Implementing RTI Webinar By John E. McCook, Ed.D jmccook125@aol.com February 17, 2011 Reading Horizons The Foundation for Reading English Copyright kept by author 2011

Teaching Reading is Urgent: Brutal Fact Percentile Rank Minutes Per Day Words Read Per Year Books Text 98 65.0 67.3 4,358,000 4,733,000 ~ A student in the 20th percentile 90 21.2 33.4 1,823,000 2,357,000 reads books 0.7 minutes a day. 80 14.2 24.6 1,146,000 1,697,000 ~ This adds up to 21,000 words 70 9.6 16.9 622,000 1,168,000 read per year. 60 6.5 13.1 432,000 722,000 ~ A student in the 80th percentile 50 4.6 9.2 282,000 601,000 reads books 14.2 minutes a day. 40 3.2 6.2 200,000 421,000 30 1.8 4.3 106,000 251,000 ~ This adds up to 1,146,000 words 20 0.7 2.4 21,000 134,000 10 0.1 1.0 8,000 51,000 2 Torgeson, J.K. 2005

Early Intervention Changes Reading Outcomes 5.2 5 4.9 Intervention With substantial instructional intervention 4 3.2 Control With research-based core but without extra instructional intervention Low Risk on Early Screening Reading grade level 3 2.5 2 Notes: Children from the bottom 15% in phonemic awareness and letter knowledge were randomly assigned to either a control group, or a group that received more intensive reading instruction in first and second grade. [click] The dotted red line shows the progress of the children who did not receive extra instructional intervention, and you can see that improved classroom instruction produced slightly better outcomes for them than in the earlier study in the same schools. [click] However, the children who were identified by the screening tests and received substantial instructional intervention did almost as well as average children by the end of fourth grade. Improved classroom instruction will help our most at-risk children learn to read better, but most will require more intensive interventions if we expect them to read at grade level by the end of fourth grade. 1 At Risk on Early Screening 44 1 2 3 4 Grade level corresponding to age Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies.  In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu

The Five Phases of Implementation Awareness Commitment Capacity Implementation Evaluation

Non Negotiable Components of RTI Universal screening Multiple tiers of intervention Progress monitoring Problem-solving or standard protocol approach –the SAT Team Integrated data collection/assessment system Scientific, research-based interventions Fidelity Professional Development

Theoretical Foundation Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Primary prevention is provided to all students and focuses on giving students the necessary academic skills. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the academic problems. Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive 80-90% 80-90%

Assessment under RtI Assessment= Universal Screening + Diagnostics Progress Monitoring

Carrot Scores increase Children provided interventions much earlier Ineffectiveness of special education Caseload Expectations Delay Human resource effective 30 minutes of intervention in K takes 2 hours per day in fourth grade (National Institutes of Health study, 1999)

Stick Approach IDEA ‘04 language NCLB Pay me now or pay me later Scores down NAEP standards Global economy Restructuring

How did support team receive child? Parent refers Support Team Teacher refers Referral to Special Education

Support Team Under RTI Purpose is to keep child in general education classroom To provide interventions and measure progress in general education To gain buy-in from general education teacher

How Does Child’s Situation Get to Support Team Under RTI? Data Bring Child’s Needs to Attention of Support Team Through Benchmarks Vast Majority is this way. Support Team Process Some come from parents. Few come from teachers. Parent Referral Teacher Referral

Universal Screening CBM: Is a standardized test Is given to everyone Measures critical skills Is brief Can be repeated frequently Is inexpensive and easy to administer and score Provides data to assist with decision making at the individual student, class, school or district level Tells us which students are “at-risk” and need supplemental instruction/intervention

Universal Screening Development of “benchmark” data norms Classroom Grade level School District Benchmark data taken three times per year Fall Winter Spring

Universal Screening Data from benchmarks must be available to teachers, principals, and district staff and shared with parents Data must be “user friendly” in format

Example of Benchmark Data

Not Good! Look at the drop In the spring!!!

One of “our” students—Look at his progress!!!

What do probes look like? Reading R-CBM This student read 72 WRC/8 Errors

Reading Comprehension Maze 15 correct with 1 error

Positive Response to Intervention

Not Responding to First Intervention

Better Response to Intervention

Tier I is Critical!!! Scientifically based curriculum delivered with FIDELITY Continues during Tier II Continues during Tier III The better Tier I is the fewer children will become Tier II or Tier III!

Tier II Elementary Middle/High Minimum of 30 minutes of SUPPLEMENTAL scientifically based research intervention per day at least three days per week Tier I continues Middle/High Minimum of a period of scientifically based intervention per day Middle Usually occurs during “elective-exploratory periods” High Usually a scheduled “class period” richly staffed

Tier II Implementation Tier I Classroom Tier II Intervention Teacher provides scientifically based research curriculum Teacher provides additional help to struggling students Teacher takes data through classroom activities and progress monitoring for “at-risk” students prior to going to Tier II—after going to Tier II, PM done at Tier II Scientifically researched intervention provided in ADDITION to classroom Progress monitoring occurs at least weekly and preferably twice per week

Tier III Implementation Tier I Classroom Tier III Teacher provides scientifically based research curriculum Teacher provides additional help to struggling students Teacher takes data through classroom activities and progress monitoring for “at-risk” students prior to going to Tier II—after going to Tier III, PM done at Tier III Tier II is deleted At least two 30 minute interventions for a targeted student per day for at least 45 days within 60 school days Progress monitoring is twice per week