Getting Started With ‘ Response to Intervention

2 “ The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students. ” --Wright (2005) Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6. Discussion: Read the quote below: Do you agree or disagree with this statement? Why?

3 What is ‘Response to Intervention’ (RTI)? 'Response to Intervention' is an emerging approach to the diagnosis of Learning Disabilities that holds considerable promise. In the RTI model: A student with academic delays is given one or more research-validated interventions. The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers. If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying Learning Disability.

4 What are advantages of RTI? One advantage of RTI in the diagnosis of educational disabilities is that it allows schools to intervene early to meet the needs of struggling learners. Another advantage is that RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents.

5 What previous approach to diagnosing Learning Disabilities does RTI replace? Prior to RTI, many states used a ‘Test-Score Discrepancy Model’ to identify Learning Disabilities. A student with significant academic delays would be administered a battery of tests, including an intelligence test and academic achievement test(s). If the student was found to have a substantial gap between a higher IQ score and lower achievement scores, a formula was used to determine if that gap was statistically significant and ‘severe’. If the student had a ‘severe discrepancy’ [gap] between IQ and achievement, he or she would be diagnosed with a Learning Disability.

6 Learning Disabilities: Test Discrepancy Model “Traditionally, disability is viewed as a deficit that resides within the individual, the severity of which might be influenced, but not created, by contextual variables.” (Vaughn & Fuchs, 2003)

7 Limitations to the ‘ test-score discrepancy model ’ (Gresham, 2001) : Requires chronic school failure BEFORE remedial/special education supports can be given. Fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delay. A ‘ severe discrepancy ’ between test scores provides no useful information about WHY the student is doing poorly academically. Different states (and even school districts within the same state) often used different formulas to diagnose LD, resulting in a lack of uniformity in identifying children for special education support.

8 Why is RTI now being adopted by schools? Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in This Federal legislation provides the guidelines that schools must follow when identifying children for special education services. Based on the changes in IDEIA 2004, the US Department of Education (USDE) updated its regulations to state education departments. The new USDE regulations:  Explicitly ALLOW states to use RTI to identify LD  FORBID states from forcing schools to use a ‘discrepancy model’ to identify LD

9 What does RTI look like when applied to an individual student? A widely accepted method for determining whether a student has a Learning Disability under RTI is the ‘dual discrepancy model’ (Fuchs, 2003).  Discrepancy 1: The student is found to be performing academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance).  Discrepancy 2: Despite the implementation of one or more well-designed, well-implemented interventions tailored specifically for the student, he or she fails to ‘close the gap’ with classmates (discrepancy in rate of learning relative to peers).

10 Target Student Discrepancy 1: Skill Gap (Current Performance Level) Avg Classroom Academic Performance Level ‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003) Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’)

11 The steps of RTI for an individual case… Under RTI, if a student is found to be performing well below peers, the school will: 1. Estimate the academic skill gap between the student and typically-performing peers 2. Determine the likely reason(s) for the student’s depressed academic performance 3. Select a scientifically-based intervention likely to improve the student's academic functioning 4. Monitor academic progress frequently to evaluate the impact of the intervention 5. If the student fails to respond to several well- implemented interventions, consider a referral to Special Education

12 1.Estimate the academic skill gap between the target student and typically-performing peers: There are three general methods for estimating the ‘typical’ level of academic performance at a grade level: Local Norms: A sample of students at a school is screened in an academic skill to create grade norms (Shinn, 1989) Research Norms: Norms for ‘typical’ growth are derived from a research sample, published, and applied by schools to their own student populations (e.g., Shapiro, 1996) Criterion-Referenced Benchmarks: A minimum level, or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success (Fuchs, 2003)

13 Baylor Elementary School : Grade Norms: Correctly Read Words Per Min : Sample Size: 23 Students Low Value=31 Hi Value=131 Median (2 nd Quartile)=713 rd Quartile=1081 st Quartile=43 Billy=19 Group Norms: Correctly Read Words Per Min: Book 4-1: Raw Data Correctly Read Words-Book 4-1 Group Norms: Converted to Box-Plot LOCAL NORMS EXAMPLE: Twenty-three 4 th -grade students were administered oral reading fluency Curriculum-Based Measurement passages at the 4 th -grade level in their school.  In their current number form, these data are not easy to interpret.  So the school converts them into a visual display—a box-plot —to show the distribution of scores and to convert the scores to percentile form.  When Billy, a struggling reader, is screened in CBM reading fluency, he shows a SIGNIFICANT skill gap when compare to his grade peers.

14 Research Norms: Example Estimates of ‘Typical’ [‘Instructional’] Reading Fluency Level Ranges By Grade Based on a Research Sample (from Shapiro, 1996) GradeCorrectly Read Words Per MinReading Errors Fewer than Fewer than Fewer than Fewer than Fewer than Fewer than 7 Norms for ‘typical’ growth are derived from a research sample, published, and applied by schools to their own student populations

15 Criterion-Referenced Benchmarks: Example The benchmark represents a level of proficiency needed for later school success. A good example of a commonly used set of benchmarks for reading are those that were developed for use with the DIBELS [Dynamic Indicators of Basic Early Literacy Skills]. Using the DIBELS benchmarks, for example, 3 rd -grade students are at ‘low risk’ for reading problems if they reach these reading- fluency goals:  Start of School Year: 77 Correctly Read Words Per Min  Middle of School Year: 92 Correctly Read Words Per Min  End of School Year: 110 Correctly Read Words Per Min

16 2.Determine the likely reason(s) for the student’s depressed academic performance: There can be several possible underlying reasons why a student is doing poorly in an academic area. It is crucial to determine the reason(s) for poor performance in order to select an appropriate intervention: Skill Deficit: The student lacks the necessary skills to perform the academic task. ‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills. Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task.

17 3.Select a scientifically-based intervention likely to improve the student's academic functioning: Any intervention idea chosen for the student should be backed by scientific research (e.g., research articles in peer-reviewed professional journals) demonstrating that the intervention is effective in addressing the student’s underlying reason(s) for academic failure.

18 4.Monitor academic progress frequently to evaluate the impact of the intervention: Under RTI, interventions are monitored frequently (e.g., weekly) using valid and reliable measures that are sensitive to short-term gains in student performance: Measures for Basic Academic Skills: Curriculum-Based Measurement (CBM) probes are short, timed assessments that have been developed to measure phonemic awareness, oral reading fluency, math computation, writing, and spelling skills (Shinn, 1989). Measures for Classroom Academic and General Behaviors:  Daily Behavior Report Cards (DBRCs): These customized teacher rating forms allow the instructor to evaluate the student’s behaviors each day (Chafouleas et al. 2005).  Direct Observation: An external observer visits the classroom to observe the student’s rates of on-task and academically engaged behaviors. (Shapiro, 1996)

19 5.If the student fails to respond to a series of several well-implemented interventions, consider a referral to Special Education. In the RTI model, the student would be referred for a special education evaluation if: A series of research-based interventions have been attempted There is documentation that the interventions were carried out as designed (treatment/intervention integrity) Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers).

20 Tier I Tier II Tier III How can a school restructure to support RTI? The school can organize its intervention efforts into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. (Kovaleski, 2003; Vaughn, 2003). Tier I is the lowest level of intervention and Tier III is the most intensive intervention level. Universal intervention: Available to all students Example: Additional classroom literacy instruction Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Supplemental peer tutoring in reading to increase reading fluency Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. Example: Special Education

21 What are some strategies we already use to meet the needs of our students? Whole class and one on one interaction with student, consistent classroom expectations (proper attire, raising hands). Differentiated assessment (tests, quizzes, presentations, homework). Communication (talking with students, parents, colleagues, admin, guidance, SAS). Classroom management (proximity of teacher to student, calling on students, reseating, redirection of attention, reinforce positive behavior). Continual awareness and monitoring of student progress and behavior (grades & progress reports).

22 Tier II Tier II interventions are individualized to meet the unique needs of students using baseline data. The student is still struggling despite Tier I interventions. These are typically our students who are referred to the IST. Can an individualized intervention plan carried out in the general education setting bring the student up to the academic level of his/her peers? Core instruction and research based supplemental instructional resources (individual or group) can be instituted and monitored for several weeks ex. Curriculum based measurement (CBM).

23 Tier II Referral to IST Tutoring (NHS) Guidance meetings with students Daily or weekly progress reports Why Try program (new program) RP classes Behavioral consultant Horizons Counseling Education series

24 Tier III interventions are the most intensive academic supports available in a school. They are generally reserved for students with chronic or severe academic delays or behavioral issues. Tier III

25 Most individualized interventions:  Change in placement ex. RP Classes  Level 1 testing  Refer to CSE or 504 committee Intervention Model Response to Intervention in PA-Project Tier III

26 What do schools have to do differently under the RTI model? To implement RTI effectively, schools must develop a specialized set of tools and competencies, including: A structured format for problem-solving. Knowledge of a range of scientifically based interventions that address common reasons for school failure. The ability to use various methods of assessment to monitor student progress in academic and behavioral areas.

27 Participant Activity: Take the RTI Readiness Survey Form into pairs or small groups. Together, complete the RTI Readiness Survey. When finished, discuss your results and address these questions:  What areas of strength did you identify?  What areas did you identify that need work?  What would be your group’s top three priorities in starting the RTI model in this school?

28 Intervention Teams 4. Establish a building intervention team. Made up of teachers and support staff, the intervention team can help referring teachers design feasible strategies for struggling students. Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and assist busy teachers in carrying out intervention plans.

29 School-Based Intervention Teams: QuickGuide

30 Problem Solving Process Evaluate Was It Effective? Evaluate Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Define the Problem Defining Problem/Directly Measuring Behavior Define the Problem Defining Problem/Directly Measuring Behavior Implement Plan Implement As Intended Progress Monitor Modify as Necessary Implement Plan Implement As Intended Progress Monitor Modify as Necessary

31 Intervention Team Members Assign members to one of four rotating roles Facilitator- opens the meeting with a brief overview of what should be accomplished, maintains a supportive atmosphere, encourages participation, redirects the discussion and summarizes. Recorder- Completes the meeting minutes with enough detail for those not in attendance to understand. Timekeeper- Monitor’s the teams use of time and remind team members when time is running out. Case manager- supports the referring teacher. Assists the teacher with collecting data, checks in periodically after the initial meeting with the referring teacher. Coordinator (non rotating role)- ensures day-to-day operations are maintained, reviews the referrals to make sure they include all necessary information. Notifies the team members of dates, times, and locations of meetings. ctiondetailid=17967& ctiondetailid=17967&

32 Step 1: Assess Teacher Concerns Step 2: Inventory Student Strengths and Talents Step 3: Review Background/Baseline Data Step 4: Select Target Teacher Concerns Step 5: Set Academic or Behavioral Goals Step 6: Design an Intervention Plan Step 7: Select Method for Progress Monitoring Step 8: Plan How to Share Information with the Student’s Parent(s) Step 9: Review the Intervention and Monitoring Plans Sample Intervention Team Model: SBIT Consultative Steps

33 Tier I Tier II Tier III Inventory all universal programs in the school intended to prevent student academic or behavioral failure Inventory programs or supports (e.g., Intervention Team, cross-age peer tutoring, Math or Reading Remedial Lab) that can be individualized and matched to students with emerging academic or behavioral difficulties Inventory the most intensive programs (e.g., Special Education services, Wrap-Around Teams, Individual Counseling) reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports