1. Response to Intervention (RTI) Alvena Kauffman Kauffman_a@hcde.org

2. What is RTI?  RTI is a process of implementing high quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based upon the student’s progress. (Bender & Shores, 2007 p.7)

3. Response to Intervention  A prevention system in general education to Maximize student achievement Maximize student achievement Reduce behavior problems Reduce behavior problems  An organizational framework for: Identifying students at risk for poor learning outcomes Identifying students at risk for poor learning outcomes Monitoring student progress Monitoring student progress Providing evidence-based intervention Providing evidence-based intervention Adjusting the intensity and nature of those interventions depending on a student’s responsiveness Adjusting the intensity and nature of those interventions depending on a student’s responsiveness Identifying students with learning disabilities Identifying students with learning disabilities

4. Myths vs. Reality Myths vs. Reality 1. Interventions across all segments of school population 2. Prevention 3. Integration of general education, remedial education, and special education. 4. Focus on organization of data 1. Special Education its own entity 2. Identification 3. Only Pre-referral 4. Evaluations do not change

5. RTI  IDEA 2004  Tennessee Eligibility for Specific Learning Disabilities (SLD) Approved in December 2007 Approved in December 2007 Requires documentation of interventionsRequires documentation of interventions Includes new eligibility guidelines for SLDIncludes new eligibility guidelines for SLD

6. TN SLD Nine Standards a. Not inappropriate instruction Rdg/Math b. Given appropriate instruction in gen. ed. c. Given by trained personnel d.Progress monitoring minimum once a week e.Progress monitoring to parents every 4 ½ weeks. f. Documented lack of progress g. Pattern of strengths & weaknesses h. Rule out other reasons for lack of achievement i. If all 8 standards met and the results verify meet SLD definition document how SLD impacts performance

7. The state now allows either Discrepancy testing (with additions) Discrepancy testing (with additions) RTI criteria for SLD eligibility (with state approval RTI criteria for SLD eligibility (with state approval

8. What does this mean for HCDE?  HCDE Use the Discrepancy testing for SLD Use the Discrepancy testing for SLD And, add the data from benchmaking and progress monitoring And, add the data from benchmaking and progress monitoring  RTI eligibility for SLD will begin when The 3-Tier model is fully implemented The 3-Tier model is fully implemented A proposal is submitted and approved by the state. A proposal is submitted and approved by the state.

9. TIER I: Core Classroom Instruction Focus Program Instructor Setting Grouping Time Assessment For all students in K through 8 Scientific-based instruction and curriculum General education teacher General education classroom Multiple grouping formats to meet student needs 60-90 minutes per day or more Benchmark assessment at beginning, middle, and end of the academic year

10. Core Program  1. Evidenced-based and scientifically proven?  2. Adequate training?  3. Being implemented with fidelity? All components incorporated in instruction? All components incorporated in instruction? Carried out the was it was designed? Carried out the was it was designed? Enough time allocated? Enough time allocated?  4. Correct scope and sequence to meet state standards?  5. Analyzed weaknesses of the program and use supplemental materials?

11. TIER II: Intervention Focus Program Interventionist Setting Grouping Time Assessment Trained interventionist, classroom teacher or specialized instructor For students identified with marked difficulties, and who have not responded to Tier I efforts Appropriate setting inside or outside the classroom Homogeneous small group instruction ( 1:5) 30 minutes per day in small group in addition to of core instruction Every 1-2 weeks conduct progress monitoring on target skills to ensure adequate progress and learning Specialized, scientifically based program

12.  When should Tier II instruction start? Tier II instruction must start as soon as possible after students have been identified through benchmark testing. Tier II instruction must start as soon as possible after students have been identified through benchmark testing.  How do we group students for Tier II? Tier II instruction is provided in groups of 3-5 students. These groups are organized according to the skills targeted for each student. Tier II instruction is provided in groups of 3-5 students. These groups are organized according to the skills targeted for each student.  When do students exit Tier II? As a general guideline, students are ready to exit As a general guideline, students are ready to exit Tier II instruction when they have reached benchmarks on the targeted skill. Tier II instruction when they have reached benchmarks on the targeted skill.

13.  What should Tier II instruction look like? Tier II instruction should: Tier II instruction should: Be systematic and explicit (instruction with modeling multiple examples and feedback to students)Be systematic and explicit (instruction with modeling multiple examples and feedback to students) Be paced to match each student’s skill levelBe paced to match each student’s skill level Provide students with multiple opportunities to participate and respondProvide students with multiple opportunities to participate and respond Provide students with corrective feedbackProvide students with corrective feedback Tier II is coordinated with the general education classroom so that Tier II instruction can be used to preteach and review skills.

14.  What should Tier II instruction look like? Tier II should include: Tier II should include: Daily small group instruction in addition to whole- class instruction (30 minutes)Daily small group instruction in addition to whole- class instruction (30 minutes) Direct and systematic instruction in core skills that the student needsDirect and systematic instruction in core skills that the student needs Progress monitoringProgress monitoring

15. Focus Program Interventionist Setting Grouping Time Assessment For students who have not responded adequately to Tier I and Tier II efforts Appropriate setting outside the classroom designated by the school Homogeneous small group instruction (1:3) 60 minutes per day in small group in addition to core instruction. Weekly progress monitoring on target skills to ensure adequate progress and learning Individualized and responsive intervention Trained interventionist, Specialized instructor or Special Education Teacher TIER III: Intensive Intervention

16. Why use the Three Tier Model?  The Three Tier Model emphasizes: Early identification of students in need of help Early identification of students in need of help Providing an avenue for interventions for students who do not require special education services, but who consistently fall behind Providing an avenue for interventions for students who do not require special education services, but who consistently fall behind Serving students who require occasional additional instruction as well as students who require long-term support Serving students who require occasional additional instruction as well as students who require long-term support Assessing students on an ongoing basis by benchmaking three times per year and progress monitoring every two weeks for students having difficulty Assessing students on an ongoing basis by benchmaking three times per year and progress monitoring every two weeks for students having difficulty Intervention to prevent or alleviate learning difficulties Intervention to prevent or alleviate learning difficulties

17.  RTI helps build a bridge between general and special education by offering decision- making tools and opportunities for communication about students’ learning experiences.

18. RTI Requires:  Systematic approach to instruction  Collaboration across classrooms and regular and special education  Explicit goals and expectations  Explicit instruction  Progress monitoring

19. RTI School Committee  An interdisciplinary team that collaborate by: Reviewing benchmark and progress monitoring data Reviewing benchmark and progress monitoring data Engage in decision-making for Tier placements and interventions Engage in decision-making for Tier placements and interventions Maintain documentation Maintain documentation

20. RTI School Committee  Members: Principal - instructional leadership role Principal - instructional leadership role General education facilitator - management tasks General education facilitator - management tasks Classroom teacher(s) Classroom teacher(s) Master teacher Master teacher Others Others  Scheduling: Maximum – weekly Maximum – weekly Minimum – 4-5 times a year Minimum – 4-5 times a year

21. RTI SLD Evaluation  RTI data is used as part of the evaluation procedures for determining the presence of a specific learning disability The student does not achieve adequately for the student’s age or to meet state-approved grade level standards when provided with learning experiences and scientifically researched instruction appropriate for the student’s age or state-approved grade level standards The student does not achieve adequately for the student’s age or to meet state-approved grade level standards when provided with learning experiences and scientifically researched instruction appropriate for the student’s age or state-approved grade level standards

22. RTI SLD Evaluation To ensure that underachievement in a student suspected of having SLD is not due to lack of instruction, verify that prior to or during the referral process, the student was provided appropriate instruction in general education, delivered by qualified personnel To ensure that underachievement in a student suspected of having SLD is not due to lack of instruction, verify that prior to or during the referral process, the student was provided appropriate instruction in general education, delivered by qualified personnel

23. In Summary  RTI offers a robust and technically sound set of methods that enhance student achievement while reducing special education placements  RTI is a viable way to improve access to effective instruction for all students  RTI is not a replacement for all other assessment procedures, but a set of procedures that make educational planning more effective for student improvement

24.   http://www.rti4success.org/ http://www.rti4success.org/  http://www.interventioncentral.org/ http://www.interventioncentral.org/   http://www.centeroninstruction.org/index.cfm http://www.centeroninstruction.org/index.cfm   http://www.iriscenter.com/ http://www.iriscenter.com/   http://www.fcrr.org/ http://www.fcrr.org/   http://ies.ed.gov/ncee/wwc/reports/ http://ies.ed.gov/ncee/wwc/reports/

25. Think Link   Class and Grade Summary Report   Student Report Proficiency level Individual students within class Student performance on each objective Specific to each objective

26. Think Link   Objective Report State Curriculum Code, Standard, Subskill Color coding indicates overall class Proficiency by item Item difficulty level

27. Think Link  Progress Monitoring Probes are available for monthly progress monitoring Probes are available for monthly progress monitoring Reports from progress monitoring Reports from progress monitoring  Benchmark Student proficiency and growth chart Student proficiency and growth chart

28. Action Plan Hamilton County Schools Response to Intervention Action Plan Year 2009-10 Principals RTI Facilitator RTI School Committee Teachers DATEACTIVITYPARTICIPANTS July 13 PD- RTI Introductory Session – Middle School principals Middle School Principals