RtI for Related Services and Itinerant Professionals February 16 th, 2010

Why are we here and what do we need? How do we build a system of excellence? How do we take all the resources we have in a district/building and match them to the instructional needs of the students all the way from the highest performing students to the lowest performing students? How do we do that in a practical and doable manner? 2

Outcomes Participants will be able to: 1.State the guiding principles for RtI 2.State how the guiding principles apply to support personnel 3.Impact of systems level implementation of RtI impacts the role of support personnel in the system 4.Troubleshoot demands of direct service (IEP instructional needs) and proactive, early intervention 3

How is this video like implementing RtI in your role? 4

Challenges to Support Personnel in RtI Models Need to be open to change Need to be involved in professional development Need a more systemic approach to serving schools and students, including a flexible workload that reflects less individual pull-out support and more consultation and collaboration in core and supplemental instruction. 5

Challenges Need to reallocate time in the work day – the point of an RtI system is not too add more tasks but to reallocate more time to better address prevention and early intervention and to serve more students up front rather than at the point of special education evaluation and service. 6

What is the Rationale for Response to Intervention? We need one process in our schools to make instructional decisions that are: – Efficient – Proactive – Based on early intervention – Used to match resources to needs – Integrated – Focused on student learning

Response To Intervention: (Really Terrific Instruction) “Response to intervention is the practice of providing high quality instruction and intervention matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.” 8

Response to Intervention Is NotIs An instructional programA framework to implement effective practices Intended to encourage placement of students Matching needs and resources Possible to implement aloneA collaborative effort The same for every schoolUniquely designed for each building A special education, a general education, a Title 1, a Talented and Gifted initiative An “Every” Education Initiative

Different Schools, Different Journeys 10

Different Schools, Different Journeys 11

How healthy is the core?

Guiding Principles of RtI 1.ALL students are part of ONE proactive educational system – Belief that ALL students can learn – Use ALL available resources to teach ALL students Proactive approach uses data early to determine student needs and intervene. Reactive approach intervenes after students have shown a history of failure to meet expectations/or when learning “flat lines” due to lack of challenge.

Reactive or Proactive The unit pre-test shows the majority of the student are missing key enabling skills. The teacher adjusts the unit to include more teaching on enabling skills. Teacher teaches the unit. At the end of the unit the majority of the students failed the test. 14

Reactive or Proactive? Begin the first week of school with intervention support for students in need. Assess students after the first month of school. Begin intervention support after one month of school has gone by. 15

Guiding Principles of RtI 2. Use scientific, research-based instruction Curriculum and instructional approaches must have a high probability of success for most students. Use instructional time efficiently and effectively.

Activity 1: Compare RtI Guiding Principles to Current Educational Philosophy and Practices Review the Guiding Principles of RtI: – 1 and 2 Individually complete: Compare RtI Guiding Principles to Your Building’s Current Practices sheet Share and discuss with your partner

Guiding Principles of RtI 3. Use instructionally relevant assessments Reliable and valid Multiple purposes – Screening- Collecting data for the purpose of identifying low and high performing students at-risk for not having their needs met – Diagnostic- Gathering information from multiple sources to determine why students are not benefiting from instruction – Formative- Frequent, ongoing collection of information including both formal and informal data to guide instruction

Domains of Importance in Data Collection Instruction Curriculum Environment Learner How we teach What we teach Where learning occurs Characteristics of student 19

What happens when a school does not have a problem solving process?

Guiding Principles of RtI 4. Use a problem-solving method to make decisions based on a continuum of student needs: – Provides strong core curriculum, instruction, and assessment (Core – Tier 1) – Provides increasing levels of support based on intensity of students needs (Tier 1 and Tier 2, Tier 1 and Tier 3) 21

Purpose of an Intervention To provide immediate assistance to the student To continue to gather information and learn how to best meet the educational needs of the student To solve the problem To determine the conditions that best enable the student to learn 22

In The Past General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through

RtI: Full Continuum of Support General Education Title and/or Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I =

Neither lone hero,

Nor unwilling to go out of way

A Team Of Uniquely Talented Individuals with Unifying Purpose

Activity : Compare IDM Guiding Principles to Current Educational Philosophy and Practices Review the Guiding Principles of RtI – 3 and 4 Individually complete: Compare IDM Guiding Principles to Your Building’s Current Practices sheet Share and discuss with your partner

Reflect and Assess

Guiding Principles of RtI 5. Data are used to guide instructional decisions To match curriculum and instruction to assessment data To allocate resources To drive professional development decisions

Date Indicates Need: Where is your response targeted? Building level Grade level Classroom level Small group level Individual 31

Building Level Data Knoxville Middle School Data driven decisions High number of inaccurate readers – provided supplemental assistance Fall, 2008 –Inaccurate readers now accurate but not automatic – Too many for intervention groups – Decided to provided distributed model – beef up core – Professional development for all teachers 32

Building Level Data Data results from comprehension-focused fluency instructional routine 33 GradeORF – Growth from Fall to Winter MAP test – Made growth Fall to Winter 6 th 94%83% 7 th 80%76% 8th80%69%

Guiding Principles of RtI 6. Quality professional development supports effective instruction for all students. Provide ongoing training and support to assimilate new knowledge and skills Anticipate and be willing to meet the newly emerging needs based on student performance Differentiate professional development based on knowledge and expertise needed

Guiding Principles of RtI 7. Leadership is vital Strong administrative support to ensure commitment and resources Strong teacher support to share in the common goal of improving instruction Building leadership team to build internal capacity and sustainability over time

Guiding Principles of RtI 7. Leadership is vital Strong administrative support to ensure commitment and resources Strong teacher support to share in the common goal of improving instruction Building leadership team to build internal capacity and sustainability over time

Even Super Administrator has his/her limitations Leadership is more than one person It takes a team to get the work done 37

Building Leadership Team Team is representative of staff Administrator is an active member of the team Team members are invested in the school culture and the change Coordinate efforts and provide organization Adapt the features of RtI to local school Team members already know what is happening at the building (never give up something that already works) Enhance sustainability over time 38

Activity : Compare RtI Guiding Principles to Current Educational Philosophy and Practices Review the Guiding Principles of RtI – 5, 6, and 7 Individually complete: Compare RtI Guiding Principles to Your Building’s Current Practices sheet Share and discuss with your partner

How Does it Fit Together? RtI At A Glance Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive All Students at a grade level Fall Winter Spring Universal Screening None Continue With Core Instruction Grades Classroom Assessments Yearly ITBS/ITED Group Diagnostic Small Group Differentiated By Skill Step 1 Step 2Step 3Step 4 C S I 1-5% 80-90% 5-10% weekly 2 times/month

Core Instruction Core instruction is designed to provide the literacy diet that should be sufficient to ensure good literacy outcomes for the majority of the students. The core literacy diet will benefit all, but will not be sufficient for some students.

The Water… I C A Focus on “the water”- Curriculum Instruction Assessment

Food Pyramid Healthy, balanced diet to ensure good physical health Oils, butter Dairy, meat, fish Fruits and vegetables Bread, cereal and grains

When eating out of the food pyramid is not enough … Need to add iron pills, or vitamins, but do not stop eating from the food pyramid. The iron pill alone will not accelerate student growth.

When instruction in the literacy diet is not enough … Add intensive instruction (iron pill) in addition to teacher-directed core instruction (literacy diet) targeting area(s) of need. Phonemic Awareness Alphabetic Principle Accurate and Fluent Reading of Connected Text Vocabulary Comprehension

Established - Benchmark Emerging - Strategic Deficit - Intensive For struggling readers, just making progress isn’t good enough. Time Benchmark 1 Benchmark 2 Benchmark 3 Trajectory- “the path a projectile makes under the action of given forces such as thrust, wind and gravity.” --Encarta World English Dictionary Score

When curriculum, instruction, and assessments are working together… Established - Benchmark Score Time Benchmark 1 Benchmark 2 Benchmark 3

For students with supplemental and intensive needs the goal is to accelerate student learning To accelerate student learning: Instruction must be provided in smaller groups (resources) More time spent in instruction (increase opportunities to learn) (resources) Explicit and systematic instruction in the area of need (professional development) 48

Make it reasonable and doable! Provide a menu of powerful instructional changes that are reasonable and doable Anticipate and provide trouble shooting guide for small group instruction progress differences, scheduling 49

Secret to Supplemental Interventions (Tier 2) Class-wide instructional routines around high priority skills by grade level and time of year Use same routine in instructional interventions; narrow the focus Example: Story retell to enhance listening and reading comprehension, SLP models how to provide more support or scaffolding for students who are struggling with this task. 50

Secret to Supplemental Interventions (Tier 2) Example: Teacher uses a handwriting curriculum that focuses on letter formation. OT models or consults on how to modify or accommodate for students who are struggling with handwriting. Example: Teacher uses a proactive classroom management plan to provide efficient transitions. Social worker or school psychologist models or consults on how to instruct or provide incentives for students who are struggling with transitions. 51

It is all about mii! 1.Read designated article about your role within RtI. 2.Complete sheet. 3.Find two other people in your job-alike category and share insights. 52

Role of Support Personnel in RtI Support personnel have expertise in their field that uniquely qualifies them to serve in a variety of roles: 1.Program design 2.Collaboration 3.Direct services to IEP students 53

Program Design Explain the role that your targeted domain play in curriculum, instruction and assessment Help identify systematic patterns of student need Identify screening tools that help pinpoint high probability referral areas 54

Program Design Assist in the selection of evidence-based interventions Plan for and participate in professional development Interpret a school’s progress in meeting the intervention needs of students 55

56 It is all about mii!

Comprehension What Students Need to Learn How to read both narrative and expository texts How to understand and remember what they read How to use strategies to improve their comprehension How to relate their knowledge and experiences to text Adapted from Vaughn Gross Center for Reading and Language Arts, 2005

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Comprehension What Students Need to Learn Listen to both narrative and expository texts How to understand and remember what they have heard How to use strategies to improve their listening comprehension How to relate their knowledge and experiences to what they hear Adapted from Vaughn Gross Center for Reading and Language Arts, 2005

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61 Non-Negotiable? Travels? Routine?

Collaboration Assist general education staff with universal screenings Participate in the development and implementation of progress monitoring systems and the analysis of student outcomes Serve as a member of intervention or building leadership teams, sharing your expertise Consult with teachers to share expertise for differentiation within the core and for supplemental interventions 62

Collaboration Work with other support personnel in implementation of RtI models Assist building leadership teams in RtI design Help families understand the link between the identified concerns for students and academic or social/behavior outcomes Use flexible service delivery options for students 63

64 It is all about mii!

Do Strategies and Routines Travel? school-wide, class-wide, “intensified”class-wide, small-group, individuals 65

Strategy Example: Summarizing Summarizing requires students to determine what is Important and to put it into their own words. Summarizing helps students: Identify or generate main ideas Connect the main or central ideas Eliminate unnecessary information Remember what they read Discuss/Share with others Non- negotiable

Skill-Strategy Example Sequencing of events Determining main idea Making judgments Noting details Using text structure Paraphrasing Summarization

68 It is all about mii!

IEP Services Linked to impact on student performance in curriculum and classroom Common language, common understanding between IEP services and general education services Determine duration, intensity and type of service that indentified students may need Collaborate with teachers and other professionals to provide necessary supports for students 69

IEP Services Identify, use and disseminate evidence-based practices or accommodations that provide access to the core curriculum for students on IEPs 70

Designing Interventions or Writing Goals for IEP Students Are there “Non-Negotiable” Strategies that ALL kids have to know and use Are there class-wide routines in place? 71

Intensifying Instruction The Big Five 1. More Explicit 2. More Modeling 3. More Systematic 4. More Opportunities to Respond 5. More Review

73 It is all about mii!

Alterable Components Time Instruction Practice Distribute across the day 74

Alterable Components Teaching Instructional priority Instructional focus Instructional strategy 75

Alterable Components Practice Practice what is taught Must be accurate at practice skill/strategy 76

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78 Focus

79 Pack Mentality Pack Mentality

Managing Complex Change VisionSkills IncentivesResources Action Plans CHANGE Consensus-Building Tool #3

Managing Complex Change = Change Confusion = = = = = ++++ VisionSkillsIncentivesResources Action Plan ++++ Skills IncentivesResources Action Plan ++++ Vision Incentives Resources Action Plan ++++ VisionSkills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision SkillsIncentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration Consensus-Building Tool #3

Managing Complex Change Vision Skills IncentivesResources Action Plans CONFUSION

Managing Complex Change = Change Confusion = = = = = ++++ Vision SkillsIncentivesResources Action Plan ++++ Skills IncentivesResources Action Plan Vision Incentives Resources Action Plan ++++ VisionSkills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision SkillsIncentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration Consensus-Building Tool #3

Managing Complex Change Vision Skills IncentivesResources Action Plans Anxiety

Managing Complex Change = Change Confusion = = = = = ++++ Vision SkillsIncentivesResources Action Plan ++++ Skills IncentivesResources Action Plan Vision Incentives Resources Action Plan ++++ VisionSkills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision SkillsIncentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration Consensus-Building Tool #3

Managing Complex Change Vision Skills IncentivesResources Action Plans Resistance

Managing Complex Change = Change Confusion = = = = = ++++ Vision SkillsIncentivesResources Action Plan ++++ Skills IncentivesResources Action Plan Vision Incentives Resources Action Plan ++++ VisionSkills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision SkillsIncentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration Consensus-Building Tool #3

Managing Complex Change Vision Skills IncentivesResources Action Plans Frustration

Managing Complex Change = Change Confusion = = = = = ++++ Vision SkillsIncentivesResources Action Plan ++++ Skills IncentivesResources Action Plan Vision Incentives Resources Action Plan ++++ VisionSkills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision SkillsIncentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration Consensus-Building Tool #3

Managing Complex Change VisionSkills IncentivesResources Action Plans FALSE STARTS ++ ++

91 Future Direction

Three Stars and a Wish Three StarsWish 92

93 Final Thoughts RtI provides a vehicle for general and special education to operate as a seamless unified system – not the dual system currently in operation in most schools. It allows districts to focus more on results and outcomes and less on eligibility and proces.

94 Final Thoughts It is proactive and allows schools to increase achievement of students and to prevent learning difficulties.