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Response to Instruction/Intervention (RTI): Where is Alaska? Annual Fall Principals Conference October 20, 2008 Margaret MacKinnon, Alaska Department of.

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Presentation on theme: "Response to Instruction/Intervention (RTI): Where is Alaska? Annual Fall Principals Conference October 20, 2008 Margaret MacKinnon, Alaska Department of."— Presentation transcript:

1 Response to Instruction/Intervention (RTI): Where is Alaska? Annual Fall Principals Conference October 20, 2008 Margaret MacKinnon, Alaska Department of Education & Early Development Jennifer Knutson, Anchorage School District

2 2 Alaska RTI Definition Response to Instruction/Intervention is the practice of providing high-quality instruction to all students, providing interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. It provides a framework to support all students using a tri-tiered triangle model that addresses both academic instruction and behavioral support (often referred to as Positive Behavioral Support, or PBS). (Taken from the Alaska RTI Leadership Team Handout, 2008)

3 3 Core Assumptions of RTI 1.that the educational system can effectively teach all children 2.that early intervention is critical to preventing problems from getting out of control 3.that the implementation of a multi-tiered service delivery model is necessary 4.that a problem solving model should be used to make decisions between tiers 5.that research based interventions should be implemented to the extent possible 6.that progress monitoring must be implemented to inform instruction 7.that data should drive decision making. (National Association of State Directors of Special Education, 2005)

4 4 Why RTI? Imagine a time in the near future… when people speak matter-of-factly about how dropout rates and the achievement gap are shrinking, when record numbers of students are entering college, and when professors are noticing how much more intellectually fit each years freshmen have become. Imagine palpable, irrepressible hope emerging in our poor and urban schools. All of these improvements result from a new candor that has emerged in education and a willingness to see that historic improvement isnt about reform but something much simpler: a tough, honest self-examination of the prevailing culture and practices of public schools, and a dramatic turn toward a singular and straightforward focus on instruction. Schmoker, Mike (2006) Results Now. Alexandria, VA: Association for Supervision and Curriculum Development RTI provides a framework to focus appropriate instruction for all students: general education, remedial education & special education.

5 5 What is needed to make RTI work? Strong instructional and collaborative leadership The school building is the unit of change in RTI Collaborative teaming Ongoing professional development and coaching Resources (i.e., people, materials) Time (planning time, instructional time)

6 6 Leadership for RTI Focus on what is taught and how it is taught Must have a guaranteed and viable curriculum (Marzano) that focuses on most essential standards Equip and support collaborative teams to improve instruction and provide evidence of student learning Mike Schmoker, Results Now

7 7 Stages of RTI Implementation Consensus Building RTI concepts communicated broadly Foundational whys are taught, discussed & embraced Infrastructure Building Buildings examine RTI components Identify aspects being implemented and gaps Develop a plan to close the practice gaps Implementation Supports and practices put into place to support, stabilize and institutionalize RTI practices Blueprint for RTI Implementation, NASDSE (2008)

8 8 RTI Configuration Map Colorado Department of Education 2/14/05

9 9 RTI Configuration Map Colorado Department of Education 2/14/05

10 10 RTI: Alaska Style Tier III Intensified Instruction Tier II Targeted Instruction Tier I Universal Instruction

11 11 Tier I: Universal Instruction MOST students Universal instruction alone should meet the needs of approximately 80% of the student body Reduce the number of new cases of identified academic and behavior problems…PREVENTION

12 12 Tier I Curriculum & Instruction Scientifically research-based core instructional programs aligned to Alaska grade level expectations standards & school-wide positive behavior supports Implemented with fidelity School level (implementation of the process) Teacher level (implementation of instruction) Differentiated instruction teaching flexibly and matching instruction to student need to maximize the potential of each student

13 13 Tier I Assessment Universal/Benchmark Screening School-wide Identifies students who require further assessment Administered a minimum of 3 times per year Valid & reliable Measures critical skills Efficient (time & cost) Repeatable Sensitive to change over time Standardized

14 14 Tier II: Targeted Instruction SOME students Of the 20% for whom benchmark prevention is not effective, approximately 10-15% will require strategic interventions in addition to the core curriculum Reduce the number of existing kids at risk and lower the prevalence of identified problems

15 15 Core program/School-wide PBS + Supplemental intervention Based on identified student needs as determined by assessment data Targeted skill instruction e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension Small group (e.g., 3-5 students) Frequency of instruction Short-term (e.g., 9-12 weeks) Recommended 3-4 times per week for 30-60 minutes Scientifically research-based Tier II Curriculum & Instruction

16 16 Tier II Assessment Benchmark/Universal screening Progress monitoring… Purpose: help determine whether students are responding adequately to targeted instruction Frequency: 1-2 times per month Progress monitoring tools must… be standardized have good reliability and validity contain multiple forms be sensitive to change over time efficient and cost effective informs instruction and planning National Center on Student Progress Monitoring

17 17 FEW students 1- 5% of children will require intensive intervention Reduce the intensity and severity of chronic academic and/or behavior problems May include, but is not limited to students eligible for special education services Tier III: Intensified Instruction

18 18 Tier III Curriculum & Instruction Core program/School-wide PBS OR Replacement core programs/ Individual BIP + Targeted supplemental interventions Instructional variables: Explicit, systematic direct instruction Immediate corrective feedback Increased opportunities to respond/practice Small group (e.g., 2-3 students) or individualized Frequency of instruction (e.g., daily for 45-60 minutes; double- dose instruction) Problem-Solving/Student Support Team to guide data-based instructional interventions Scientifically research-based

19 19 Tier III Assessment Benchmark/Universal screening Weekly progress monitoring Individualized supplemental/diagnostic assessment to determine the problem and inform instruction/intervention In some cases, comprehensive evaluation for special education services

20 RTI Resources

21 21 Alaska RTI Leadership Team Members from many organizations: Alaska Department of education & Early Development AAESP, AASSP, AASA UAF, UAA, UAS AK Comprehensive Center, AK Parent Training Institute, & Parent Information Resource Center NEA-AK, ASPA, SESA, Govs Council First meeting held in May, 2008

22 22 Alaska RTI Leadership Team Goals Guidance for RTI will be developed for statewide use which will include: state definition, triangle model and language, key components, roles, procedures for moving from tier to tier, and federal regulations and funding. A statewide survey of districts will be conducted to identify how RTI is being implemented and what expertise exists. Resources will be identified and shared through the Alaska Comprehensive Center website at

23 RTI Survey Results

24 24 RTI Survey Results Survey on RTI knowledge & implementation sent to all districts September 2008 222 survey responses received 47 of 54 districts (87%) responded 63.7% of respondents indicated familiar or very familiar with term RTI

25 25 RTI Respondents

26 26 Familiar with RTI Principles

27 27 RTI Academic Implementation

28 28 RTI Behavior Implementation

29 29 RTI in Subjects by Grade

30 30 RTI Staff Training Received

31 31 RTI Professional Development

32 32 Funding Options for RTI Title IA – may be used in targeted assistance (TA) schools if criteria to receive services is clearly defined; may be used in schoolwide (SW) schools to support the program in the SW plan IDEA 15% may be used for early intervening services – can be used prior to identification of special ed All federal funds used must meet program requirements and supplement, not supplant, state and local funds

33 33 Alaska District Resources Mat-Su Borough School District Joe Gerard, Kenai Peninsula Borough School District Sandy Miller, Dave Legg, Anchorage School District Jennifer Knutson, Northwest Arctic School District Linda Saito,

34 34 Alaska RTI Resources SERRC-Alaskas Educational Resource Center Teri Regan, Educational Specialist, Special Education Service Agency (SESA) Lyon Johnson, Education Specialist/PBIS Coordinator, (email), (website) Stone Soup Group Pam Shackelford, Program Manager, Institute for Positive Behavioral Supports, EED website for RTI EED website for DIASA (Data Interaction for AK Student Assessments

35 35 DIASA Sample Screen

36 36 RTI Web Resources District & School Blueprints for RTI Implementation National Center on Response to Intervention Center on Instruction National Research Center on Learning Disabilities National Center on Student Progress Monitoring

37 37 RTI Web Resources cont. Guidelines for Reviewing Reading & Professional Development Programs What is Scientifically Based Research? A Guide for Teachers Positive Behavioral Interventions and Supports Association for Positive Behavioral Support

38 This process is an evolution, not a revolution. David Tilly, 2007

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