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Supporting the Implementation of Response to Intervention. Ingham ISD October 22, 2010 Dr. George M. Batsche Professor and Co-Director Institute for School Reform Florida Statewide Problem-Solving/ RtI Project University of South Florida. Culture of Change. No Child Left Behind (ESEA) - PowerPoint PPT Presentation


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Supporting the Implementation ofResponse to InterventionIngham ISDOctober 22, 2010

Dr. George M. BatscheProfessor and Co-DirectorInstitute for School ReformFlorida Statewide Problem-Solving/RtI ProjectUniversity of South FloridaCulture of ChangeNo Child Left Behind (ESEA)Accountability (Outcomes, Response to Instruction)-More RigorDisaggregated DataState-Approved, State-Level Benchmarks-Higher ExpectationsMore exposure to the curriculumIDEIAInsistence on effective instruction in in reading and math in general educationRequirement for a different type of assessmentContinuous Progress MonitoringUniversal screeningHigher expectations for students with disabilities (All Can Learn)Learn ActA Blueprint for Reform-2010Response to InterventionRtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.(Batsche, et al., 2005)Problem-solving is the process that is used to develop effective instruction/interventions.


LEARN Act is the literacy foundation of ESEA

RTI Language in the LEARN Act is called Multi-Tier System of Supports

Multi-Tier System of SupportsThe term multi-tier system of supports means a comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decision making using student outcome data. A Blueprint for Reform-2010"Instead of labeling failures, we will reward success. Instead of a single snapshot, we will recognize progress and growth. And instead of investing in the status quo, we must reform our schools to accelerate student achievement, close achievement gaps..." (Forward)

districts will have fewer restrictions on blending funds from different categories with less red tape." (Page 6)

A commitment to...Meeting the needs of students with disabilities throughout ESEA and through the Individuals with Disabilities Education Act." )Page 19)The Vision95% of students at proficient level

Students possess social and emotional behaviors that support active learning

A unified system of educational servicesOne ED

Student Support Services perceived as a necessary component for successful schooling

6National Perspective71% of districts are in some stage of implementing RTI up from 60% in 2008 and 44% in 2007RTI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008Of districts with enough data, 83% indicated RTI has reduced the number of referrals to special education Districts reported the three primary obstacles to implementing RTI as:Insufficient teacher training, Lack of intervention resources, Lack of data, knowledge, skills for tracking/

8Intensity vs. SeverityIntensity is measured by how far behind a student is academically or how different the behavior is from peers or norms.

Severity is degree to which the student responds to well delivered intervention.

A student could have an intense problem, but catch up quickly. Not SevereA student could have an intense problem, but NOT respond to well delivered interventions. Severe 89Intensity vs. SeverityAn INTENSE problem is not necessarily a severe problem.

Students with disabilities exhibit BOTH intensity AND severity 910Paradigm ShiftEligibility focusDiagnose and PlaceGet label

Outcome focus Problem Solving and Response to InterventionGet help 10 How do we define help?

Get help without getting a labelConsensus Building: A Shift in ThinkingThe central question is not: What about the students is causing the performance discrepancy? butWhat about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?

This shift alters everything elseKen Howell11A major conceptual shift. This puts the problem in the context of alterable variables and moves it outside of the student. When the focus of team meetings is on the discovery of instructional changes that will enable learning, the content of the meeting is quite different from one focused on the discovery of a disability.12Change is hard because people overestimate the value of what they have and under-estimate the value of what they may gain by giving that upBelasco & Stayer, Flight of the Buffalo: Soaring to Excellence, Learning to Let Employees Lead, 1994

12TIER I: Core, UniversalAcademic and Behavior13GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:What exactly do we expect all students to learn ?How will we know if and when theyve learned it?How you we respond when some students dont learn?How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum13ADAPTED FROM PASCODistrict facilitates discussions among schools on curriculum standards preschool through12th grade.Systematic process for monitoring, evaluating, reviewing curriculum.

13TIER II: Supplemental, Targeted14Tier II For approx. 20% of studentsCore + Supplemental

to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).Where are the students performing now?Where do we want them to be?How long do we have to get them there?How much do they have to grow per year/monthly to get there?What resources will move them at that rate?14ADAPTED FROM PASCODistrict facilitates discussions among schools on curriculum standards preschool through12th grade.Systematic process for monitoring, evaluating, reviewing curriculum.

14TIER III: Intensive, Individualized15Tier III For Approx 5% of StudentsCore+Supplemental+Intensive Individual Instruction to achieve benchmarks

Where is the student performing now?Where do we want him to be?How long do we have to get him there?What supports has he received?What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

15ADAPTED FROM PASCODistrict facilitates discussions among schools on curriculum standards preschool through12th grade.Systematic process for monitoring, evaluating, reviewing curriculum.

15in order to meet benchmarks.=These studentsget these tiersof support+Three Tiered Model of Student SupportsThe goal of the tiers is student success, not labeling.

Building the Infrastructure toImplement a System of RtIInfrastructureSchool-Based Leadership Team (SBLT)Communication, Data SharingRoles/ResponsibilitiesProblem-Solving ProcessData Systems and TechnologyDecision-RulesBuilding the TiersIntervention Development and Decisions

Problem Solving teamsA school-based group composed of various school personnel who convene to a provide assistance to children who are having academic or behavioral difficulties in school.

The team is responsible for implementing a problem solving approach to identify and intervene in response to students needs within the arena of general education. Schwanz & Barbour, 2005

20Problem Solving versus Pre-referral teamsPSTs develop interventions designed to resolve a students academic or behavioral difficulty in a general education setting whenever possible.

Identify, through a tiered process, the supports and instructional strategies the student needs to make and maintain progress

PRTs recommend one or two interventions and then based on the students progress, determine whether a referral for an ESE evaluation is warranted to gather pscyho-educational information.

Triage whether student should be referred for ESE evaluation

21Key Issues in Building a TeamTeams function best when all members have strong group process skills

Many teams have some (but not all) members who have been trained in group process skills

Training the team in group process skills provides the foundation needed to work effectively using a problem solving model22Addressing Time FactorsTime available for meetings is often sited as biggest barrier to success

Set aside a meeting time and make it sacred

Time is managed best when members come to the meetings prepared

When a firm meeting time has been established and is supported, meeting becomes part of the school culture 23Process during team meetingsProvide team members with information/data prior to the meeting so individuals might prepare and problem solve in advance to facilitate the process during the meeting

Spend equal/appropriate time on each step for each problem introduced (facilitator/timekeeper)

Document discussion and record action plan with specifics clearly identified (recorder)

Assign a case manager to monitor the process between meetings(facilitator/case manager)

24Process during team meetingsBegin each meeting by reviewing the steps to the problem solving process (facilitator)

Ensure that all members have an opportunity to participate in meaningful and relevant way

If using brainstorming, stick to the rules (facilitator/chair)

Manage time effectively (timekeeper)25Case managers should be selected by content expertiseSchool-Based InfrastructureSchool-based leadership team (SBLT)School-based coachProcess Technical AssistanceInterpretation


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