Bridging Response to Intervention Research with the Real-World Classroom Presented by Jenny Hitchcock Ed.D

Objectives: Review Response to Intervention Framework Review Response to Intervention Essential Components Outline the Four stages of RtI Implementation Address potential challenges and obstacles Create an implementation plan; build a bridge from RtI research to classrooms in action

Response to Intervention Framework Explicit Instruction Behavioral Prevention and Intervention Assessment Progress Monitoring Outcomes: lessen the gap Outcomes: minimize over identification National Center on Response to Intervention.

Response to Intervention Essential Components National Center on Response to Intervention.

Implementing Response to Intervention: 1) Exploring and Adopting 2) Planning 3) Implementing 4) Continuously Improving National Center on Response to Intervention.

Response to Intervention Framework: Opportunities and Obstacles Explicit Instruction Behavioral Prevention & Intervention Assessment Progress Monitoring Training, best first instruction Omitted, partial or not explicitly planned Organization, allocation of resources Adopted tools and resources Accountability, Reliability

Prevention and Intervention: Opportunities and Obstacles N.S. Rounding Teacher ATeacher B 360%5100% 360%480% 120%360% 240%2 360%5100% 120%5100% 480%5100% 240%5100% %5100% 240%480% 240%360% 240%480% 120%360% 120%5100% 480%360% 240%480% 240%360% 240%5100% 120%480%

Essential Components: Opportunities and Obstacles Screening Progress Monitoring Multi-level Prevention System Data-based Decision Making Fidelity, Identify AND predict Explicitly organized, quantify rate of improvement and effectiveness of instruction Cultural and Linguistic responsiveness, recognition of student strengths Data drives decisions and organization

Building the Bridge: Research versus Reality Tier 3 Tier 2 Tier 1

Data based decision making: 50% 5% 45% 15% 10% 75% 15% 25% 50% 33.3% 30% 40% 30% 40% 30% 35% KINDER FIRST SECOND THIRD FOURTH FIFTH SIXTH 5% 10% 80%

Implementing RtI Model: Opportunities and Obstacles 1) Exploring and Adopting 2) Planning 3) Implementing 4) Continuously Improving Stakeholders Effective use of data Allocating time Integrity Remains relevant; resources, training, outcomes

Implementing: Opportunities and Obstacles

Backward Plan Determine desired outcome Reflect on current stage of implementation Identify Site Challenges and Successes Negotiable/Non- negotiable Accountability and Support Timeline: long term and short term

Implementing RtI Explore Adopt PlanImplement Continue To Improve 1.Team of stakeholders 2. Consensus 3. Clear vision 4. Educated stakeholders 5. Culturally and linguistically developed framework 1. Policies, procedures created 2. Reallocating resources 3. Audit of existing resources 4. Leadership roles 5. Implementation plan, PD and evaluation Establishing on-going procedures 2. Refining procedures and efforts 3. Evaluating outcomes 1.Providing on-going PD 2. Monitor and address changes 3. Using evaluation data to identify outcomes

Implementing RTI funds planning time curriculum materials training progress monitoring tools student groupings educational blocks number of students assessment human resources policy time Explore Adopt PlanImplement Continue To Improve

Identify Site Challenges and Successes at current stage Number of students at tier two and at tier three Culturally Responsive assessments and instruction Stakeholders Clear vision Time Funds Training Resources: human resources, material resources

Backward Implementation Plan: June 2012 Desired Outcomes: Accountability: Support: Time: May Desired Outcomes: Accountability: Support: Time: April Desired Outcomes: Accountability: Support: Time: District will: Admin. will: Teachers will: Students will: Parents will: Community will: Adapted from McTighe, J. & G. Wiggins (2004). Understanding by Design: Professional Development Workbook.

Tools and Resources: Backward Planning Wiggins, Grant & McTighe, J. (1998). Understanding by Design. National Center on Response to Intervention. RTI Framework Integrity Rubric RTI Framework Integrity Worksheet Screening Tools Webinars Professional Learning Communities – DuFour, Richard, DuFour, Rebecca & Eaker, Robert (2005). On Common Ground: The Power of Professional Learning Communities. Indiana: Solutions Tree. Hitchcock, Jenny

Inspirational Quotes: “Education is not the filling of a pail but the lighting of a fire.” – W.B. Yeats “Life is better understood backward; but it must be lived forwards.” – Soren Kierkegaard

References: DuFour, Richard, DuFour, Rebecca & Eaker, Robert (2005). On Common Ground: The Power of Professional Learning Communities. Indiana: Solutions Tree. Gresham, F. K. (2002). Responsiveness to intervention: An alternative approach to the identification of Learning disabilities. In R. Bradley, L. Danielson, D. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice, pp. 467–419. Mahwah, NJ: Erlbaum. National Center on Response to Intervention. Response to Intervention. Smith, B. (2000). Quantity Matters: Annual instructional time in an urban school system [Electronic version]. Educational Administration Quarterly, 36(5), Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407. Sugai, G. (June 23, 2001). School climate and discipline: School-wide positive behavior support. Keynote presentation to and paper for the National Summit. Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391–409. Wiggins, G. & McTighe, J.(2005). Understanding by Design. Expanded 2nd Ed. USA: Association for Supervision and Curriculum Development.