RESPONSE TO INTERVENTION Overview for Secondary Leadership Teams October 2008 Delaware Department of Education.
Presentation on theme: "RESPONSE TO INTERVENTION"— Presentation transcript:
1RESPONSE TO INTERVENTION Secondary Leadership TeamsDelaware Department of EducationTable top tent: first name on one side, vanity plate on the other side. Partner – explain. Introduce partner to table.Poll – How many administrators, classroom teacher, special education teacher, specialists, parents.We will be modeling strategies through-out this presentation for you to think about using in your classrooms.
2Know Understand Do What is RTI? • Three-Tier Model • State Requirements• Funding Sources• What other stateinitiatives support/meet requirementsImplementing thecore components ofResponse toInterventionsupports secondaryschools efforts toeffectively andefficiently respond tothe instructional andbehavioral needs ofall students so theyall meet or exceedgrade levelexpectations.Evaluate current practices, and policies to identify what is already in place and working.Analyze the needs/skills of all staff and students to effectively match instruction to needs.Develop a comprehensive plan for next steps.
4What is Response to Intervention (RTI)? Effective Educational Practices for All“RTI is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. RTI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction/intervention guided by child outcome data.”(NASDSE, 2005)
5Core Principles of RTI We can effectively teach all children Use research-based, scientifically validated core instruction with fidelityUse assessment data to inform instructional decisions (variety of data including screening and progress monitoring)Use a problem solving method to make decisions within a multi-tier model of service deliveryUse research-based, scientifically validated interventions matched to student need with continuous progress monitoringIntervene earlyUse data as part of the evaluation process for determining eligibility for special servicesDon’t read slide. Pick a partner at a table. Tallest is 1 and shortest is 2. Partners read slide. 1’s tell 2’s what core principles resonates the most with you? Switch. Report out!
6RTI First…. Look at how system addresses student needs Before…. It is our responsibility to identify the curricular, instructional, and environmental conditions that enable learningBefore….Looking to the individual learner to explain why students are struggling
7Increasing Support Three Tiered Model ~5% ~15% ~80% of Students Tier III:Students with insufficient progress inTier I/Tier IISustained Intensive InterventionsPossible Special Education Identificationfor students with insufficient progresswith Tier III interventionsThree Tiered Model~5%Tier II:Students with insufficientprogress in Tier IGroup and individualresearch-basedinterventionsIncreasing Support~15%Tier I:All StudentsCore Class InstructionPrior to arrows of Special Services – ask: 1’s tells 2 where you predict student’s with IEPs fall within the triangle? Then add arrows and discuss.Special Services~80% of Students
8Advantages of Multi-tiered Approaches Provides instructional assistance in a timely fashionHelps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculumInforms teacher and improves instruction because assessment data are collected and closely linked to interventionsServes students who require little intervention as well as students who require long term interventionMatches level of support to student needInforms instructional needs for special education decisionsAllows for exit from special education when appropriate based on ongoing measurement of progress and response to intervention
9Why RTI?Implementation of RTI is predicated on effective practices in general education classroomStudents can not be identified as having a learning disability if their difficulty is due to a lack of instructionPrograms need to be research-based and implemented as designatedPrevention-oriented“RTI requires a way of thinking about instruction, academic achievement, and individual differences that makes it impossible to implement without fully involving general education” (Technical Assistance Paper, ODE, p. 2)
10RTI Delaware Regulations Effective Date: June 11, 2008 (reflects changes to theAugust 11, 2007RTI Regulations)
11RTI Phase-InRTI required for reading in elementary grades will begin with school yearRTI required for math in elementary grades will begin with a schedule determined by DDOERTI required for secondary will begin with a schedule determined by DDOEStudents who are already eligible for special education will not have to be evaluated under RTI until their next required reevaluation
12General requirementsDOE-approved rubrics must be used to select programs of instruction and Tier 2 and Tier 3 interventions for reading and mathematicsMost interventions at all Tiers occur in the general education classroomFidelity of implementation of instruction and interventions and adherence to the core curriculum are critical80% rule and school based team review
13General RequirementsAll elementary students will be screened at least three times per yearFirst screening for at risk students within 2 weeks of beginning of schoolScreening for all students shall be regularly spaced throughout the school yearAll students at risk at the secondary level will be screened at least three times per yearScreening instruments will be norm referenced or curriculum basedProgress monitoring instruments must be curriculum based
14TIER 1 Students not at benchmark on any screening… At or below 25% percentile on norm referenced assessment or designated cut point on curriculum based measureProvide Tier 2 interventions in addition to core programBetween 25% percentile on norm referenced assessment or designated cut point on curriculum based measure and benchmarkSchool based team reviews program and progressAt least 6 weeks of Tier 1 interventionsProgress monitor every two weeksDefine core program and core block. 2’s tell 1’s their school’s core reading block. 1’s tell 2’s what they think is core reading program. Reverse. Anyone have an example of where they are doing more than their core program within the block.
15TIER 2 Weekly progress monitoring Small group At least 90 minutes per weekNo less than 2 sessions per weekAt least 6 weeks of Tier 2 interventionsFor students identified in need of intervention in both reading and math, instructional support teams will design intervention for no less than 120 minutes
16TIER 2 (continued)If no progress, or insufficient progress, after 6 weeks of Tier 2 interventions, then Instructional Support Team reviewsAdditional assessments?Changes in instruction or behavioral interventions?Child requires Tier 3 interventions?If no progress, or insufficient progress, after 12 total weeks of Tier 2 interventions, child moves to Tier 3 interventionsPoll with cards: If a child is making insufficient progress after 6 weeks does the child automatically begin receiving Tier 3 interventions? Red = No, Green = Yes, Yellow= I don’t know.
17TIER 3 Weekly progress monitoring continues Smaller group than Tier 2 At least 150 minutes per weekNo less than 4 sessions per weekAt least 6 weeks of Tier 3 interventionsFor students identified in need of intervention in both reading and math, instructional support teams will design intervention for no less than 180 minutesPoll using cards – If a child is in Tier 2 and the instructional support decides the student is not making sufficient progress with current interventions and the child requires Tier 3 interventions, does the child receive Tier 3 interventions in addition to Tier 2 interventions. Red = No, Green = Yes, Yellow= I don’t know.
18TIER 3 (continued)If after 6 weeks of Tier 3 interventions (for a total of 18 weeks of intervention)…progress is made, but child is not on trajectory to meet end-of-year benchmarks, then instructional support team reviewsAdditional assessments?Changes in instruction or behavioral interventions?Refer for special education evaluation?Child has made no progress, then instructional support team refers the child for special education evaluationIf after 6 additional weeks of Tier 3 interventions (for a total of 24 weeks)…progress is made, but child is not on trajectory to meet end-of-year benchmarks, then instructional support team refers the child for special education evaluationPoll with cards: If a child has made progress but not on trajectory to meet end-of-year benchmarks, does the child continue with Tier 3 interventions while the team is completing evaluation to determine if special education services are appropriate? Will the team necessarily need additional information after 24 weeks of RTI to make the decision for special education services? Why or Why not? – Table top discussionStudents who currently have IEPs…Who meet benchmark on universal screening, will they automatically receive Tier 2 or Tier 3 interventions.Who do not meet benchmark, do they receive Tier 2 interventions in addition to the IEP? Does Tier 2 interventions replace the IEP? Can the interventions on the IEP be the Tier 2 interventions? What are the ramifications for IEP development and revision.
19FLEXIBILITY BETWEEN TIERS System permits students to move between tiers of intervention based on progress toward benchmarks and instructional support team reviewSpecial education re-evaluations available to permit students to move between general and special education
20Delaware RTI at a Glance Tier I implementation of scientific, research-based core curriculum aligned with Delaware Content StandardsDifferentiated instruction matched to student needTiers II and III of increasingly intense scientific, research-based interventions matched to student needInstructional intensity addressed through duration, frequency and time of interventions, group size, and matched instructor expertise to student need
21Delaware RTI at a Glance Individual problem-solving model and standardized intervention protocol for intervention tiersScreening and progress monitoring to assess entire class progress and individual student progressExplicit decision rules for assessing learner’s progressFidelity measures to assess consistency of instructional methods, curriculum, interventions, and assessmentScenarios. As a table activity, pick either the elementary or secondary scenario.Break – put questions on parking lot.
22Challenges/Opportunities Jigsaw Article:Response to Intervention in Secondary Schools: Is It on Your Radar Screen?5 Expert GroupsAdvanced OrganizerSummary Tool3-2-1 What are three things you’ve learned today about RTI. What are two strategies or ideas you will take back to your school. What is the one most important thing about RTI to me?
24Scheduling in Secondary Schools With an RTI Mindset
25RTI and Scheduling in Secondary Schools Secondary School Vignette Part I The Smith Jones Secondary School is a diverse school of 1000 students, grades 9-12 in rural Delaware. The school is 30% African American, 30% Hispanic, and 40% Caucasian. SHSS has two feeder schools. One school is a high performing school while the other has less than desirable academic performance. SJSS has AYP concerns and attendance issues as well as a high rate of staff turnover and limited community support. The leadership team at SJSS decides to begin implementing RTI in the fall. The students at-risk for academic success are identified and interventions are designed to meet students’ targeted needs.Who will deliver the interventions?When will the interventions be provided?
26Secondary School Vignette: Part 2 SJSS designed a multiple approach to scheduling students for interventions. Students in grades 10-12, identified for Tier 2 interventions, were assigned to three separate specialist. Rather than a set schedule, the specialist pulled the individual students from class when time permitted in the specialist schedule. SJSS grouped all ninth grade students together that fell below the 25%ile in reading on the universal screening tool. These students were scheduled for an expanded core ELA block developed to last the entire school year. Instruction is decelerated and the double block allows for additional time for intervention.What are the strengths and weaknesses of each approach?What are other options for scheduling students for intervention?
27CAFÉ CONVERSATIONS Choose 3 options from Café Menu Table topics are identified on Table TentsIf first choice table is full go to second choice you will have 2 more opportunities.Divide team up to cover topics of interest; you can share later.