Response to Intervention:Getting Started

Traci Seils

Literacy/Dyslexia/MRT

tseils@esc6.net

No Child Left Behind

Scientifically based reading instruction programs in the early grades will reduce identification of children for special education services.

(The No Child Left Behind Act of 2001 ExecutiveSummary)

RtI: IDEA 2004

• In December 2004, the Individuals with Disabilities Act of 2004 provided response to intervention as a practice for identifying students with learning disabilities.

RtI: IDEA 2004

• Urges screening and intervention

• Recommends a multi-tiered intervention strategy

• Review monitoring and instructional practices

RtI: IDEA 2004

• Integrate services between general and special education

3 Tier Model Activity

I

II

III

3 Tier Model of Intervention(Vaughn, 2002)

I

II

III

Core Classroom Instruction

Supplemental Instruction

Instruction for Intensive Intervention

All Students, 90 minutes (K-3), flexible groups

Approximately 20 – 30%, 30 minutes, 10-12 weeks, 3-5 students per group

Approximately 5 – 10%, 30 minutes, 2 times per day, 10-12 weeks, no more than 3 students per group

Dyslexia may be Tier II or III

Implementation

Getting Started

• Establish buy-in

• Form leadership team

• Conduct needs assessment

• Develop action plan

Establish Buy-in

• Ensure strong leadership at all levels

• Promote RTI

• Convey support & enthusiasm

• Communicate expectations

Form Leadership Team

• Principal or AP• Counselor• Special Education• Curriculum/General Education• Reading & Math Coach/Specialist• Dyslexia Specialist• ISS/AEP or Behavior Specialist• Other (Title I, Bilingual)

Conduct Needs Assessment

• Where are we, compared with “ideal” RTI implementation?

• Where do we want to be?

• What do we need to do to get there?

Locate your Campus Needs Assessment Tool handout

Needs Assessment

1. Campus leadership

2. Management, Planning, & Evaluation

3. Assessment

4. Instructional Framework: General

5. Instructional Framework: Core

6. Instructional Framework: Intervention

Campus Leadership

• Campus goals & objectives

• Effective communication

• Hiring HQ personnel

• Ensuring HQ personnel

• Providing support: RTI facilitator

• Monitoring instruction: principal

• Monitoring assessment: principal

Management, Planning & Evaluation

• Planning for sustainability• Focusing on campus action plan• Using data for planning at the school level• Using data to monitor grade level progress• Using data to establish entry & exit criteria• Ensuring HQ professional development• Coordinating RTI with other programs• Using data for budget decisions

Assessment

• Selecting assessments

• Adhering to a schedule

• Administering with integrity

• Managing data

• Using data to inform core instruction

• Discussing data to adjust plans

• Using data to inform PD

Instructional Framework: General

• Describing RTI• Scheduling to implement RTI• Selecting scientifically based materials• Ensuring nonlayering of programs & materials• Increasing access to print/math manipulatives,

etc.• Addressing all students’ needs• Addressing individual students’ needs

Instructional Framework: Core

• Evaluating the core program

• Implementing with fidelity

• Promoting effective implementation

• Incorporating flexible grouping

• Differentiating instruction

Instructional Framework: Intervention

• Differentiating instruction

• Describing intervention programs & effectiveness

• Linking interventions to core

• Defining criteria

• Identifying interventionists for all grade levels

• Accounting for student mobility

Needs Assessment Procedure

• Read each statement for all items in elements I-IV

• Choose a statement that, from your perspective, best describes your campus/district

• For each section, add the numbers that correspond to the statements. Divide the total by the number of items in the section to obtain an average.

Needs Assessment Procedure

• Enter the average scores for each element in the “Individual Summary of Scores” table

• Transfer each individual’s score to the “Summary of Schoolwide Scores” table

• Begin action planning

Needs Assessment Activity

• Select one of the 6 areas in which you have an interest

• Choose one of the sub-items• Consider a school you support and rate

the item based on that particular school• Think about evidence you have to support

your rating• Ask yourself, “Have we done all we can do

to improve in this area?”

Develop Action Plan

• Develop action steps

• Assign responsibility

• Determine timeline

• Arrange for follow-up

Locate “The 3-Tier Reading Model Action Plan” handout

Action Plan Procedures

• Rate your current status– Best– OK– NI

• Begin with Tier 1 (Core)

• Then move to Tiers 2 & 3

• Use guiding questions to facilitate your thinking

Link Needs Assessment to Action Plan

• Review average scores for each element on the Needs Assessment. Identify areas of strength

• Identify areas in need of attention• Develop specific action plan steps to address

the needs• Designate person responsible & target date for

completion or revisiting• Identify common action steps from the Campus

Needs Assessment Tool & the Action Plan

Implement Action Plan

• Student Assessment

• Core Program

• Interventions

• Professional Development

Student Assessment

• Screening of all students 3 times a year (beginning, middle, & end of year)

• Progress monitoring of students at risk for reading/math/behavior difficulties

• Using data to inform grouping & target instruction & intervention

Core Program

• Evaluating core instruction

• Scheduling– Common intervention time, or other plan– Protected instruction block (eliminate

interruptions)

• Differentiating instruction

Interventions

• Types of interventions

• Materials

• Entry/exit criteria

• Progress monitoring

• Features of effective instruction

Professional Development

• GOALS: Strengthen the knowledge of scientifically based practices & the features of effective instruction– On-going PD in a variety of formats– Quality PD providers (think ESC 6!)

Monitoring Implementation

• Review Progress

• Revise Action Plan– On-going– Suggested: twice a semester

Scheduling

• Elementary 90-Minute Reading Block example

• Consider Success for All model

• Pull out/Push in

• MS/JH/HS elective

• Extra period day

• Channel 1/Tutorials/Clubs time

Personnel

• PD for Tier I

• Consider well trained paraprofessionals for Tier 2

• May use MRTs or MMTs for Tiers 2 & 3

• Should already have a dyslexia specialist (Tier 3)

• Consider inclusion/true team or co-teaching with SPED

Budgeting

• Combine money

• If more than 20-25% qualify, and you need more interventions/teachers, fix Tier I

• Work smarter, not harder– Programs addressing multiple components– TALA Tier 2 at MS– TPRI Intervention Activities Guides at Elem– UT Vaughn Gross Materials, etc.

Questions