Response to Intervention Dr. Kathleen Dailey

Variations of the Acronym Response to Intervention (RTI) Response to Instruction and Intervention (RtII- Pennsylvania)

What’s your motivation to learn more about RtI?

IDEA (2004) and RtI Language related to RtI was written into law with the 2004 reauthorization of IDEA School districts are no longer required to take into consideration whether a student has a severe discrepancy between achievement and intellectual ability in determining eligibility for learning disability services; “wait to fail” model May use alternative approach (RtI) to determine if student responds first to scientifically research-based classroom instruction and then to targeted interventions. Reading Today, vol. 26 (4), February/March 2009

What is Response to Intervention? An early intervening strategy that carries dual meaning in PA. A comprehensive, multi-tiered, standards aligned strategy to enable early identification and intervention for K-12 students at academic or behavioral risk. May be considered as one alternative to the aptitude-achievement discrepancy model for the identification of students with learning disabilities; a LEA may use a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedure (IDEA 2004). PDE, 2008

The Goal of RtI The goal of RtI is to improve student achievement by monitoring student responses to a series of increasingly intense interventions matched to the instructional need and level of the student. Avoid having students ‘fall through the cracks.’ PDE, 2008

RtI is a (an) Data-driven process to improve reading and math achievement within a standards-aligned instructional system. General education led effort implemented within a general education system coordinated with all other services including Special Education, ESL, Title I and others. System to provide instructional intervention in reading and math immediately upon student need.

RtI is a (an) Alternative approach to the diagnosis of a Specific Learning Disability (SLD) instead of only using the aptitude-achievement discrepancy model. Process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures. PDE, 2008

IRA Commission on RtI: Guiding Principles Principle 1: Instruction Principle 2: Responsive Teaching and Differentiation Principle 3: Assessment Principle 4: Collaboration Principle 5: Systemic and Comprehensive Principle 6: Expertise

IRA Commission on RtI: Guiding Principles and Webinar Materials http://www.reading.org/General/AboutIRA/Governance/Committees/RTICommission.aspx http://www.reading.org/Resources/ResourcesByTopic/ResponseToIntervention/Overview.aspx#webinar This link contains information about upcoming webinars as well as the archived Powerpoints from previous webinars.

Core Characteristics of RtII Standards-aligned instruction- all students receive high quality, research-based instruction. Universal screening- all students are screened to determine academic and behavior status against grade level benchmarks. Shared ownership- all staff assume an active role in students’ assessment and instruction.

Core Characteristics of RtII Data-Based Decision Making- Student performance data is analyzed to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress. Progress monitoring Benchmark and outcome assessment Tiered Intervention and Service Delivery System Research- based interventions Flexible grouping Fidelity implementation PM- continuous monitoring of performance and use of data to determine intervention effectiveness. BMA- progress is assessed periodically throughout year against grade level benchmarks and standards

Core Characteristics of RtI Parental Engagement- parents receive information regarding their child’s needs including: A description of the specific intervention and who is delivering instruction. Clearly stated intervention goals and academic progress expected for their child. Regular progress or lack of progress reports. The right to request a special education evaluation at any time. PDE, 2008

Three Tier Model Tier Terms 1 Primary Universal Core 2 Secondary Strategic Supplemental 3 Tertiary Intensive Add source Brown-Chidsey, Bronaugh, & McGraw (2009) Brown-Chidsey, Bronaugh, & McGraw (2009)

1-5% 10-15% 80-85%

Tier One Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is monitored.  Students not showing adequate progress are moved to Tier 2. High-quality, effective standards- aligned instruction designed to engage and challenge all students. Clear and high expectations for student learning and behavior. On-going assessment Highly qualified personnel 8 week monitoring period for interventions Howard, 2009; PaTTAN, 2009; PDE, 2008; rtinetwork.org

Tier Two Students not making adequate progress in the regular classroom in Tier 1 are
provided with increasingly intensive instruction matched to their needs. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3. Academic and behavioral strategies, methodologies, and practices for some students who are not making expected progress. Students who are at risk for academic and behavioral failure Supplemental small group instruction; use of specialists Standard treatment protocol On-going assessment Scientifically research-based interventions Up to 8-12 weeks Howard, 2009; PaTTAN, 2009; PDE, 2008; RTInetwork.org

Tier Three At this level, students who are significantly below established grade level benchmarks or who demonstrate significant difficulties with behavioral and social competence. Individuals receive individualized, intensive interventions. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. Intensive Interventions for a Few Students Intensive scientifically researched-based interventions Standard protocol and problem solving approaches Small intensive, flexible groups On-going assessment and decision making Highly qualified personnel Up to 8-12 weeks Howard, 2009; PaTTAN, 2009; PDE, 2008; RTInetwork.org

Types of Intervention Approaches The two main types of decision-making approaches include standard protocol and problem-solving. Standard Protocol Approach Same approach for each student Interventions chosen from approved list Instructional decisions follow a standard protocol Reduces teacher variables Problem-Solving Approach Individualized approach Design targeted interventions for each at-risk student Utilized problem-solving steps Input from varied professionals

Response to Intervention: A Tiered Approach to Instructing All Students A Video Summary of the Three Tiers Response to Intervention: A Tiered Approach to Instructing All Students

The RtI Implementation Process RtII implementation is a complex, multi-year, recursive process that requires the realignment and reengineering of the school infrastructure. Ensures that while each school’s RtI model is unique, all use the same process to customize the framework: Assess school/district readiness Establish priorities Develop a multi-year implementation plan Implement RtI Monitor and evaluate RtI implementation PDE, 2008

RtII Team Approach Principal Classroom Teachers School Psychologist A benefit to RtI is the flexible nature of the framework. One commonality is the team building that serves as the basis for all decision-making and planning. The following list includes, but is not limited to stakeholders involved in building level team planning: Principal Classroom Teachers School Psychologist Speech and Language Therapist Instructional Support Personnel; special education Parents School Counselor Reading Specialist and/or Literacy Coach

References Brown-Chidsey,R., Bronaugh, L., & McGraw, K. (2009). RTI in the Classroom: Guidelines and Recipes for Success. NY; New York: Guilford Press. Howard, M. (2009). RTI From All Sides. Portsmouth, NH: Heinemann. www.PaTTAN.org www.pde.state.pa.us www. rtinetwork.org

Powerpoints: RtI RTI overview http://www.reading.org/downloads/resources/rti0604_presentation.ppt Powerpoint presentation from IRA- New Roles for Reading Teachers http://www.reading.org/downloads/resources/rti0602_long_legwork.ppt  

Powerpoint on RTI- http://www. reading