RTI for Literacy: Strand A Leigh Rohde, M.Ed. Eileen Leavitt, M.Ed. February 6, 2009

Support for NH RESPONDS is provided by the NH Bureau of Special Education, NH Department of Education under a grant from the US Department of Education, Office of Special Education and Rehabilitation Services

Overview of today’s session Introduction/Review of RTI – Working Definition – Core Concepts NH RESPONDS RTI for Literacy – Focus on Universal Tier Team Instruction

Guiding Principle: Social Behavior and Achievement are Linked To improve the academic success of our children, we must also improve their social success. Academic and social failures are reciprocally and inextricably related. As a result, systems to support behavior and literacy should be integrated.

RTI…What Is It? A systematic framework for improving social, emotional, behavioral & academic outcomes A broad set of evidence-based systemic & individualized strategies Collaborative teams use effective group processes & data-based decision-making

RTI is based on: differentiated instruction critical features and components at each level Data-Based Decision-making

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

The RTI model –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 Source: IRA; NASP; NCLD; NASDSE

Core Concepts of RTI NH Literacy Action Plan 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 NH Literacy Action Plan 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.

Fidelity of Implementation “Without knowing whether an intervention was delivered in the way that research has shown it to be most effective, it is impossible to know the reason for the child’s lack of progress.” Recognition & Response Implementation Guide (2008)

A 3-Tier Approach Level 1 Primary prevention for the whole population – 100% - ALL Students Differentiated instruction to reach 80-90% of students The purposes of universal strategies are to – maximize achievement, – prevent future difficulty, and – increase positive interactions (success) with people and learning.

Literacy Instruction Universal Approaches Professional Development Classroom- Level Benchmark Assessment Progress Monitoring Content-Area Literacy Instruction Universal Team and Processes Differentiated Instruction in General Ed Classrooms Evidence-Based Literacy Curriculum Materials and Supplies

A 3-Tier Approach Level 2 Increase opportunities for struggling students to succeed by providing additional time, strategies, approaches and tools Structured secondary interventions to meet needs of at-risk youth through group interventions and targeted core instruction Increased monitoring of targeted skills to measure intervention progress

Literacy Instruction Targeted Approaches Professional Development Small Group Instruction Strategies for Instruction Skill-driven Instruction Targeted Team and Processes Frequent Progress Monitoring Diagnostic Assessment

A 3-Tier Approach Level 3 Targets the 1-5% who are not responding to Tier I and Tier II efforts. Intensive strategies or programs delivered in small group or 1:1 in addition to core instruction Increased monitoring of targeted skills to measure intervention progress Student-centered and adapted to meet individual needs.

Literacy Instruction Intensive Approaches System for Special Education Referral Progress Monitoring Strategies for Instruction Intensive Team Review of Assessment and Instruction

RTI Implementation Starts from Where You Are It’s a roadmap with a set of guiding principles It requires buy-in and commitment from staff, administration and SD leadership

NH RESPONDS Use Literacy Curriculum already in place Use data management/progress monitoring systems already in place OR Support to establish one Identify programs/materials/strategies that will meet the needs of all the students, across the tiers. NOT Discard what’s working “Pushing” a particular program or method

Composition of the Universal School Leadership Team by Role Administrators Curriculum/Assessment Director General Education Classroom Teacher Special Education Teacher Behavior Specialist/Guidance/Psychologist Reading/Literacy Specialist and/or Title I Coordinator Family Member Paraeducator

Roles of the Universal School Leadership Team 1.Lead the Universal System of RtI 2.Meet regularly 3.Identify key issues/concerns 4.Conduct a site analysis 5.Identify data management system (SWIS, Performance Pathways, district system) 6.Develop/revise the school-wide RtI program using current data

Roles of the Universal School Leadership Team 7.Actively communicate with staff members and families regarding the activities of the school team 8.Conduct staff meetings to ensure the understanding, implementation and maintenance of the school-wide RtI program 9.Serve as exemplars for staff and families

“Is there a discrepancy between intellectual ability and achievement?” to “Is the student successful with the current level of support, and if not, what additional support does the student need to be successful?” Source: McIntosh, Chard, Boland, & Horner, 2007) School-based teams must consider a shift from:

Research Based Principles of RTI for Literacy Very small groups or tutoring Match between student and text level Use of choice, texts interesting to students Coordination with the core curriculum Expert teachers delivering instruction Time spent reading and writing (Allington, 2008)

Sample 3-Tier Arrangement K-3 Reading Tier I: General Education for 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

Tier II: Supplemental Instruction for Targeted Students – 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)

Tier III: Intensive Intervention for Students with Individual Needs – 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

Personalized Instruction PreK-16 Assessment-Driven Tiered Model of Instruction and Intervention Research Based Effective Practices Across Content Areas A Classroom Instructional Model Extended Learning Opportunities Well-Defined System of Support for Struggling Readers and English Language Learners Consistent Assessment and Evaluation From: NH PreK-16 Literacy Action Plan for the 21 st Century

Team Activity RESPONDS Collaborative Team Checklist – Complete Checklist with present team – Action Plan/Decision log should reflect tasks necessary to form Universal Team Each team should appoint one person to fill out a summary form to be collected