Lori Wolfe October 9, 2010

Definition of RTI according to NCRTI ( National Center on Response to Intervention) Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. With RTI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.

In Plain Language RTI is TeachAssessAdjust A process of implementing high- quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on student’s response.

Response to Intervention IS… The practice of providing high-quality instruction/intervention matched to student needs based on data to make collaborative educational decisions.

Response to Intervention IS NOT… An instructional program A specific model for instruction An indication of a need for special education services Completing steps in a process Possible to implement alone

Response to Intervention Can Include: Reading Writing Math Reading is the most common subject targeted for RTI

RTI Core Principles (This is an interrelated process that is applied to all students) A process that matches a student’s needs with the intervention Universal school-wide screening of academics and behavior Leads to increased parental involvement High-quality, standards-based curriculum Researched-based instruction and intervention in general education classroom Data-based decision-making A collaborative problem-solving approach for evaluating and adjusting instructional practice

Successful RTI Implementation Needs To Have 7 Components in Place 1. A principal dedicated to making RTI work 2. Effective core curriculum 3. A committed team consisting of both general and special education, collaboration is KEY 4. Strong and continuous professional development 5. Reliable assessments 6. Effective interventions 7. Ability to use assessment data effectively

For RTI To Work We Need To Change Our Thinking Shift our thinking from: Why isn’t the student TO learning? How can educators collaborate to assist the learning of all students?

What is the Usual Structure of RTI A pyramid divided into three tiers Each Tier differs in intensity Tier I: core curriculum, ALL students begin here, 80% of students never leave this tier Tier II: strategic, 15% of students, interventions, duration is about 8 weeks Tier III: intensive, 5% of students, often special education

Tier I In More Detail TOPIC TIER I UNIVERSAL FocusAll Students Grouping Multiple, flexible grouping to meet diverse students’ needs Setting General education classroom Time 90 minutes a day of core instruction Interventionist General education teacher and/or co-teacher Assessment Benchmark assessment occurring quarterly

Tier II In More Detail TOPIC TIER II STRATEGIC FocusStudents not responding to Tier I intervention Grouping Small group instruction (1:3, 1:4, 1:5) Setting May be general education classroom or another appropriate setting designated by team Time Minimum of 30 minutes per day (3-4 x per week) in addition to core instruction Interventionist Personnel determined by team (classroom teacher, special educator, interventionist, etc) Assessment Progress monitoring weekly on target skill to ensure adequate progress

Tier III In More Detail TOPIC TIER III INTENSIVE FocusStudents not responding to Tier I and Tier II intervention Grouping Individualized or small group instruction (1:1, 1:2, 1:3) Setting May be general education classroom or another appropriate setting designated by team Time Minimum of minutes daily in small group or individually in addition to core instruction Interventionist Personnel determined by team (classroom teacher, special educator, interventionist, etc) Assessment Progress monitoring daily on target skill

We Have More Than 20% in Tier II What Should We Do? Take a good look at your core curriculum Provide staff with increased staff development

Reallocating Resources RTI does not come with extra money, materials or personnel As a result we need to reallocate our existing resources: Time Staff Space Expertise Materials, books, strategies

Collaboration Planning Sheet at Northport RtI Planning: What is it we expect student’s to learn? Identifying Essential Standards Grade Level: _____Subject:______________ Team Members: _______________________________________ Standard/ Description Example/RigorPrior Skills Needed Common Assessment When TaughtGroup Teacher

Explanation For Categories On Planning Sheet 1. Standard: What is the essential standard to be learned? Describe in student-friendly vocabulary. 2. Example/Rigor: What does proficient student work look like? Provide an example and/or description. 3. Prior Skills Needed: What prior knowledge, skills, and/or vocabulary is needed for a student to master this standard? 4. Common Assessment: What assessment(s) will be used to measure student mastery? 5. When will this standard be taught? 6. Who will be teaching?

Collaboration Planning Sheet at Northport RTI Planning: What is it we expect student’s to learn? Identifying Essential Standards Grade Level: 2Subject: Reading Team Members: _______________________________________ Standard/ Description Example/RigorPrior Skills Needed Common Assessment When TaughtGroup Teacher Phonemic/ Sight Words 20 sight WordsDistrict Assessment 30 minutes 5 times weekly Cyndie Dan Phonics/ Sight Words200 Sight WordsDistrict Assessment 30 minutes 5 times weekly Diane Higher Phonics/ Sight Words 290 Sight WordsDistrict Assessment 30 minutes 5 times weekly Tobi Nicole Phonics/Fluency 80% informal Phonics Survey Teacher Created Assessment 30 minutes 5 times weekly Lana Mid Fluency/ Comprehension 15 Fluency RubricDistrict Assessment 30 minutes 5 times weekly Laura High Comprehension 16+ Fluency Rubric DRA 24+ District Assessment 30 minutes 5 times weekly Kim Enrichment (Accelerated Reader Tests Twice weekly) 90% or more on Accelerated Reader Tests Accelerated Reader Tests 30 minutes 5 times weekly Patrick and Crew Elisa

Why Adopt an RTI Model? For 25 years the practice was to refer, test, place. This had to change. Reform needed to occur that was systematic and was understood by both special and regular education teachers. RTI emerged in response to this as a regular education initiative.

No, it’s not a “regular ed” or a “special ed” issue, it is an “ed” issue! RTI is a way to identify learning disabilities Students may get the support needed immediately-when they first show signs they are having trouble learning. This support is given whether or not they have a disability. The focus is on student outcomes, not a focus on identification and placement. Is RTI a special education program?

Special education is an important component of a comprehensive RTI framework RTI has the ability to change how we educate ALL students. All staff (principal, general ed, special ed, content specialists, psychologists) should work together to implement the RTI framework and make decisions regarding appropriate intensity of interventions for students. Movement to less intensive levels of the prevention framework should be a high priority, as appropriate.

What does RTI have to do with identifying students for special education? IDEA 2004 allows states to use a process based on a student’s response to scientific, research-based interventions to determine if the child has a specific learning disability (SLD). In an RTI framework, a student’s response to or success with instruction and interventions received across the levels of RTI would be considered as part of the comprehensive evaluation for SLD eligibility.

Competing Ideas Reading Recovery System 44 Accelerated Reader Guided Reading Read 180

Implementing RTI Takes Time ! Implementation can take up to five years Take a year to plan RTI before jumping into it Evaluate the RTI implementation at year end each year Determine if modifications need to be made for the next year Input should be from all staff