RTI: Response-To- Intervention Madison Elementary School

Mission Statement Our vision for RtI is that all students can achieve with the right supports. We will work together as a whole school to create a systematic framework of providing high quality instruction and intervention matched to student needs. We will use scientific-research based programs and valid and reliable assessments. Ongoing professional development and leadership will be provided to ensure the success of our students. Draft July 8, 2009

What is it? Response-To-Intervention is a process which includes the provision of systematic, researched- based instruction and interventions for struggling learners. RTI can replace and/or augment the I.Q discrepancy model in the identification of learning disabilities. RTI is considered a general education service, however, it can also be used in special education settings.

Team Members Ann BartlettNurse Ann BartlettNurse Christine ZimmerGrade 1 Christine ZimmerGrade 1 Karen CoyleGrade 2 Karen CoyleGrade 2 Brian ErnestAdministration Brian ErnestAdministration Linda HaverSpecial Education Linda HaverSpecial Education Mary Pat DevineSAU 13 Psychologist Mary Pat DevineSAU 13 Psychologist Donna McDougalSAU 13 Consultant Donna McDougalSAU 13 Consultant Pat KehoeSAU 13 Sp. Ed. Director Pat KehoeSAU 13 Sp. Ed. Director Ali JanowiczGuidance Ali JanowiczGuidance

7 Guiding Principles ALL students are part of ONE proactive educational system. Scientific, research-based/ evidence-based instruction is used. Instructionally relevant, valid and reliable assessments serve different purposes. A systematic, collaborative method is used to base decisions on a continuum of student needs. Data guide instructional decisions. Staff receive professional development, follow-up modeling, and coaching to ensure effectiveness and fidelity at all levels of instruction. Leadership is vital Adapted from Heartland (Iowa) Area Education Agency

Key Features Primarily a general education initiative focused on early interventions for struggling learners. Primarily a general education initiative focused on early interventions for struggling learners. RTI is based on a problem-solving model that utilizes data for informed decision-making. RTI is based on a problem-solving model that utilizes data for informed decision-making. RTI interventions are systematically applied and derived from research-based practices. RTI interventions are systematically applied and derived from research-based practices. RTI is dependent on progress monitoring and data collection. RTI is dependent on progress monitoring and data collection. RTI intervention plans are designed, implemented, and monitored by a multi-disciplinary team of professionals. RTI intervention plans are designed, implemented, and monitored by a multi-disciplinary team of professionals. RTI can replace the I.Q. discrepancy model for determining the presence of a learning disability. RTI can replace the I.Q. discrepancy model for determining the presence of a learning disability.

The 3 Tier Model Tier I: This represents the core instructional group. When adequately differentiated instruction is applied % of these students will achieve established benchmarks. Assessments occur 3-4 times per year. Tier I: This represents the core instructional group. When adequately differentiated instruction is applied % of these students will achieve established benchmarks. Assessments occur 3-4 times per year. Tier II: More intensive services and interventions, usually in small groups and are provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 weeks. Tier II: More intensive services and interventions, usually in small groups and are provided in addition to general instruction. Bi-weekly progress monitoring is suggested and these researched-based interventions last typically 6-10 weeks. Tier III: for students who do not adequately respond to targeted Tier II interventions. Eligibility for special education services under IDEA would be considered. Additional testing may be warranted and students would receive individualized, intensive, interventions targeted to specific skill deficits. Tier III: for students who do not adequately respond to targeted Tier II interventions. Eligibility for special education services under IDEA would be considered. Additional testing may be warranted and students would receive individualized, intensive, interventions targeted to specific skill deficits.

RTI and the Law: NCLB High Quality Instruction Researched-based Instruction Universal Screening Continuous Progress Monitoring Early Intervention Progress Monitoring During Interventions

IDEA The 2004 reauthorization of the Individuals with Disabilities Act (IDEA) includes language allowing states to use an RTI process rather than an I.Q discrepancy model for identifying students with learning disabilities. U.S. Department of Education Regulations permit the use of the RTI process to “ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction:” (34C.F.R. 300 & 301, 2006). The regulations require that “appropriate” instruction in the general education settings has been delivered by highly qualified personnel and that data-based documentation of repeated assessments at reasonable intervals has been collected.

Universal Design for Learning (UDL) Multiple means of representation: to give learners various ways of acquiring information and knowledge, such as demonstration, lecture or simulations. Multiple means of expression: provide learners with alternatives for demonstrating what they know, such as written, oral or graphic. Multiple means of engagement: to tap into learners interests to challenge and motivate them to learn, such as student selection of topics and cooperative learning.

Universal Design for Learning The importance of UDL to the application of RTI is that it underscores the need for “multiple pathways” to help all students succeed. Therefore, curriculum and instruction must be adequately differentiated to address the diverse needs of learners in the classroom.

Types of Assessments  Report Cards  Standardized Test Results  Informal Assessments  Teacher/Parent/Student Rating Scales (behavior, attitude, interests)  Work Samples  Curriculum-Based Measurements (CBM)  Screening Data  Classroom Observations  Behavioral Logs  Discipline Referrals  Attendance Data

Progress Monitoring Baseline Phase: data collection prior to the intervention phase. Intervention Phase: this is where the specific intervention is implemented. The duration of this phase will be determined by the RTI team and the analysis of on-going data. RTI Phase: this is where student progress is monitored over a pre-determined period of time, after the interventions have been implemented.

RTI: A Value Added Practice  A step-by step approach  Academic and Behavior components  Universal Design for Learning UDL  Team Decision-Making  Increased success rate of students in the general education setting  Providing Researched-based instruction  Providing critical data needed to design, implement and monitor instructional and behavioral interventions.  Reducing the time that additional instructional supports are delivered to students  Reducing the number of referrals to special education

Resources ABC’s of CBM: A Practical Guide to Curriculum Based Measurement by M Hosp, & K.W.Howell ABC’s of CBM: A Practical Guide to Curriculum Based Measurement by M Hosp, & K.W.Howell Response to Intervention: Principles and Strategies for Effective Practice by Rachel Brown-Chidsey & Mark Steege Response to Intervention: Principles and Strategies for Effective Practice by Rachel Brown-Chidsey & Mark Steege RTI Tackles Reading featuring Karen Norlander, Esq. (DVD) RTI Tackles Reading featuring Karen Norlander, Esq. (DVD) RTI: The Classroom Connection for Literacy by Karen A. Kemp & Mary Ann Eaton RTI: The Classroom Connection for Literacy by Karen A. Kemp & Mary Ann Eaton RTI Toolkit: A Practical Guide for Schools by Jim Wright RTI Toolkit: A Practical Guide for Schools by Jim Wright Power of RTI: Classroom Management Strategies K-6 featuring Jim Wright (DVD) Power of RTI: Classroom Management Strategies K-6 featuring Jim Wright (DVD) RTI Data Collection Forms & Organizer: Classroom Starter Kit by Jim Wright RTI Data Collection Forms & Organizer: Classroom Starter Kit by Jim Wright RTI: The Classroom Connection for Math and Literacy by Karen A. Kemp, Mary Ann Eaton, & Sharon Poole RTI: The Classroom Connection for Math and Literacy by Karen A. Kemp, Mary Ann Eaton, & Sharon Poole

Web Links ResponsetoInterventionRTI.htm ResponsetoInterventionRTI.htm ResponsetoInterventionRTI.htm ResponsetoInterventionRTI.htm documents/INTERACTIVEGUIDETORTI- NH.pdf documents/INTERACTIVEGUIDETORTI- NH.pdf documents/INTERACTIVEGUIDETORTI- NH.pdf documents/INTERACTIVEGUIDETORTI- NH.pdf