1. RtI Response to Intervention EDUC – 503 Session VIII

2. 1.Provide common background for RtI 2.Review core components of the RtI model 3.Develop an understanding of RtI at both the elementary and secondary level

3. What words come to mind when you think of early intervention RtI SRBI ? (Write down ALL words that come to mind)

4. Alphabet Soup RtI = Response to Intervention (national) SRBI = Scientific Research-based Interventions (Connecticut)

5. Shifts in THINKING… Shifts in the LAW… Over the last 30 years, how we address the needs of students has evolved: We have changed our thinking on how we teach and how children learn. These discoveries have resulted in educational laws and practices (IDEA Partnership, 2007). NCLB 2001:  accountability for learning  school improvement  adequate yearly progress (AYP)  ensures academic growth and achievement for all children regardless of race, ethnicity or religion. Reauthorization of IDEA 2004:  effective (research-based) instruction  progress monitoring  early intervening services  explicitly allows states to use RTI to identify LD AND forbids states from forcing schools to use ‘discrepancy model’  ensures free and appropriate education for children with disabilities

6. IDEA 2004 States… ▫“when determining whether a child has a specific learning disability... a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability"... a school "may use a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures..." (Section 1414(b)(6)). “Traditional Identification Model”

7. Average Classroom Academic Performance Level Target Student Discrepancy 1: Skill Gap (Current Performance Level) Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’) ‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003) 7

8. RtI is a regular education, comprehensive and systematic approach to assessing and instructing students such that all students experience continuous growth (preK-12) beforeIt is also a focus on students whose progress indicates a need for proactive steps and/or early intervention - academic & behavioral - before students fall behind Additional THINKING Behind RtI

9. STUDENT LEARNING InstructionAssessment Collaborative Decision-making Key Components of RtI

10. What is up with all of these TIERS? It brings me to TEARS trying to figure it out!

11. WEEP NO MORE! We are all learning together. In small groups of no more than 4, read through slides with s on them. Complete a Venn Diagram (one per group) to show your understanding. 15 minutes = sharing in whole group

12. Tier ITier II Tier III

13. Key Components All TIERS:Integration of data-driven, Collaborative Decision-Making Model to analyze student performance data & to make changes in instruction for students TIER I:High quality, differentiated, research-based core curriculum, instruction for all students Systematic & comprehensive assessment plan with common benchmark assessments (3 times per year) TIER II/III:Additional interventions requiring frequent progress monitoring (Using data to answer th question: How is the student responding to the intervention?)

14. Decision Making RTI Component 1: Instruction Tier III: specialized & intensive intervention; individualized support (1-5%) Tier II: supplemental instruction and interventions; small homogenous groups for at-risk learners; designed to support & enhance Tier I instruction (5- 15%) Tier I: research-based, differentiated core classroom instruction; identification of “at-risk” students (95-100%) Tier III Tier II Tier I BehavioralAcademic 14

15. Decision Making RTI Component 2: Assessment Tier III: more frequent & targeted progress- monitoring to track learning progress, plan interventions and provide feedback (1-5%) Tier II: additional, targeted progress- monitoring to track learning progress, plan interventions and provide feedback (5-15%) Tier I: use of assessment data to monitor student progress & inform instruction (e.g. district-wide summative assessments & common benchmark assessments, 3x/year; classroom formative assessments; additional diagnostic and/or screening assessments) (95-100%) Tier III Tier II Tier I BehavioralAcademic 15

16. Decision Making RTI Component 3: Collaborative Decision-making Model Tier III: Student Assistance Teams (S.A.T.) Tier II: S.A.T. and/or Instructional Data Teams Tier I: Instructional Data Teams Tier III Tier II Tier I BehavioralAcademic 16 Evaluation Team (referral)

17. Component Tier ITier IITier III Focus For all studentsStudents not meeting benchmark who have not responded to Tier I Students with marked difficulties who have not responded to Tiers I or II Program Research-based curricula & instruction Programs & strategies designed to supplement, support & enhance Tier I More intensive programming to supplement Tier I Collaborative Decision- Making Model IDT meetingsIDT and/or Student Assistance Teams (S.A.T.) S.A.T. & Evaluation Teams (when appropriate) Grouping Flexible & differentiated grouping (based on student needs, progress & instructional objectives) Homogenous small- group instruction (generally 1:3 – 1:5) 1:1 or 1:2 focused instruction Time Allotted CORE instructional time Could be additional timeAdditional time Assessment 3 benchmark assessments & formative assessments (early intervention; inform instruction) Frequent progress monitoring on targeted skill to ensure progress More frequent progress monitoring on targeted skill(s) to ensure progress Staff/ Interventionalist Classroom teacherTBD school (classroom teacher, reading specialist, ESL, speech therapist, etc…) Specialized interventionalist Setting ClassroomDesignated by school (inside/outside classroom) Determined by student need and designated by school

18. A Tier II or III intervention… IS:IS NOT: Modified modes of task presentation (differentiated instruction) Preferential seating Cue work habits, organizational skillsParent contacts Increase task structure (directions, rationale, checks for understanding, etc…) Shortened assignments Mini-lessons or small group instruction on skill deficits Peer-tutoring Change scope and sequence of tasksDoing more of the “same”/core classroom assignment Teaching additional learning strategies (multi-sensory, organizational, metacognitive, work habits, etc…) Observations of students Increase time spent on skill deficitAccepting failure 18

19. Now, what do you KNOW? Share something you learned today about RtI that you could explain to someone else.

20. Using Data to Support RtI Decisions Next steps in understanding

21. Collaborative Decision- making Model TESTS/ ASSESSMENTS student work, benchmark & progress monitoring OBSERVATION setting analysis, anecdotal & instruction INTERVIEW student, parents & teachers REVIEW student records, student work, school handbooks, curriculum & lesson plans Forms of Evidence and Assessment 21

22. “Data” for IDT or common planning meetings Common Formative Assessments District Benchmark Assessments Summative Assessments Open-ended response questions Common Everyday Math Progress Checks (pre- assessment) Frequency list of Higher- Order-Thinking questions Exit slips Conference notes (active & quiet research) Unit pre-assessment Rubrics Developmental Reading Assessment and/or Fountas & Pinnell Benchmark Assessment Rubrics Direct Assessment of Writing Prompts Everyday Math Benchmark Assessments District Word Study Assessments (Phonemic Awareness, Phonics and Spelling for Writing Assessments) End-of-Unit Assessments Every Day Math Progress Checks CMT/CAPT DRP 22

23. “Data” for S.A.T. Meetings (focused on the individual child): Progress Monitoring AssessmentsDiagnostic Assessments Project Read Progress Monitoring Assessments Hampton Brown Progress Monitoring Assessments Everyday Math Progress Checks DIBELS Repeated Readings Writing Samples Running Records Gallistel-Ellis Phonics Assessment DIBELS Peabody Vocabulary Assessment Developmental Spelling Assessment DRA2 Word Analysis Assessment & High Frequency Word Recognition Tasks Criterion-referenced Tests 23

24. The Process for Student Assistance Teams (SAT)

25. Collaborative Decision- making Model: Student Assistance Teams (S.A.T.) Collect & Chart Data Analyze Strengths & Obstacles Establish Goals & Desired Outcomes Select Instructional/ Intervention Strategies Results Indicators Evaluate Learning Progress and Instruction S.A.T. 25 Refer to S.A.T. Intervention Plan Forms