Response to Intervention A quick review to guide the work of NH’s RtI Task Force Sandy Plocharczyk Raina Chick Co Chairs, NH RtI Task Force October 24, 2008

RtI…What Is It? At its August meeting, the NH RtI Task Force adopted the following definition of Response to Intervention (RtI) to guide its work in the development of an action plan for NH school districts:

RtI…What Is It? RtI 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.

RtI…What Is It? This definition was included in Response to Intervention: Policy Considerations and Implementation 2005, by the National Association of State Directors of Special Education, Inc. The authorship of this resource consisted of nationally recognized research and practice experts in the fields of education and psychology, with leadership provided by W. David Tilly, III of Iowa’s Heartland Area Education Agency.

Core Concepts of RtI The RTI model is well described in the literature (IRA; NASP; NCLD; NASDSE): –Systematic approach/framework for meeting the needs of all children –Integrated school improvement model that is standards driven, proactive and incorporates both prevention and intervention –Effective at ALL levels and disciplines

Core Concepts of RtI All students receive high quality instruction in their general education setting. General education instruction is research based. General education instructors and staff assume an active role in students’ assessment in that curriculum. School staff conduct universal screening of academics and behavior.

Core Concepts of RtI Continuous progress monitoring of student performance occurs. School staff implement specific research-based interventions to address the student’s difficulties. School staff use progress-monitoring data to determine interventions’ effectiveness and to make any modifications as needed. Systematic assessment is completed of the fidelity or integrity with which instruction and interventions are implemented.

How Will This Work? RtI is a general education initiative - 3 key components* 1. High quality instruction/intervention matched to student needs demonstrated to produce high learning rates for most 2. Learning rate and level of performance primary sources of information for decision making 3. Important educational decisions intensity and expected duration of interventions based on individual response to instruction across multiple tiers informed by data *NASDSE: RTI Policy Considerations and Implementation

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

Sample 3-Tier Arrangement K-3 Reading Tier I: General Education: All Students –Scientific-based reading instruction and curriculum emphasizing 5 critical elements of beginning reading –Multiple grouping formats to meet student needs –Core instruction = 90 minutes per day (or more) –Benchmark assessment at beginning, middle and end of the academic year –General education classroom/general education teacher –Ongoing professional development

Tiers or Levels of Instructional Intensity Tier II: Supplemental (Targeted) Instruction –For students identified with marked reading difficulties and who have not responded to Tier I efforts –Specialized scientifically based reading program(s) emphasizing the 5 critical components of beginning reading –Homogeneous small group instruction (1:3-5) –Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading program –Progress monitoring (twice) a month on target skills to ensure adequate progress and learning –Setting designated by school (within or outside of general education class) –Personnel determined by school (classroom teacher, reading specialist, external interventionist)

Tiers or Levels of Instructional Intensity Tier III: Intensive Intervention –For students identified with marked difficulties in reading or reading disabilities and who have not responded to Tier I and Tier II efforts –Sustained, intensive, scientifically based reading program(s) emphasizing the 5 critical components of beginning reading –Homogeneous small group instruction (1:1-3) –Minimum of two, 30 minute sessions per day in small group or 1:1 in addition to 90 minutes of core reading program –Progress monitoring (twice) a month on target skills to ensure adequate progress and learning –Appropriate setting designated by school –Personnel determined by school (classroom teacher, specialist, external interventionist)

Data Sources for Instructional Tiers UNIVERSAL ASSESSMENT All students are measured 3 times/year on a global measure of academic or functional performance NWEA, DIBELS, PALS, CBM (AIMSweb) TARGETED ASSESSMENT Criteria is set to identify those “falling behind;” at risk students receive more frequent measurement (e.g. monthly) of progress in identified academic area CBM, CBA, PM INTENSIVE ASSESSMENT Comprehensive assessment includes norm referenced tests and interpretation of progress data from Tier I and II

Key Websites National Center on Student Progress Monitoring (NCSPM) National Research Center on Learning Disabilities (NCRLD) Research Institute on Progress Monitoring IRIS Center Florida Center for Reading Research

Key Websites Vaughn Gross Center for Reading and Language Arts Center on Instruction University of Oregon Collaborative for Academic, Social, and Emotional Learning OSEP Center on Positive Behavioral Interventions & Supports