1. www.interventioncentral.org Jim Wright Making Response-To- Intervention (RTI) Work in Your Schools Jim Wright www.interventioncentral.org

2. www.interventioncentral.org Jim Wright Any darn mule can kick a barn down, but it takes a carpenter to build one. --Lyndon Johnson

3. www.interventioncentral.org Jim Wright Changes to LD Definition in Part 200 Learning disabilities. In determining whether a student has a learning disability …, the school district: (i) may use a process that determines if the student responds to scientific, research-based intervention as part of the evaluation procedures [Response-to- Intervention Model] …; and (ii) is not required to consider whether a student has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation or mathematical reasoning [Discrepancy Model]. Emergency Adoption of Amendment of Section 100.2 and Parts 101, 200 and 201 of the Regulations of the Commissioner of Education to Conform to the Individuals with Disabilities Education Act (IDEA) of 2004 – Effective September 13, 2005

4. www.interventioncentral.org Jim Wright Dueling Models: Discrepancy vs. Response to Intervention

5. www.interventioncentral.org Jim Wright Discrepancy (‘Wait to Fail’) Model LD identified by giving a battery of standardized tests and looking for significant gaps between students' achievement and intellectual ability. The tester infers that a profile of strengths and weaknesses revealed in cognitive and achievement tests have direct real-world application to the student’s classroom performance.

6. www.interventioncentral.org Jim Wright Inference as a Reasoning Tool in·fer·ence ‘The act or process of deriving logical conclusions from premises known or assumed to be true.’ -The American Heritage Dictionary

7. www.interventioncentral.org Jim Wright Learning Disabilities: Medical Model “Traditionally, disability is viewed as a deficit that resides within the individual, the severity of which might be influenced, but not created, by contextual variables.” (Vaughn & Fuchs, 2003)

8. www.interventioncentral.org Jim Wright Learning Disabilities: Medical Model Underlying premise-that LD is a ‘medical’ condition: –LD is explained as a neurological condition that impacts on learning. Because LD is a physical, within-child condition, it is unlikely that changes in classroom instruction will significantly improve academic performance –A formal battery of tests can diagnose LD, largely in isolation from classroom information –Based on the profile of needs uncovered by testing results, specific ‘treatments’ can be prescribed to help the student learn –These treatments are highly likely to be effective, making it unnecessary to measure their impact

9. www.interventioncentral.org Jim Wright Discrepancy Model: Drawbacks Some possible drawbacks to the 'discrepancy model‘: –is built upon a high-inference assumption (that LD is best explained as a medical condition) –requires chronic school failure before special education supports can be given –fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delays

10. www.interventioncentral.org Jim Wright Response-to-Intervention (RTI) Model LD identified as follows: –Schools identify children experiencing significant academic delays, –match them up with scientific, research-based interventions, – and monitor these students' progress. A child's failure to respond positively to several carefully selected, well-implemented interventions could then be viewed as evidence that the student has a learning disability and requires special education services.

11. www.interventioncentral.org Jim Wright Learning Disabilities: RTI Underlying premise-that LD is an interaction between child and instructional environment: –Student academic deficits can best be gauged by observing the child engage in tasks from classroom curriculum and reviewing work products –Interventions are a quasi-experiment (no assurance a priori that the intervention will actually benefit the student) –Ongoing progress-monitoring is required to document ‘response to intervention’ –LD is diagnosed when all competing external explanations for poor student performance (e.g., inadequate instruction) are ruled out

12. www.interventioncentral.org Jim Wright ‘Curriculum Train’

13. www.interventioncentral.org Jim Wright Instructional Variables: What Difference Does a Teacher Make? Statistician Dr. Richard Sanders analyzed longitudinal data from Tennessee state assessments—by teacher and by student… Findings…

14. www.interventioncentral.org Jim Wright “ Three consecutive years of first quintile (least-effective) teachers in grades three- five yield math scores from the 35th to 45th percentile. Conversely, three straight years of fifth quintile (most-effective) teachers result in scores at the 85th to 95th percentile.” --USA Today, 2001 (Publication of the Society for the Advancement of Education)

15. www.interventioncentral.org Jim Wright 1. Identify & Verify the Scope of the Problem 2. Select Interventions That Address ‘Root Cause’ 3. Set Goals for Improvement 4. Monitor Student Progress & Evaluate Outcome Solving Student Academic or Behavioral Problems: A Four- Part Model

16. www.interventioncentral.org Jim Wright RTI: “ …a process that determines if the student responds to scientific, research-based intervention…” The devil is in the details!

17. www.interventioncentral.org Jim Wright Target Student Skill Gap (Current Performance Level) Avg Classroom Academic Performance Level ‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003) Gap in Rate of Learning (‘Slope of Improvement’)

18. www.interventioncentral.org Jim Wright RTI: School-Wide Three-Tier Framework (Kovaleski, 2003) Tier III ‘Long-Term Programming for Students Who Fail to Respond to Tier II Interventions’ (e.g., Special Education) Tier I Tier I ‘School-Wide Screening & Group Intervention’ Tier II ‘Non- Responders’ to Tier I Are Identified & Given ‘Individually Tailored’ Interventions (e.g., peer tutoring/fluency)

19. www.interventioncentral.org Jim Wright Tier II: ‘Non-Responders’ to Universally Available Instructional Support (Fuchs et al., 2003; Kovaleski, 2003) Tier II assistance can be provided through: Team-based support to the classroom teacher, or A “short-term course of pull-out intervention that is based on a standard protocol of empirically validated instructional treatments” e.g., peer tutoring with fluency-building procedures (Kovaleski, 2003)

20. www.interventioncentral.org Jim Wright RTI Model: Drawbacks Some possible drawbacks to the ‘Response-To- Intervention Model‘ (Vaughn & Fuchs, 2003): –Has ‘arbitrary cutpoint’ on a continuum of non- responding –Interventions and monitoring procedures have not been fully validated across grade levels –Lacks clear guidelines for when ‘enough is enough’ in intervention efforts

21. www.interventioncentral.org Jim Wright Implementing The RTI Model: Next Steps for Schools

22. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps 1.Adopt evidence-based intervention strategies. Academic interventions will have a higher chance of success if they are based on sound empirical research.

23. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps Web resources for evidence-based intervention strategies Big Ideas in Beginning Reading (U of Oregon): reading.uoregon.edu What Works Clearinghouse (US Dept of Education): www.w-w-c.org Intervention Central: www.interventioncentral.org

24. www.interventioncentral.org Jim Wright Reading Interventions

25. www.interventioncentral.org Jim Wright Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

26. www.interventioncentral.org Jim Wright Interventions for… Increasing Reading Fluency Assisted Reading Practice Listening Passage Preview (‘Listening While Reading’) Paired Reading Repeated Reading

27. www.interventioncentral.org Jim Wright Interventions for… Improving Comprehension ‘Click or Clunk?’ Self-Check Keywords: A Memorization Strategy Main Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lesson Prior Knowledge: Activating the ‘Known’ Question-Generation Reciprocal Teaching: A Reading Comprehension Package Story Map Text Lookback

28. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps 2.Train staff to collect frequent progress-monitoring data. Curriculum-based measurement (CBM) can be used to assess a student’s accuracy and speed in basic- skill areas such as reading fluency, math computation, writing, spelling, and pre-literacy skills. Teachers also can measure the behavior of struggling learners on a daily basis by using classroom behavior report cards : simple, convenient rating forms to track a child’s work completion, attention to task, compliance with teacher directions, and other behaviors that influence learning.

29. www.interventioncentral.org Jim Wright Sample Peer Tutoring Chart

30. www.interventioncentral.org Jim Wright Sample Peer Tutoring Charts

31. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps Web resources for progress-monitoring CBM Warehouse : www.interventioncentral.org/htmdocs/interventi ons/cbmwarehouse.shtml The Behavior Reporter (Behavior Report Card Generator): http://www.jimwrightonline.com/php/ tbrc/tbrc.php

32. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps 3.Develop building-level intervention programs to address common academic concerns. When faced with large numbers of students with shared academic concerns (e.g., reading fluency), schools can create a building-level intervention program to meet this need. For example, older children could tutor younger students by using simple, research-based techniques to boost their tutees’ reading fluency.

33. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps Web resource for a building-level intervention program: peer-tutoring/reading fluency Kids as Reading Helpers Peer Tutoring Manual: www.interventioncentral.org/htmdocs/ interventions/rdngfluency/prtutor.shtml

34. www.interventioncentral.org Jim Wright Kids as Reading Helpers: A Peer Tutor Training Manual

35. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps 4.Establish a building intervention team. Made up of teachers and support staff, the intervention team can help referring teachers design feasible strategies for struggling students. Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and assist busy teachers in carrying out intervention plans.

36. www.interventioncentral.org Jim Wright Strategies to Minimize Teacher Resistance to Classroom Interventions (Kovaleski, 2003) Collaborative team problem-solving process in which the referring teacher is an active and equal participant Peer-coaching’ format for introducing intervention to classroom--with modeling of intervention for teacher Ongoing consultation with referring teacher to ‘embed’ intervention into classroom routine

37. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps Web resources on building intervention teams Screening to Enhance Educational Performance: STEEP (Joe Witt, Ph.D.): http://www.joewitt.org/steep.htm Instructional Consultation Teams (Sylvia Rosenfield, Ph.D.) http://www.icteams.umd.edu/ School-Based Intervention Teams (Syracuse City Schools): http://www.interventioncentral.org/htmdocs/ interventions/sbit.shtml

38. www.interventioncentral.org Jim Wright School-Based Intervention Teams: QuickGuide

39. www.interventioncentral.org Jim Wright SBIT QuickGuide

40. www.interventioncentral.org Jim Wright Step 1: Assess Teacher Concerns Step 2: Inventory Student Strengths and Talents Step 3: Select Target Teacher Concerns Step 4: Set Goals Step 5: Design an Intervention Plan Step 6: Plan How to Share Information with the Student’s Parent(s) Step 7: Review the Intervention and Monitoring Plans SBIT Consultative Process

41. www.interventioncentral.org Jim Wright Implementing RTI: Next Steps 5.Align Current Intervention & Assessment Efforts With 3-Tier Model. Many schools already have intervention & assessment initiatives in place. Mapping out those initiatives, standardizing their content, and tying them to the appropriate level of the 3-tier intervention framework can help schools to better coordinate intervention programming.

42. www.interventioncentral.org Jim Wright Tier I Tier II Tier III Intervention Team AIS Reading Lab Math Lab PBIS

43. www.interventioncentral.org Jim Wright References Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disability construct. Learning Disabilities Research & Practice, 18(3), 157-171. Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186. Kovaleski, J. F. (2003). The three-tier model of identifying learning disabilities: Critical program features and system issues. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO. Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137-146.