Response to Intervention Understanding the Role of Paraprofessionals in RTI Implementation Hyatt Regency, Washington, DC April 26, 2008

AGENDA Introductions Defining RTI Activity Presentation Q & A Closing remarks

Session Goals By the end of this session participants will: Have a definition of RTI Be able to articulate their professional development needs to implement RTI Identify challenges to RTI implementation Become aware of common tools of RTI implementation

Federal Legislation ESEA / NCLB IDEA 2004 accountability school improvement adequate yearly progress (AYP) IDEA 2004 effective instruction progress monitoring early intervening services

Definition of Response to Intervention What is Response to Intervention (RTI)? Response to Intervention (RTI) is the practice of providing high quality instruction matched to students’ needs and the use of rate of learning over time to make important educational decisions. (National Association of State Directors of Special Education, 2005)

Implementation of RTI Effective implementation of RTI includes the following practices: A systematic problem-solving process in which data-based decisions are implemented and documented; Use of on-going assessments that monitor student progress

Implementation of RTI cont’d. Interventions of varying intensity to meet the academic and behavioral needs of all students Shared responsibility amongst classroom teachers, specialists, administrators, and parents.

Core Principles of RTI Unifying Belief: “All kids can learn.” Problem-Solving and Problem-Analysis Universal screening of academic, behavioral and social emotional indicators of success Prevention Focused: academic, behavioral, social emotional

Core Principles of RTI cont’d. Evidence-based interventions with fidelity of implementation Ongoing and sensitive progress monitoring of student response to interventions Data-based decision making Multi-tiered system with increasing levels of intensity

What the Research Says About RTI Prevent academic problems through early identification Intervene with low performing students Assist in identifying student with disabilities Source: Daryl Mellard, National Research Center on Learning Disabilities (NRCLD). (March 2, 2006) Presentation at the IDEA Partnership Meeting, “ Integrating IDEA Provisions with School Reform: EIS & RTI.”

Research Elements of RTI Two or more tiers of increasingly intense scientific, research-based interventions Individual problem solving model or standardized intervention protocol for intervention tiers Explicit decision rules for assessing learners’ progress Implementation of a scientifically-based, differentiated curriculum with different instructional methods. Source: Daryl Mellard, National Research Center on Learning Disabilities (NRCLD). (March 2, 2006) Presentation at the IDEA Partnership Meeting, “ Integrating IDEA Provisions with School Reform: EIS & RTI.”

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% 12

Responsiveness to Intervention Academic + Social Behavior

A Continuum of Support for All Universal Targeted Intensive RTI A Continuum of Support for All Few Some All

Activity Green Cards Yellow Cards Red Cards Will present 3 facts on RTI Implementation Yellow Cards Will present 3 questions about RTI implementation Red Cards Will identify 3 barriers to RTI implementation

Paraeducators as Interventionists! Collaboration among all school staff ensures positive learning experiences and outcomes for struggling students whose needs are identified early.

Paraeducators as Interventionists! Small group instruction Inclusive Settings IDEA 2004 & NCLB 2000 Instructional paraeducators are often involved in small group instruction. There are now more inclusion models, paraeducators are providing more support to students with disabilities in educational settings. IDEA 2004 and NCLB 2000 require instructional paraeducators to work under the direction of a certified teacher.

Paraeducators as Interventionists! Current Roles Student Safety Assessment Support Classroom Support

Paraeducators as Interventionists New or additional roles under RTI: Data collection Progress monitor Behavior interventionists

RTI Tools: Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is the best-known method of student progress monitoring. CBM helps teachers find out how students are progressing in basic academic areas such as math, reading, writing, and spelling.

Benefits of CBM When CBM is used, the student is tested briefly each week. The tests generally last from 1 to 5 minutes. The teacher counts the number of correct and incorrect responses made in the time allotted to find the student's score. His or her score is recorded on a graph Graphs can help create a common understanding among parents, teachers, administrators, and other professionals Graphs can help inform instructional methods Students (when appropriate) can keep track of their own progress Why use CBM? CBM is helpful for students, parents, and teachers. Here are some of the benefits: CBM graphs provide a clear picture of the student's progress toward an academic goal for the school year. CBM graphs can help create a common understanding among parents, teachers, administrators, and other professionals (such as school psychologists). CBM graphs can increase productive communication at conferences and IEP meetings. They can also be useful in developing better goals and objectives for the IEP. CBM graphs can help teachers modify their instructional methods so that they are more effective in improving progress toward the stated goals. Parents can feel confident that CBM is an accurate indicator of their child's progress for the skills that are being measured. There is sound research backing CBM, as well as years of successful use in public schools. Because of the visual record that graphs provide, students can keep track of their own progress; in addition, seeing their graph change week by week often motivates students to work harder toward their goals. His or her score is recorded on a graph and compared to the expected performance on the content for that year. The graph allows the teacher and parents to see quickly how the student's performance compares to expectations.

Professional Development It important to include paraeducators in all school-wide training, with additional follow-up just for paraeducators.

Framing Questions To best meet the professional development needs of paraeducators, the following questions should be asked prior to training: Describe an example of how you improved a student’s performance – who was the student and what did you do? Who do you collaborate with for instructional planning? How are you involved in assessment and data management? (Source: TECPlus, Who are Interventionists? Guidelines for Paraeducators in RTI, 4(3), January, 2008)

PD Linked to RTI Components Problem solving Effective instruction Shared Responsibility of staff Data to monitor progress

PD: Progress Monitoring Assessment Techniques for making charts and graphs Learning to use software to download CBM assessments Administration of various assessment probes and benchmarks Importance of assessment fidelity

PD: Instruction and Intervention One or two grade level curricula issues Instructional pedagogy for specific intervention approaches

Shared Responsibility Problem solving process Collaboration strategies Communication skills

Planning and Scheduling Strategies for common planning time: Maximize time when scheduling prep times and lunch breaks Floating substitute to provide release time for teachers and paraeducators Late arrival (30 minutes) by paraeducators, allows para to stay thirty minutes after school After school meeting biweekly for 30 minutes paid for by school district

New and Expanded Role for Paraeducators Paraeducators and support staff can be a valuable part of RTI teams by: Assisting classroom teachers and special educators with screening Assisting teachers with benchmarking and progress monitoring assessments Recording observations of behavior and learning strategies

New and Expanded Role for Paraeducators cont’d. Entering assessment data into management system Serving as member of intervention team Collaborating with teachers to provide support for students Implementing interventions Participating in school-wide professional development.

Closing Activity Complete the following statements: I still have about… I need more on… I now have more about…

Contact Information Lisa B. Thomas 555 New Jersey Ave., NW Washington, DC 20001 202/879-4561 lthomas@aft.org