1. Response to Intervention in KPS Linda Campbell 1-15-08

2. Response to Intervention is the practice of: 1.providing high-quality instruction and intervention matched to student needs 2.monitoring progress frequently and 3.using student data over time to make important educational decisions National Association of State Directors of Special Education (2005). IDEA 2004 provides for the use of RtI as part of the process to determine eligibility for learning disabilities.

3. Why the Change to Response to Intervention? National Reading Panel Report, 2000 -Scientifically Based Reading Research (SBRR) -Poor outcomes for Special Education (late identification) Federal Legislation: No Child Left Behind - ESEA Legislation - Requires academic progress for all Individuals with Disabilities Education Improvement Act - 2004 –Focus on academic outcomes –General education is responsible for interventions –Labeling as a “last resort” –Pooling building-based resources –Flexible funding patterns –RtI Introduced as option for LD eligibility

5. Emphasis on Prevention “Screen and Intervene” Clear and convincing research delineates the critical components of reading instruction (5 Big Ideas). (National Reading Panel, 2000) IDEIA gives emphasis to prevention and intervention stating that schools need to provide “ scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children” We know the importance of prevention, but is our SYSTEM designed to be preventative?

6. RtI - Big Ideas Multi-tiered model of support Intervene Early Monitor student progress to inform instruction SBR interven- tions matched to student need Use problem-solving process to make decisions

7. Why we need to intervene early!

8. Early Intervention is where it’s at!

9. RtI: Big Ideas Multi-tiered model of support Intervene Early Monitor student progress to inform instruction SBR interven- tions matched To student need Use problem-solving process to make decisions

10. Academic SystemsBehavioral Systems 5-10% 10-15% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration 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 75-85% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive MiBLSi – Michigan’s Integrated Behavior and Learning Support Initiative School-Wide Systems for Student Success

11. Tier 1: All Core curriculum based on SBRR 90-min. uninterrupted instruction Universal progress monitoring 3x/year Progress monitoring monthly for some Tier 2: Some Tier 3: Few Supplemental and targeted interventions 30 additional min. of intensive small group (3-5) instruction 3-5x week Progress monitoring 2x month to inform instructional changes Supplemental and customized 30 additional min., intensive small group (<3) instruction daily Progress monitoring weekly to inform instructional changes

13. Tier 1 – School-Wide, Universal Core Curriculum FIRST LEVEL – Universal - Deliver core curriculum to all students during 90 minute uninterrupted reading block - Assess ALL children three times a year Measure all student progress against grade level benchmark. Core curriculum should be effective with 80% of all students. »Begin with whole class instruction strategies »Differentiate instruction as needed »Monitor and assess student progress using authentic same day result measures

14. Tier 2 – Strategic Interventions –SECOND LEVEL - Strategic Students in general education classroom who have not met reading benchmarks through whole class instruction and differentiated instruction (10 -15% of all students) Strategic Interventions do not replace classroom instruction but support classroom instruction by focusing on specific deficits. Strategic Interventions should be conducted by classroom teacher or reading specialist with groups of five or fewer students. Interventions are targeted, provide an additional 30 minutes of reading instruction 3 days/week. Students respond at high rates (oral and written). Skills are directly applied. Attendance is documented.

15. Tier 3 Intensive Interventions THIRD LEVEL - Intensive Students in general education classroom who are consistently falling behind their aimline with whole class and strategic interventions (5 – 10% of students): Interventions are specifically matched to student needs through a task analysis of their reading problems. Interventions should be conducted by a highly qualified teacher or reading specialist in a small group (2 or 3 students or one-on-one tutoring). Interventions should be 30 additional minutes, 5 days a week, in addition to level 1 and 2 intervention/instruction. Students respond at high rates (oral and written), incorrect responses are immediately corrected. Program should allow student to give correct responses 80% of the time. Intervention programs are highly structured or scripted.

16. RtI: Big Ideas Multi-tiered model of support Intervene Early Monitor student progress to inform instruction SBR interven- tions matched to student need Use problem-solving process to make decisions

18. Examples of Interventions Tier 1-Harcourt, differentiated instruction within 90 minute reading block, daily Tier 2- Early Reading Intervention (ERI) PALS, Read Naturally, REWARDS, 30 min. in addition to 90 minute block, 3Xweek Tier 3- Same as above, also Reading Mastery, Corrective Reading, 60 minutes in addition to 90 minutes block, 5 X week

19. RtI: Big Ideas Multi-tiered model of support Intervene Early Monitor student progress to inform instruction SBR interven- tions matched to student need Use problem-solving process for making decisions

20. Problem Solving Process

21. Assessing the 5 Big Ideas in Reading Alphabetic Principle –Phonemic awareness Segment words, manipulate sounds –Phonics Linking sounds to letter symbols to make words Reading fluency –Speed and accuracy Comprehension Vocabulary

22. Grade Level Teams - Professional Learning Communities - Involve teams of teachers working together to share strategies - Meet 1 – 2 times/month to review student data -Are focused on skills students need to reach desired the performance -Promote research-based instruction and differentiated instruction

23. RtI: Big Ideas Multi-tiered model of support Intervene Early Monitor student progress to inform instruction SBR interven- tions matched to student need Use problem-solving process for making decisions

24. Review Data and Make Changes Is our intervention equally effective for both?

25. Special Education Consideration Questions to answer before special education consideration: Did the school provide the student with high quality differentiated instruction in a 90 minute reading block in the regular classroom? Did the school provide student with highly qualified teachers? Did the student progress through 6 – 12 weeks of documented supplemental intervention targeted to the skill deficits in Tiers 2 and 3 as specified ? Was the student’s progress monitored weekly in Tier 3, with changes made every 3 – 4 weeks of flat or declining scores? Are the students scores consistently within the lowest 6 percentile in the district throughout Tiers 1, 2 and 3? Were parents informed of and/or involved with the interventions? Were exclusionary clauses considered? (attendance, health, language, vision/hearing, environmental, cultural issues)

26. Proposed Regulations For a child suspected of having a specific learning disability, the group must consider, as part of the evaluation described in §§300.304 through 300.306, data that demonstrates that-- (1) Prior to, or as a part of the referral process, the child was provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child's parents.

27. Summary RtI includes: Effective teaching of core curriculum and differentiated instruction within 90 min. block Universal screening of ALL students Multi-tiered system to provide research-based interventions with increasing time and decreasing group size Measurement of student responses to interventions (progress monitoring) Use of student data to change intensity or form of interventions

28. The Role of General Education Teachers in the RtI Process Position paper by National Education Association, 2006