1. RESPONSE TO INTERVENTION
Information Session
for
Elementary Administrators
Delaware Department of Education

2. What 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)

3. Core Principles of RTI We can effectively teach all children
Use research-based, scientifically validated core instruction with fidelity
Use 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 delivery
Use research-based, scientifically validated interventions matched to student need with continuous progress monitoring
Intervene early
Use data as part of the evaluation process for determining eligibility for special services

4. RTI First…. Look at how system addresses student needs Before….
It is our responsibility to identify the curricular, instructional, and environmental conditions that enable learning
Before….
Looking to the individual learner to explain why students are struggling

5. Increasing Support Three Tiered Model ~5% ~15% ~80% of Students
Tier III:
Students with insufficient progress in
Tier I/Tier II
Sustained Intensive Interventions
Possible Special Education Identification
for students with insufficient progress
with Tier III interventions
Three Tiered Model
~5%
Tier II:
Students with insufficient
progress in Tier I
Group and individual
research-based
interventions
Increasing Support
~15%
Tier I:
All Students
Core Class Instruction
Special Services
~80% of Students

6. Advantages of Multi-tiered Approaches
Provides instructional assistance in a timely fashion
Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum
Informs teacher and improves instruction because assessment data are collected and closely linked to interventions
Serves students who require little intervention as well as students who require long term intervention
Matches level of support to student need
Informs instructional needs for special education decisions
Allows for exit from special education when appropriate based on ongoing measurement of progress and response to intervention

7. Why RTI?
Implementation of RTI is predicated on effective practices in general education classroom
Students can not be identified as having a learning disability if their difficulty is due to a lack of instruction
Programs need to be research-based and implemented as designated
Prevention-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)

8. RTI Delaware Regulations Effective Date: June 11, 2008
(reflects changes to the
August 11, 2007
RTI Regulations)

9. RTI Phase-In
RTI required for reading in elementary grades will begin with school year
RTI required for math in elementary grades will begin with a schedule determined by DDOE
RTI required for secondary will begin with a schedule determined by DDOE
Students who are already eligible for special education will not have to be evaluated under RTI until their next required reevaluation

10. General requirements
DOE-approved rubrics must be used to select programs of instruction and Tier 2 and Tier 3 interventions for reading and mathematics
Most interventions at all Tiers occur in the general education classroom
Fidelity of implementation of instruction and interventions and adherence to the core curriculum are critical
80% rule and school based team review

11. General Requirements
All elementary students will be screened at least three times per year
First screening for at risk students within 2 weeks of beginning of school
Screening for all students shall be regularly spaced throughout the school year
All students at risk at the secondary level will be screened at least three times per year
Screening instruments will be norm referenced or curriculum based
Progress monitoring instruments must be curriculum based

12. TIER 1 Students not at benchmark on any screening…
At or below 25% percentile on norm referenced assessment or designated cut point on curriculum based measure
Provide Tier 2 interventions in addition to core program
Between 25% percentile on norm referenced assessment or designated cut point on curriculum based measure and benchmark
School based team reviews program and progress
At least 6 weeks of Tier 1 interventions
Progress monitor every two weeks

13. TIER 2 Weekly progress monitoring Small group
At least 90 minutes per week
No less than 2 sessions per week
At least 6 weeks of Tier 2 interventions
For students identified in need of intervention in both reading and math, instructional support teams will design intervention for no less than 120 minutes

14. TIER 2 (continued)
If no progress, or insufficient progress, after 6 weeks of Tier 2 interventions, then Instructional Support Team reviews
Additional 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 interventions

15. TIER 3 Weekly progress monitoring continues Smaller group than Tier 2
At least 150 minutes per week
No less than 4 sessions per week
At least 6 weeks of Tier 3 interventions
For students identified in need of intervention in both reading and math, instructional support teams will design intervention for no less than 180 minutes

16. TIER 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 reviews
Additional 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 evaluation
If 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 evaluation

17. FLEXIBILITY BETWEEN TIERS
System permits students to move between tiers of intervention based on progress toward benchmarks and instructional support team review
Special education re-evaluations available to permit students to move between general and special education

18. Delaware RTI at a Glance
Tier I implementation of scientific, research-based core curriculum aligned with Delaware Content Standards
Differentiated instruction matched to student need
Tiers II and III of increasingly intense scientific, research-based interventions matched to student need
Instructional intensity addressed through duration, frequency and time of interventions, group size, and matched instructor expertise to student need

19. Delaware RTI at a Glance
Individual problem-solving model and standardized intervention protocol for intervention tiers
Screening and progress monitoring to assess entire class progress and individual student progress
Explicit decision rules for assessing learner’s progress
Fidelity measures to assess consistency of instructional methods, curriculum, interventions, and assessment

20. Putting it All Together
Working as a Team to Maximize Resources
& Outcomes for Students
Curriculum (Programs and Materials):
Ensuring comprehensive coverage to essential literacy and math skills
Use of research-based targeted programs (Supplemental and Intervention) for specific students or to fill needs of groups of students
Instruction:
Coordinating instructional resources (Title, Special Education, ELL, etc.)
Incorporating differentiated instructional practices
Prioritizing and protecting instructional time (sufficient time for students needing additional support)
Strategic use of grouping to maximize learning
Assessment
School-wide Screening & Progress Monitoring
Evaluating benefits for students, classrooms, schools and districts
Professional Development:
Instruction: Scheduling, grouping, behavior management
Programs and Materials: understanding the complexities and nuances
Progress Monitoring: Interpreting data at the school, class, and student level

21. Role of the Administrator

22. Administrator’s Role – System Level
Establish an environment where all staff believe all students can learn at high expectations
Design a master schedule that includes equitable distribution of students, uninterrupted reading and math blocks, common planning, interventions, and specialists’ schedules
Adopt a school-wide data management system for monitoring student assessment data and interventions
Establish a problem-solving team to address needs of students
Share school data regularly
Budget funds to support RTI
Monitor RTI system within the school success plan

23. Administrator’s Role – Tier 1
Adopt scientifically researched-based reading and math core curricula
Ensure teachers receive high quality professional development with the core programs
Implement a consistent and on-going fidelity to the core monitoring system
Adopt a universal assessment tool to assess all students three times a year
Adopt a progress monitoring tool to assess all students not at benchmark
Ensure teachers receive high quality professional development with assessment tools
Participate in teacher professional development

24. Administrator’s Role – Tier 2 and Tier 3
Adopt scientifically researched-based reading and math interventions
Ensure interventionists receive high quality professional development with interventions
Implement a consistent and on-going fidelity to the intervention monitoring system
Ensure students receive specified number of minutes in interventions
Participate in problem-solving team process

25. Role of the
Classroom Teacher

26. Universal Screening for the Classroom Teacher
View objectively how your entire class is doing on specific skills
Determine objectively and regularly the deficit areas and skill performance in order to match interventions
Set goals in measurable ways
Track how whole class and individuals are progressing throughout the year and not waiting until the “big test” to determine how students are doing
Share objective data with parents and other professionals on the progress of individual students

27. Tier I Instruction for the Classroom Teacher
Screen students three times a year
Provide high quality instruction using a scientific researched core curriculum
Differentiate instruction
Progress monitor students every two weeks who fall between 25% (or cut point) and benchmark
Provide intervention
Participate as a member of a collaboration team such as a grade level or content area team to discuss instructional strategies and review data
(LRP Publications, 2006)

28. Tier II Instruction for the Classroom Teacher
Continue to implement the core curriculum
Present data to instructional support team when data supports ineffectiveness of the six week Tier I intervention
May be the primary interventionist of Tier II interventions
May be primarily responsible for weekly progress monitoring to determine effectiveness of intervention plan
Participate as member on instructional support team/problem-solving team while student is on intervention plan
(LRP Publications, 2006)

29. Tier III Instruction for the Classroom Teacher
Continue to implement the core curriculum
Continue to be primary educator responsible for student’s education
Work collaboratively with primary interventionist
Continue as member on instructional support team/problem-solving team while student is on intervention plan
(LRP Publications, 2006)

30. Progress Monitoring for the Classroom Teacher and/or Interventionist
Collect data every two weeks at Tier I and weekly at Tier II and Tier III
Calculate weekly improvement rate by determining difference between current baseline and end of the year benchmark
Graph results
Plot progress monitoring points
As part of the instructional support team/problem-solving team, make decisions about progress and intervention plan
Mark graph if change in intervention plan
Share objective data with parents and other professionals on the progress of individual students
(LRP Publications, 2006)

31. Role of the
Specialist

32. Specialists and Support Staff
Psychologists
Special Education Teachers
Reading Specialists
Math Specialists
Minner Reading Teachers
Minner Math Teachers
Speech Language Pathologists
Title I Teachers
Library Media Specialists
Paraprofessionals
Teacher-to-Teacher Cadre

33. Variety of Roles for Specialists and Support Staff (not exhaustive)
RTI Coordinator
RTI Coach
Administrator of Universal Screening Tool
Administrator of Progress Monitoring Tool
Tier I, Tier II, and/or Tier III Interventionist
Instructional Support Team Lead or Member
Data Coach
Professional Development Lead/Provider

34. Effective
School-wide
Reading Program

35. Critical Elements of Effective Reading Program
Consistently implemented, high quality initial classroom instruction and follow-up small-group instruction that is well-differentiated according to student needs.
Use of student performance data to guide instruction and allocate instructional resources.
Resources to provide interventions for struggling readers.

36. Fidelity of
Implementation

37. How will we know we are implementing with fidelity?
Standards for Judging High Quality Implementation
Vision stated and shared
Staff member roles defined
Resources provided
Process defined
Purpose of Fidelity Checks
Identify areas of strength on which schools can build
Identify areas of deficiency that need to be remediated
Mellard & Johnson, 2008

38. How will we know we are implementing with fidelity?
Outcomes
Fidelity of implementation of the process at the school level
Consistency of component implementation across classrooms and grade levels
Degree to which selected primary, secondary and tertiary interventions are empirically supported
Fidelity of implementation at the interventionist (e.g. teacher) level (e.g. training, ability to delivery)
Methods
Direct Assessment (e.g. observations)
Indirect Assessment (e.g. self-reports, interviews)
Manualized Treatments (e.g. step-by-step guides, checklists)
Mellard & Johnson, 2008

39. How will we know we are implementing with fidelity?
Dimensions
Content: how much (e.g. adherence, exposure)
Process: how well (e.g. quality of delivery, student response)
Frequency
Experience level of interventionist
Request for support
Class/group performance on screening and progress monitoring
Outcomes
Supports
Supportive v. punitive
Professional Development
Partnerships/Collaboration among staff
Resource allocation (e.g. time, materials, social structure, role change)
Mellard & Johnson, 2008

40. Challenges/Opportunities

41. to addressing the needs
RTI is a collaborative
and systemic approach
to addressing the needs
of all students.

42. Thank you