvements result from a new candor that has emerged in education and a willingness to see that historic improvement isn’t about “reform” but something much simpler: a tough, honest self-examination of the prevailing culture and practices of public schools, and a dramatic turn toward a singular and straightforward focus on instruction.”Schmoker, Mike (2006) Results Now. Alexandria, VA: Association for Supervision and Curriculum Development

RTI provides a framework to focus appropriate instruction for all students: general education, remedial education & special education.

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What is needed to make RTI work?

Strong instructional and collaborative leadership The school building is the unit of change in RTI

Collaborative teaming Ongoing professional development and

coaching Resources (i.e., people, materials) Time (planning time, instructional time)

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Leadership for RTI

Focus on what is taught and how it is taught

Must have “a guaranteed and viable curriculum” (Marzano) that focuses on most essential standards

Equip and support collaborative teams to improve instruction and provide evidence of student learning Mike Schmoker, Results Now

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Stages of RTI Implementation

Consensus Building RTI concepts communicated broadly Foundational “whys” are taught, discussed & embraced

Infrastructure Building Buildings examine RTI components Identify aspects being implemented and gaps Develop a plan to close the practice gaps

Implementation Supports and practices put into place to support, stabilize and

institutionalize RTI practices

Blueprint for RTI Implementation, NASDSE (2008)

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Awareness Exploration I mplementation

Data Driven Decision-Making

Student data from various sources is prioritized and shared with students, parents and educators to identify students who are and are not progressing as expected.

School community is collaboratively using student data from several sources to develop common understanding about the connection between student progress and research-based instructional and/or behavioral interventions.

Meaningful and prioritized student data is systematically shared with parents, educators and students to collaboratively plan interventions based on student strengths/challenges. Progress monitoring occurs consistently to document effectiveness of interventions.

Collaboration

Educators share information about students with minimal planning or structure Educators tend to communicate about students when a need arises. Individual teachers determine structures and consistency of meetings. RTI language is not used consistently in collaboration meetings.

School-wide structures for collaboration are available to support shared responsibility for student achievement. Collaboration meetings occur consistently and include analysis of student data. Roles and responsibilities are clarified using RTI language and structures.

Consistent, ongoing and structured collaboration throughout the school results in improved educational practices supported by several commonly understood data sources Teachers share responsibility for the effectiveness of interventions using the RTI structures in the school.

Parent Partnerships

Educators acknowledge that parents have valuable information to contribute to educational planning and decision-making. Individual teachers and/or administrators support and involve parents.

Consistent school-wide structures are developed to increase parent involvement in educational planning for individual students. Mechanism are developed to provide parents with the information needed to participate in decision making. Parent input is valued and utilized.

A variety of school-wide structures are implemented and consistently used to engage parents in collaborative dialogue about student performance and educational options. Parent partnerships are commonly valued, initiated and sustained. Parents report positive experiences with collaboration with educators.

RTI Configuration MapColorado Department of Education 2/14/05 http://www.cde.state.co.us/cdegen/RTI.htm

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Awareness Exploration I mplementation

Three-tiered interventions

Most educators in a school have initial information on universal, targeted and intensive interventions. Questions about practical application are evident amongst the staff. There is a common agreement that this model will support student growth and more effective use of resources.

Current school based interventions are organized using the three tiered framework. This allows dialogue that involves staff in identifying strengths and gaps in programming. There is school-wide communication about how the three-tiered RTI model will be integrated into practice with a plan for staff involvement and professional development.

All staff members are informed about how the three-tiered RTI model is integrated into problem solving structures in the school. Assessment and instructional/behavioral practices are implemented systematically at each tier with consistent progress monitoring to inform effectiveness. Impact on student learning is shared with the staff, parents and students.

Research-based best practice

Individual educators are familiar with the criteria for considering a practice to be research-based. Implementation of research- based practices is occurring inconsistently and with little common understanding across the building.

Specific research-based practices that are known to improve student outcomes are being investigated, agreed upon, and tried at least on a limited basis across the school community. Systems for collecting and analyzing data on their effectiveness are under way.

The entire school community is aware of the research-based practices that are being implemented with fidelity school-wide at all three tiers. Impact on student learning is systematically analyzed and shared to continue improving student performance.

RTI Configuration MapColorado Department of Education 2/14/05 http://www.cde.state.co.us/cdegen/RTI.htm

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RTI: Alaska Style

TierIII

IntensifiedInstruction

Tier IITargeted

Instruction

Tier IUniversal

Instruction

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Tier I: Universal Instruction

MOST students

Universal instruction alone should meet the needs of approximately 80% of the student body

Reduce the number of new cases of identified academic and behavior problems…PREVENTION

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Tier I Curriculum & Instruction

Scientifically research-based core instructional programs aligned to Alaska grade level expectations standards & school-wide positive behavior supports

Implemented with fidelity School level (implementation of the process) Teacher level (implementation of instruction)

Differentiated instruction teaching flexibly and matching instruction to student

need to maximize the potential of each student

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Tier I Assessment

Universal/Benchmark Screening School-wide Identifies students who require further assessment Administered a minimum of 3 times per year Valid & reliable Measures critical skills Efficient (time & cost) Repeatable Sensitive to change over time Standardized

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Tier II: Targeted Instruction

SOME students

Of the 20% for whom benchmark prevention is not effective, approximately 10-15% will require strategic interventions in addition to the core curriculum

Reduce the number of existing kids at risk and lower the prevalence of identified problems

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Core program/School-wide PBS

+Supplemental intervention

Based on identified student needs as determined by assessment data

Targeted skill instruction e.g., phonemic awareness, phonics, fluency, vocabulary,

comprehension Small group (e.g., 3-5 students) Frequency of instruction

Short-term (e.g., 9-12 weeks) Recommended 3-4 times per week for 30-60 minutes

Scientifically research-based

Tier II Curriculum & Instruction

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Tier II Assessment

Benchmark/Universal screening Progress monitoring…

Purpose: help determine whether students are responding adequately to targeted instruction

Frequency: 1-2 times per month Progress monitoring tools must…

be standardized have good reliability and validity contain multiple forms be sensitive to change over time efficient and cost effective informs instruction and planning

National Center on Student Progress Monitoring

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FEW students

1- 5% of children will require intensive intervention

Reduce the intensity and severity of chronic academic and/or behavior problems

May include, but is not limited to students eligible for special education services

Tier III: Intensified Instruction

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Tier III Curriculum & Instruction

Core program/School-wide PBS OR

Replacement core programs/ Individual BIP +

Targeted supplemental interventions

Instructional variables: Explicit, systematic direct instruction Immediate corrective feedback Increased opportunities to respond/practice Small group (e.g., 2-3 students) or individualized Frequency of instruction (e.g., daily for 45-60 minutes; double-

dose instruction)

Problem-Solving/Student Support Team to guide data-based instructional interventions

Scientifically research-based

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Tier III Assessment

Benchmark/Universal screening

Weekly progress monitoring

Individualized supplemental/diagnostic assessment to determine the problem and inform instruction/intervention

In some cases, comprehensive evaluation for special education services

RTI Resources

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Alaska RTI Leadership Team Members from many organizations:

Alaska Department of education & Early Development AAESP, AASSP, AASA UAF, UAA, UAS AK Comprehensive Center, AK Parent Training Institute, &

Parent Information Resource Center NEA-AK, ASPA, SESA, Gov’s Council

First meeting held in May, 2008

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Alaska RTI Leadership Team Goals

Guidance for RTI will be developed for statewide use which will include: state definition, triangle model and language, key components, roles, procedures for moving from tier to tier, and federal regulations and funding.

A statewide survey of districts will be conducted to identify how RTI is being implemented and what expertise exists.

Resources will be identified and shared through the Alaska Comprehensive Center website at http://www.alaskacc.org/home

RTI Survey Results

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RTI Survey Results Survey on RTI knowledge &

implementation sent to all districts September 2008

222 survey responses received 47 of 54 districts (87%) responded 63.7% of respondents indicated

“familiar” or “very familiar” with term RTI

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RTI Respondents

% of Total Responses (222) taking RTI survey, September 2008

0% 10% 20% 30% 40% 50% 60% 70%

Other

Teacher

District Special Education Staff

District Federal Program Staff

Principal

Superintendent

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Familiar with RTI Principles% of Total Responses (183) familiar or very familiar with RTI principles

0% 10% 20% 30% 40% 50% 60% 70% 80%

Can be used for academics & behavior

Uses problem solving

Data to monitor progress & guide instruction

Assessments for screening & progress

Interventions matched to student needs

Multi-tiered approach

Includes general, remedial, & special ed

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RTI Academic Implementation

% of Total Responses (134) in early or full implementation for academics

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Clearly defined RTI process

Problem solving approach used

Collaborative meetings are used

RTI used as part of SPED id process

Data analyzed & used for decisions

Asssessments used to monitor progress

Interventions in place for Tier III

Interventions in place for Tier II

Common universal screening 3x per year

General curriculum available to all

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RTI Behavior Implementation% of Responses (81) in early or full implementation for behavior

32%

49%

27%

47%

44%

69%

22%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Clearly defined RTI process for behavior

Problem solving approach used

Asssessments used to monitor progress

Tools used to monitor behavior progress

Interventions in place for Tier II

Behavior standards in place for all

Common screening used for all 3x/year

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RTI in Subjects by Grade% of Responses (115) substantially implementing RTI

9%14%

21%32%

45%65%

26%38%

59%34%

54%91%

0% 20% 40% 60% 80% 100%

Behavior 9-12

Behavior 6-8

Behavior K-5

Math 9-12

Math 6-8

Math K-5

Writing 9-12

Writing 6-8

Writing K-5

Reading 9-12

Reading 6-8

Reading K-5

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RTI Staff Training Received% of 158 Responses indicating staff trained in RTI

0.00% 10.00% 20.00% 30.00% 40.00% 50.00%

100% (All)

75% to 99%

50% to 74%

25% to 49%

1% to 24%

None

% o

f S

taff

Tra

ine

d in

RT

I

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RTI Professional Development

% of 165 responders highly interested in topic

73.0%

63.5%

68.5%

78.5%

53.1%

59.4%

55.6%

54.1%

51.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Identify funding sources and guidance

Identify screening or progress assessments

Behavioral interventions

Academic interventions

Develop 3-tiered RTI model

Use data to make decisions

Data analysis

Use collaborative teams

Initial training in RTI

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Funding Options for RTI

Title IA – may be used in targeted assistance (TA) schools if criteria to receive services is clearly defined; may be used in schoolwide (SW) schools to support the program in the SW plan

IDEA 15% may be used for early intervening services – can be used prior to identification of special ed

All federal funds used must meet program requirements and supplement, not supplant, state and local funds

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Alaska District Resources

Mat-Su Borough School District Joe Gerard, Joe.Gerard@matsuk12.us

Kenai Peninsula Borough School District Sandy Miller, smiller@kpbsd.k12.ak.us Dave Legg, DLegg@KPBSD.k12.ak.us

Anchorage School District Jennifer Knutson, knutson_jennifer@asdk12.org

Northwest Arctic School District Linda Saito, lsaito1@nwarctic.org

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Alaska RTI Resources SERRC-Alaska’s Educational Resource Center

Teri Regan, Educational Specialist, terir@serrc.org

Special Education Service Agency (SESA) Lyon Johnson, Education Specialist/PBIS Coordinator,

ljohnson@sesa.org (email), http://www.sesa.org/ (website) Stone Soup Group

Pam Shackelford, Program Manager, Institute for Positive Behavioral Supports, http://www.stonesoupgroup.org/

EED website for RTI http://www.eed.state.ak.us/nclb/RTI.html

EED website for DIASA (Data Interaction for AK Student Assessments

http://www.eed.state.ak.us/tls/assessment/drclinks.html

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DIASA Sample Screen

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RTI Web Resources District & School Blueprints for RTI Implementation

http://www.nasdse.org/ National Center on Response to Intervention

http://www.rti4success.org/

Center on Instruction http://www.centeroninstruction.org/

National Research Center on Learning Disabilities http://www.nrcld.org/index.html

National Center on Student Progress Monitoring http://www.studentprogress.org/

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RTI Web Resources cont. Guidelines for Reviewing Reading & Professional

Development Programs http://www.fcrr.org/FCRRReports/guidelines.htm

What is Scientifically Based Research? A Guide for Teachers

http://www.nifl.gov/nifl/publications.html Positive Behavioral Interventions and Supports

http://www.pbis.org/

Association for Positive Behavioral Support http://www.apbs.org/

“This process is an evolution, not a revolution.”

David Tilly, 2007