Response to Instruction: Creating a Systematic Response

 Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

 Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

 Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

 Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

 Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

 Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

 Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

Systematic response for ALL

Core RTI Principles  all children  Intervene early  Use a multi-tier model of service delivery  Use a problem-solving method to make decisions within a multi-tier model  Use research-based, scientifically validated interventions/instruction to the extent available  Monitor student progress to inform instruction  Use data to make decisions  Use assessment for 3 different purposes  Screening, diagnostic, progress monitoring NASDSE, 2006

RTI Misconception RTI Misconception Is NotIs An instructional programA framework to implement effective practices A group of students that leaves your room for extra instruction A system of matching resources to each individuals student’s needs Possible to implement aloneA collaborative effort The same for every schoolUniquely designed for each building A special ed, a general ed, a Title 1, a Talented and Gifted initiative An “Every” Education Initiative An educational fadA systematic method for delivering instruction, based on research and effective large scale implementation

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

Professional Development Special Education ELL District Office Resources Title Programs Curriculum Development Response to Intervention

RTI begins with General Education!  Teachers don’t fail students, systems do.  RTI is a system for differentiation of instruction!  RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

In The Past General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through

Full Continuum of Support General Education Title Reading & Reading Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I =

Reading Is Not Optional Kindergarten Fourth grade Behavior Problems Low graduation rates

Developmental lagSkill deficit Days and Weeks Matter We can’t wait for them to “bloom?” vs.

Good reading builds reading AND cognitive skills! Days and Weeks Matter

Differences Learning to Read Estimates from NICHD research Population %Journey to ReadingInstructional Requirements 5Easy: children read before starting school Need no formal decoding instruction 35Relatively EasyLearn to read regardless of instructional approach 40Formidable ChallengeNeed systematic and explicit instruction 20One of the most difficult tasks to be mastered in school Need intensive, systematic, direct, explicit instruction

A Tale of Two Systems Does the child find the system, or does the system find the child?

Pre-referral team (CARES) reviews what teacher has tried Jessie participates in the curriculum Jessie isn’t doing well Teacher tries again Resumes regular program Jessie doesn’t improve Jessie improves Teacher’s effort is deemed sufficient Special Education referral is initiated by the teacher Jessie’s teacher does his best to differentiate instruction and keeps anecdotal data Teacher is told to try again Jessie is tested, usually by special education personnel, using IQ, achievement, and other tests The pre referral/discrepancy approach

Daisy participates in the general core curriculum with strong instruction Daisy is screened and isn’t doing well Second Group Intervention Data Team designs individualized intervention Resumes general program Daisy doesn’t improve Daisy improves Daisy doesn’t improve Daisy improves Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause Special Education referral is initiated by the team Data Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective Progress monitoring and intervention data is used

Think, Pair, Share  How do the two team processes differ?  How are teams currently organized in your district?  How would your team process look different in a multi-tiered, RTI system?  Does the child find the system, or does the system find the child?

The Process is Ongoing and Long-Term CONSENSUS

So how do we make this happen? Universal screener Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions

Leadership  District Level AND  School Level

Teaming  Principal  Classroom Teachers  Specialists  School Counselor  School Psychologist Collaborating

Teaming  Principal  Classroom Teachers  Specialists  School Counselor  School Psychologist Co-laboring

Delivery:  Ongoing  Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.  Sufficient time to collaborate and plan  Incorporates fidelity checks  Data ALSO used to drive professional development needs. Professional Development and Fidelity Professional Development and Fidelity

 5 minute walk through  Core program fidelity check  Intervention fidelity checks Professional Development and Fidelity Professional Development and Fidelity

Content:  Core curriculum & instruction  Assessment  Interventions  Teaming  Data-based decision making  SPED procedures Professional Development and Fidelity Professional Development and Fidelity

Universal Screening  Universal screening for ALL students at least three times per year  Good screening measures:  Efficient, brief, valid, reliable, unbiased and over- identifies  Screening is used as a key measure to determine:  The health of the core  Which students might need additional intervention

Core Program  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension  State standards  Scope and sequence PhonicsPhonics FluencyFluency Phonemic Awareness ComprhensionComprhension Vocabulary For all students!

Decision Rules  Provide the “now what” after teams have analyzed student data  Guide decisions for all tiers  Take the guesswork out of “what to do next”  Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? - Dr. Ed Shapiro

Reading Protocol

Are the children learning? How can we tell? Progress Monitoring Tools Must Be:  Brief  Valid  Reliable  Repeatable  Easy to Administer Frequency:  Every 2 weeks (minimum)  Every week (ideal)

Aimline Determine Response to Intervention When a student fails to make adequate progress we should change their instruction to help her meet the goal Read Naturally Phonics for Reading Reading Mastery

Interventions  Must be designed to match identified needs  Is in addition to and aligns with the district core curriculum  Uses more explicit instruction  Provides more intensity  Additional modeling and guided feedback  Immediacy of feedback  Does NOT replace core

Benefits Of an RTI System RTI will help you to:  Know immediately, “Is what we are doing working?”  Know which students need more/different  Know what each student needs  Provide structures to deliver what students need  Reduce rates of identification of student learning disabilities  Prevent reading problems before they occur  Raise student achievement

Do you have a systematic response?  Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic

Do you have a systematic response?  Urgent  Directive  Timely  Targeted  Administered by trained professionals  Systematic