RESPONSE TO INTERVENTION An overview of RtI by Sandy Asmussen, Kathi Shepardson, Kerry Duersteler Revised Fall 2008

Meeting Map  What is Response to Intervention (RtI)?  Why implement RtI?  What is needed to implement RtI?  Next Steps for WAWM

What is Response to Intervention?

RtI is a…  Reauthorization of IDEA If a student is not performing as expected academically and/or behaviorally, we will change what We are doing until we find what works. ( prior to referral)  System which utilizes a multi-tiered problem solving approach.

RtI is a…  Shared Responsibility  This is about the success of each and every student  This is about collaboration and shared responsibility at the classroom, school, district, and community level

RtI is a… WWay of knowing if what we are currently doing in the classroom and/or with district support services is working or not through collaborative efforts

Core features of RtI  High Quality Classroom Instruction  Research-based instruction  Classroom performance  Universal Screening

Core Features of RtI  Continuous Progress Monitoring  Researched-Based interventions  Progress Monitoring during interventions  Fidelity Measures

Why implement RtI?

 IDEA Reauthorization (12/3/04)  Improved Academic Achievement for ALL Students in the district  Assist in Disability Determinations

Identification of LD Historically Now  “felt need” Data  Discrepancy Response to IQ/Achievement interventions  “wait to fail” Early intervention  Zero services All serviced  Deficits emphasized Opportunity for improved learning emphasized  Disproportionality Culturally responsive  Kid teams Systemic multi-tiered approach

What is needed to implement RtI?

PProgress Monitoring Three times per year for all students Weekly/Biweekly for all students who are performing below grade level and who are receiving intervention.

 A Change in School Culture  When a child is struggling with learning, a referral for special education can only be made if they did not respond to Tier 1 and Tier 2 interventions.  Intervention should begin in the early months of kindergarten.

 New approach to referrals and identification for special education.  Now we will be asking: Does the student’s academic performance lag behind the performance of others in spite of the fact that he has received high quality instruction delivered consistently and accurately?

 Building Teams will identify universal interventions that are already available for students and determine additional interventions that may be appropriate.  Three Tiers of RtI  Tier 1 Universal  Tier 2 Secondary  Tier 3 Tertiary

Building Teams  Dynamic membership  Collaborative problem solving  Measurable research-based interventions Classroom teachers Principals Curriculum coordinators Pupil Services Instructional support ESL School nurse Special education

Tiered Intervention Model  Tertiary interventions intensive in nature for a few students with significant needs Tier 3  Secondary interventions for some students based on needs/research-based Tier 2  Universal interventions available for all students begins in the general classroom Tier 1 Tier 3 1-5% Tier % Tier %

Principles of RtI identified by Wisconsin DPI  RtI is for ALL children and ALL educators.  RtI must support and provide value to effective practices.  Success for RtI lies within the classroom through collaboration.  RtI applies to both academics and behavior.  RtI supports and provides value to the use of multiple assessments to inform instructional practices.  RtI is something you do and not necessarily something you buy.  RtI emerges from and supports research and evidence based practice.

Next Steps for WAWM AArticulate what we are currently doing at each site DDefine and describe what the core features look like in WAWM DDefine, develop, describe assessment CCoordination between Pupil Services and Instructional Services DDevelop a staff development timeline IImplement Collaborative Support Intervention (CSI) Team model