Response to Intervention (RtI) What is a Teacher’s Role? Lake County Schools Dr. Susan Moxley, Superintendent Ms. Nancy Velez, Chief Academic Officer Mr. Jay Marshall, Director of Student Services Mrs. Andrea Guogas, RtI Manager Student Services Department November 14, 2018

This shift alters everything else. Why RtI? Over the last 30 years, how we address the needs of students has evolved… The central question is not “What about the student is causing the performance discrepancy?” But, “What about the interaction of the curriculum, instruction, learner and learner’s environment should be altered so that the student will learn?” This shift alters everything else. DRAFT

Why RtI? “The main objective of RTI is not to identify students for special education, but rather to help all students achieve at a proficient level and ultimately [schools] make adequate yearly progress.” Source: Nebraska Dept. of Education www.nde.state.ne.us/SPED/reg/documents/ResponseToIntervention-Admdays2005.pdf DRAFT

Why RtI? It’s the Law! ESEA/ NCLB IDEA 2004 accountability school improvement adequate yearly progress (AYP) IDEA 2004 effective instruction progress monitoring early intervening services DRAFT

Response to Intervention – What is it? These Essential Components: Multiple Tiers of evidence-based instruction/intervention matched to student needs A Problem Solving Method designed to inform the development of interventions Frequent use of data to determine learning rate and student performance level (progress monitoring) Educational decisions based upon the student’s response to instruction / intervention (data / graphing) 11/14/2018 5 DRAFT

How Does the Process Work? Response to Intervention (RtI) – How Does it Work? Three Tiered Model Academic Systems Behavioral Systems Tier III: Comprehensive and Intensive Interventions ( Few Students) Students who need Individualized Interventions Tier III: Intensive Interventions ( Few Students) Students who need Individual Intervention Tier II: Strategic Interventions (Some Students) Students who need more support in addition to the core curriculum Tier II: Targeted Group Interventions (Some Students) Students who need more support in addition to school-wide positive behavior program Tier I: Core Curriculum All students Tier I: Universal Interventions All students; all settings 6 DRAFT

A New Dimension! The three tiers of service are stacked resources so that they are layered and aligned with each other.

Tier 1 – Core Instruction All Students Receive: District curriculum that is scientifically, research-based and aligned to Florida Sunshine State Standards Curriculum-based measures and assessments for screening, diagnostic and continuous progress monitoring Differentiated instruction designed to meet the broad range of their needs Fidelity of implementation DRAFT

Is Tier 1 Effective in your Classroom? Are 80% of students meeting benchmarks? Have students had access to effective curriculum? (Barriers to access may include excessive student or teacher absence, high student mobility rates, excessive suspensions, etc.) Does any overrepresentation of particular student subgroups (i.e., grade level, classroom, AYP subgroups, and gender) exist in those students identified at risk? Which students are not meeting benchmarks? Has core curriculum been monitored for fidelity of implementation? DRAFT

How do we Intervene in Tier 1? Consider altering whole group instruction, curriculum materials, instructional routine, independent practice (e.g., literacy/math centers) Breadth of skill focus might vary Group students based on skill data (data comes from many sources) Differentiate instruction based on grouping (different groups are doing different things) Organize students based on skill performance Higher performing, more students Lower performing, fewer students Same amount of time, different use of that time DRAFT

Tier 2 – Supplemental Interventions In addition to core instruction some students receive: Supplemental interventions in the small group inside the general education classroom or outside of the general education classroom Interventions targeted to remediate a specific skill or behavior Interventions implemented with fidelity (e.g., number of minutes/day and per week, materials used, progress monitoring) tied to student needs Must be in addition to Tier 1 DRAFT

Is Tier 2 Effective? Are interventions delivered to smaller groups of students, either in the general education environment or outside of the classroom? Are interventions provided in addition to core instruction (Tier 1)? Are interventions focused on particular skill areas that need strengthening? Do progress monitoring tools properly assess the impact of the intervention? Are Tier 2 interventions effective? (70% of Tier 2 students are having positive response to intervention) Are interventions properly documented and/or graphed? Are interventions monitored for fidelity of implementation? DRAFT

How Do We Intervene in Tier 2? Can be provided in general education settings Provides opportunities to increase exposure (academic engaged time) to curriculum Should narrow focus of the curriculum Must provide sufficient time for interventions to have an effect (suggested – 4 weeks or more per data point) Must identify appropriate interventions through the problem solving process DRAFT

Tier 3 (Targeted Instruction) In addition to core instruction and Tier 2 Interventions, very few students receive: Integrated instruction from all three tiers to strengthen the accumulated impact of the interventions and instruction Interventions delivered to very small groups of 2-3 students or individual students Interventions focused on narrowly defined skill or behavioral area identified from the results of frequent progress monitoring Interventions implemented with fidelity (e.g., number of minutes/day and per week, materials used, progress monitoring) tied to student needs DRAFT

Is Tier 3 (Targeted Instruction) Effective? Are interventions delivered to very small groups of students (3 or less) or individually? Are interventions provided in addition to core instruction (Tier 1) and supplemental instruction (Tier 2)? Do progress monitoring tools properly assess the impact of interventions? Are interventions properly documented / graphed? Are interventions monitored for fidelity or implementation? DRAFT

How Do We Intervene at Tier 3? Interventions are usually delivered outside of regular classroom Focus is very narrow and targeted Based on individual instructional level and specific skill deficits Intervention is designed along with specific duration and assessment which supports deficit areas Intervention is in addition to Tier 1 and Tier 2 Interventions Progress is monitored more frequently Delivered with fidelity DRAFT

Where Do I Begin? Use Data to Define the Problem In Order to Define a Problem, You must have 3 Pieces of Data: Benchmark level of performance Student level of performance Peer level of performance It is not enough to compare a student’s performance to the benchmark. You must also compare it to his/her peers to determine where/why the problem exists. (Remember, 80% of class AND subgroups, gender groups, etc., should be meeting benchmarks) DRAFT

Problem ID Peers Benchmark Student DRAFT 11/14/2018 18

Problem ID Benchmark Peers Student DRAFT 11/14/2018 19

Problem ID Benchmark Peers Student DRAFT 11/14/2018 20

Next Steps … Is this an individual student problem or a larger systemic problem? Are over 20% of Are between students struggling? 5% and 20% of Are 5% or fewer students struggling? students struggling? Go to individual student problem solving Examine instruction, curriculum, and environment for Develop small needed group intervention adaptations and develop group intervention adapted from: Heartland AEA 11, Improving Children’s Educational Results Go to intervention DRAFT evaluation

So, What is the Role of the Teacher in RtI? Ensure Core Instruction is Effective Differentiate Instruction to meet the needs of all students Frequently review data to see which students need additional support Implement Tier 1 interventions as necessary Collaborate with colleagues to share/learn best practices Seek help from your RtI team when Core Instruction is not working for a student or group of students Be an active member of the RtI Problem Solving Team Implement Tier 2 and Tier 3 interventions as needed and with fidelity Early intervention is key to success! DRAFT

A Few Closing Thoughts … Every student can learn, just not on the same day, or the same way. -- George Evans The job of an educator is to teach students to see vitality in themselves. -- Joseph Campbell They may forget what you said but they will never forget how you made them feel. -- Anonymous DRAFT