1. Response to Intervention Mary Dosch School Psychologist, Ed. S.

2. Wisdom of kids You can listen to thunder after lightning, and tell how close you came to getting hit. If you don’t hear it, you got hit, so never mind.

3. The 5 “W” Questions? Who started RTI? What is RTI? When did RTI begin? Where is RTI occurring? Why RTI?

4. What is RTI? Response to Instruction OR Response to Intervention **Either way RTI is defined as evidenced- based instruction/intervention using data to make educational decisions

5. Who started RTI? Several groups started researching special education failures: National Institute for Child Health and Development National Reading Panel National Research Council Panel on Minority Overrepresentation National Summit on Learning Disabilities President’s Commission on Excellence in Education.

6. Wisdom of kids Many dead animals of the past changed to fossils while others preferred to be oil.

7. When did RTI begin? Concerns in mid 80s—lack of evidence that Special Education was effective Carried into the 90s and really got its start after IDEA ’97 came to be

8. Where is RTI occurring? Everywhere—but very fragmented Most schools are doing parts; Few are implementing RTI systemically

9. Why RTI? Special Education #s were increasing Students that didn’t meet discrepancy criteria had to wait to get help until they met this criteria (Some never did!!!!) No early intervention/preventative services “Wait to Fail” model wasn’t working THE WEAKEST LINK---determination of eligibility and interventions used were unrelated Increased dropouts DATA! DATA! DATA!

10. How well do students respond to instruction/interventions? Intensive Instruction Strategic Instruction Initial Instruction (Benchmark) 5-10% 10-15% 80-85%

11. How many students need something different? 15-20 % Are we willing to allow this many students to fail? With previous discrepancy model & previous Special Education—yes! ***NO LONGER

12. Wisdom of Kids If at first you don’t succeed, get new batteries

13. Key components of RTI Belief that by altering our instruction, all kids can learn We must be proactive and intervene early—No “Wait to Fail” Multiple Tiers of instruction that match the students needs Instruction must be evidence based

14. Key components cont… Progress must be monitored on a regular basis (frequency depends on intensity of the intervention) All decisions are outcome-based using a problem-solving model

15. Wisdom of Kids Respiration is composed of two things, first inspiration, and then expectoration

16. What does this look like? Xxxxxxxxxxxx Xxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxx xxxxx Xxxxx xx xxxx xxxxx Special Education General Education General Ed Tier 1 Tier 2 Tier 3 (Tier 4) Special Ed xxx Traditionally With RTI

18. The Wisdom of Kids The law of gravity says, “No jumping up without coming back down!”

19. EDUCATION FOR ALL NOT A SPECIAL EDUCATION ISSUE!!! “RTI isn’t about identifying kids with specific learning disabilities. RTI is about improving instruction and improving interventions.” David Tilly

20. How do we start or continue to move toward system-wide RTI? Problem Analysis— Use the Problem Solving Model Collect data and analyze Plan and implement intervention Progress Monitor Evaluate Identify the problem

21. Starting the process 1. Group Screening-anyone below 40 th percentile DIBELS State assessments District-Wide Assessments 2. Individual diagnostic screening-specific skills Curriculum Based Measurement-error analysis

22. 3. Intensive Instruction—Tiers-varying levels of intensity depending on needs 4. Progress Monitor-Is child making progress? Tweak the intervention? 5. Decision Making-Did interventions close the gap in a reasonable amount of time? *Yes—continue intervention until gap is closed and no more tiers (tears). *No—exhausted interventions—look at entitlement.

23. Need Efficient System 1. Eliminate Redundancy 2. Differentiate Instruction 3. Group children with same skills ELL, Title I, SpEd, At Risk, Migrant, Gifted 4. Share funding – continuum of services 5. Only assess in areas of concern 6. Make exiting as important as entering. 7. Only evidence-based programs

24. Wisdom of kids Parallel lines never meet, unless you bend one or both of them.

25. Where are you in the process? Level 0 no RTI yet in schools Level 1 a few teachers doing RTI (often times Special Education teachers) Level 2 specific person in school heading up RTI

26. Level 3 team of people doing RTI Level 4 whole school doing RTI Level 5 whole district doing RTI

27. Where is RTI breaking down? Not enough staff Not enough time No materials Lack of support No data collection

28. Why RTI Practical/Logical Preventative/early intervention focus ALL children that need it, get it Emphasis on LRE Emphasis on exit as much as entrance Evidence-based Data driven

30. References Heartland AEA 11 – Johnston, IA www.aea11.k12.ia.us Pasternack, R. H. (March 2002) – NASP Presentation in Chicago LD Summit 2001 Howell, Ken (2004) Curriculum-Based Evaluation Tilly, David NASDSE Satellite Conference, Heartland AEA 11 Tilly, David NASDSE Counterpoint, Winter 2005 Richard Lederer, True Quotes from Kids, St. Paul’s school.