RTI: Questions and Answers June, 2006

Response to Intervention (RTI) What is it? a problem-solving systema problem-solving system a way to monitor progressa way to monitor progress a shared responsibilitya shared responsibility part of PLPs and LD identificationpart of PLPs and LD identification

Components of a school-wide system  School-wide screening  Progress Monitoring  Service delivery model that provides for interventions of varying intensities to meet the needs of all students  Expanding Circle of Support  Strategic decision-making process that is data-driven

As we have begun planning and implementing RTI, many of us have felt like the pilot in this video….

Possible Systems Approach Classroom Unit Individual Student Advanced 75-80% of students are exceeding the benchmarks. Assessments: 3 times a year Materials: Standard core program plus enrichment Students exceed targets and can handle advanced materials. Intervention: Need challenge, extension and enrichment. Assessment: 3 times a year Materials: Standard core program plus enrichment Benchmark 75-80% of students are making good progress. Assessment: 3 times a year Materials: Standard Core program Students performing at this level are making good progress, occasionally needing reteaching. Intervention: Generally none needed. Assessment: 3 times a year Materials: Standard core program Modified from Diamond, 2005

Possible Systems Approach Classroom Unit Individual Student Strategic About 1/3 of the students are not meeting benchmarks on multiple measures. Assessments: Monitor data regularly monitored by “team” Materials: Core program plus specialized, supplemental materials. Intervention: Assistance to the teacher on program components and supplemental materials and added support for struggling students. Coach/Specialist support. Students performing at this level are not meeting benchmark targets on one or more indicators. Intervention: Direct instruction with teacher in smaller group (1:5) including adjustments of pace and complexity. Assessment: Diagnostic tests to pinpoint needs and target intervention. Monitoring every 2-4 weeks. Materials: Standard core program plus specialized supplemental materials. Intensive Modified from Diamond, 2005

Possible Systems Approach Modified from Diamond, 2005 Classroom Unit Individual Student Intensive Over half of the students are not meeting benchmark indicators on multiple measures. Assessment: More frequent data collection and monitoring by “team” and principal. Materials: Intensive intervention programs. Intervention: Supportive and frequent coaching. Administrative intervention needed. Extra support to use intervention materials skillfully. Individual students who perform at chronically low levels in otherwise effective classrooms, need intensive intervention. Intervention: These students will regularly need at least 30 minutes of focused on their targeted areas of weakness. Some may require outside support. Grade 4-8 students will likely need a separate, intensive intervention replacing base program. Assessment: Monitor every week, and diagnostic tests to pinpoint needs. Materials: Intensive intervention programs

When flying a plane you need to constantly be looking at the controls –Strategic process –Fidelity I think he is making progress

Data-Driven vs. Data Informing  Is your school or district’s use of assessment data- driven? –Systematic process to analyses and make decisions about the data  Is your school or district’s use of assessment data informing? –Instruction and curriculum are based on students’ identified needs.

We will have tough choices to make – we’ll decide based on what’s best for our kids

We will make mistakes – and fix them along the way

To do this will take new learning for everyone

Four Organizing Principles Four Organizing Principles 1.Earlier rather than later -- Prevention and early intervention are supremely more effective and efficient than later intervention and remediation for ensuring reading success. 2.Schools, not just programs -- Prevention and early intervention must be anchored to the school as the host environment and primary context for improving student outcome 3.Evidence, not opinion -- Prevention and early intervention pedagogy, programs, instruction and materials should be based on trustworthy scientific evidence. 4.Each and All-- To teach all children to read, we must teach each child to read. Kameenui, E.J., Simmons, D.C.

Today… ask questions

Questions and Answers

Question 1:  What training will be required to ensure the proper implementation of RTI?

Question 2:  How do we operationalize the expanding circle of support?

Question 3:  How long should interventions be continued before an entitlement decision is made? or….  Will use of RTI delay services to students?

Question 4:  We have a big school system and many students needing PLPs, let alone other kinds of interventions - how do we handle so many kids being processed at the same time?

Table Talk As you look to September what are your plans regarding implementation of RTI? As a table group, what question would you like to ask the group to get help on your implementation plans?

Job-Alike Discussion  How is your job changing?  What benefits do you see?  What challenges are you experiencing?  In what area do you need professional development?  Are their any school/district/state policies that make this change difficult?

Building Capacity: Beginning with a Goal in Mind Collaborative engagement includes:  Being data driven in an effort to help every student succeed  Making a commitment to do whatever it takes when they acquiring evidence that suggest particular students aren’t succeeding evidence that suggest particular students aren’t succeeding  Studying about and use best practice in their repertoire of daily teaching strategies daily teaching strategies  Examining curriculum, instruction and assessment across grade levels and subject areas to assure students’ continuous learning experiences. levels and subject areas to assure students’ continuous learning experiences.  Celebrating success  Learning from on another  Problem solving together  Engaging in learning about learning as a daily activity. Pam Robbins