1. April Kelley

2. Definition “RtI 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.” National Association of State Directors of Special Education, 2005

3. Why RtI? Our current practices are not working for ALL students –Separation of special education from regular education –Eligibility procedures unrelated to intervention –Wait-to-fail model (reactive) –Over-representation of some minority students We have new knowledge and better tools to be able to teach all children than we’ve ever had before Our focus has shifted to the preventative model rather than the wait-to-fail model

4. Why is Early Intervention Important? Without intervention, 90% of struggling first graders will still be struggling at the end of elementary school Struggling readers have a higher risk of academic failure and school dropout Without intervention, 74% of students who are poor readers in 3 rd grade will be poor readers in 9 th grade

5. Benefits for Students RtI addresses the academic weaknesses of at-risk learners before they fail. The regular ed classroom is the first line of intervention. RtI merges regular, remedial, and special ed for student success. Assessments and interventions are closely linked. Child-response data drives instruction. Differentiated intervention strategies and attention to learning styles improve academic outcomes for all students.

6. RtI Framework Academic System 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 1-5% Intensive Individualized Interventions 80-90% School- Wide Instruction Behavioral System

7. Essential Elements Team Leadership Parental Involvement Scientifically or Research- Based Instruction or Intervention Universal Screening Assessment Planned Service Delivery Intervention Delivery Fidelity Of Instruction Specific Learning Disability Verification Individual Progress Monitoring

8. IDEA 2004 States cannot require the use of IQ discrepancy tests when evaluating a child suspected of having a specific learning disability. In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based interventions.

9. NCLB Recommends Response to Intervention to help reach AYP goals. Supports the use of research-based interventions for struggling students.

10. Time to Discuss What have you heard that makes sense? What have you heard that is confusing? How does what you heard fit with what you are currently doing?

11. At first glance, Response to Intervention (RtI) is a method to identify learning disabilities. But, RtI could play a much larger role. It has the ability to transform how we educate students—all students. With RtI, students may get the support they need as soon as they show signs that they are having difficulty learning, regardless of whether or not they have a disability. Council for Exceptional Children

12. TierType of Instruction Curriculum Materials # Minutes of Daily Instruction Frequency of Progress Monitoring Assessment I Classroom Core Comprehensive 60-120Not needed II Small group (3-6) Supplemental Core + 30Every 2-3 weeks III Small group (3) SupplementalCore + 60Every 1-2 weeks Overview of the Three Tier Model

13. Tier I – A Comprehensive Core Reading Program A comprehensive core reading program is considered the first line of defense to prevent reading failure for all students. Florida Center for Reading Research, 2005

14. What is Meant by a Comprehensive Core Reading Program? A core reading program: Is the primary tool teachers use to teach children to read and ensure they reach reading levels that meet or exceed grade-level standards. Should be based on scientifically based reading research (SBRR) Should address the core components of reading instruction “

15. Characteristics of Tier 1: Core Purpose Maximize learning for all students Minimize need for interventions (number & intensity) Instruction All students receive instruction in core curriculum Explicit, focused, differentiated, high-quality, research-based general education instruction in academic and social competencies Based on concepts of universal design for learning, demonstrating understanding of importance of culture in teaching and learning Data Collection Universal screening for academics (e.g., DIBELS, AIMS web; 3 times per year) and behavior (e.g., SWIS) Use school-wide data to evaluate and improve the instruction for all students in reading/behavior With strong, research-validated core curriculum schools should expect 80-90% of students to benchmarks Decision Rules Clear decision rules are established for determining which students need Tier 2 intervention

16. Characteristics of Tier 2: Targeted Purpose Provide sufficient and appropriate instruction so that performance rapidly reaches/exceeds standards, preventing further concern Instruction Instruction for students not making sufficient progress in core curricula Instruction provided in small, flexible groups Instruction that is more explicit, and intensive Instruction provided in addition to core instruction Instruction using research-based intervention programs Data Collection Student progress monitored more frequently (biweekly) Decision-Rules Clear decision rules are established that outline the movement between the tiers

17. Characteristics of Tier 3: Intensive Purpose To provide sustained support for children not making adequate progress with targeted support Does not automatically equal special education Instruction Uses research-based, intensive, sustained interventions Ongoing supports are carefully designed, to provide explicit, systematic instruction Increases direct instruction/opportunities to receive explicit instruction in academic and/or behavioral skills Individually or in small group with substantial opportunities to practice Instruction designed by individual problem-solving team Instruction provided in small group (1:3 or 1:1) Data Collection Student progress monitored more frequently (weekly) Decision-Rules Regularly scheduled team meetings to review progress Clear decision rules are established that outline movement between the tiers

18. Response to Intervention Implementation Project We believe that Response to Intervention is the School Improvement Initiative of:  Providing high quality, research-based instruction and interventions matched to student need  Monitoring progress frequently  Applying student response data  Making changes in instruction, interventions and learning targets

19. Set of components identified by research as critical to have in place for an effective RTI system Nebraska schools must provide evidence these are in place before using RTI for special education verification decisions NDE & the RTI Consortium established a process for review and feedback to help schools get the EEs in place ESU/Consortium Partner Training Sessions are designed to help schools build the EEs for RTI Essential Elements

20. Essential Element: Team Leadership What it Looks Like For effective RTI implementation districts and/or schools should have teams that provide leadership, data analysis and decision making at the district and/or school levels, grade level, and individual student level.

21. Essential Element: Parent Involvement What it Looks Like Parents are informed and involved in their child’s educational process and as intensity of intervention increases, parent involvement increases Examples of informing parents: Newsletters describing the RTI process are sent to parents Parents are notified that their child has qualified for intervention Form letters are sent to parents describing students’ participation in Tier 2 interventions Procedures have been established for parent permission, notification, and rights to due process when appropriate Progress reports are provided to parents on a regular basis

22. Essential Element: Parent Involvement What it Looks Like (cont) Examples of involving parents: Parents are part of the district and/or school wide team(s) Parent schedules are taken into account in planning meetings Parents are critical members of the problem solving team for their child Parents are included in decision making meetings regarding their child’s progress Home intervention components are designed when appropriate

23. Essential Element: Scientifically or Research-based Core Instruction and Intervention What it Looks Like Examination of all instructional materials is completed by the district or building team to determine scientific research basis. Instruction/intervention at all levels of intensity is scientifically-based in content covered and methods used. Appropriate instructional materials provide a systematic scope and sequence that include clear guidelines about which skills are taught and the order in which they are introduced. Regardless of the level of intensity, scientifically-based instruction/intervention provides for differentiation based on student level of need (e.g.., differentiation for those above grade level, on grade level, slightly below grade level, significantly below grade level, English language learners, etc.).

24. Essential Element: Universal Screening Assessment What it Looks Like The chosen universal screening assessments are: valid and reliable for the purpose of screening (e.g., DIBELS, AIMSweb) efficient without significantly compromising precision. To ensure quality screening practices: Team reviewed technical manual to ensure reports adequate reliability and validity data and appropriateness for use with diverse samples. Data are collected for all students. Screening conducted several times a year and each data collection period is during a 2-week window. Professional development on administration and scoring of the assessment measures and on use of data for decision making has been completed by all school staff involved in assessing students and using screening data. Ongoing reliability checks are conducted to ensure accurate data are collected for decisions Teachers routinely meet (e.g. after each screening assessment period) to review and analyze data and make instructional changes.

25. Essential Element: Individual Progress Monitoring What it Looks Like The progress-monitoring assessments: Are reliable, valid, and sensitive measurements of student progress Include a sufficient number of probes at each grade level to allow for weekly monitoring To ensure quality progress monitoring practices: Assessments are administered on a weekly basis. PD on the administration and scoring and use of assessment data for decision making has been completed by all school staff involved in assessing students and using data. Ongoing reliability checks are conducted to ensure accurate data are being collected for decision making

26. Essential Element: Planned Service Delivery Decision Rules What it Looks Like Decision rules for multi-tiered intervention selection and responsiveness to intervention are established before RtI is used. Clear guidelines are established for determining student movement between and within tiers. Decision rules provide guidance for the evaluation of student performance based on individual goals and changes in student performance (viewed as rate, level, and/or consistency) over time as determined by progress monitoring assessments. A written decision-rule outline includes: how data are validated, which data are used for decision making, and criteria for making instructional/intervention decisions at each tier of support.

27. Essential Element: Intervention Delivery What it Looks Like Who: Skilled, certified personnel deliver or supervise quality interventions. Those delivering interventions are adequately trained on the intervention being delivered. How: Interventions are conducted for a minimum of 14 weeks and 56 sessions with at least one substantive change in intervention prior to being identified as inadequately responding to intervention. Sessions are at least 30 minutes in length. Substantive changes are made based on a sufficient amount of time and data (e.g., two 7-week periods with weekly data collection and a minimum of 28 intervention sessions) Intervention delivery is conducted in addition to the provision of core instruction, and involves: appropriately applying scientifically-based (research-based) interventions, selecting interventions on basis of student needs identified diagnostically, and increasing intervention intensity when students are less responsive.

28. Essential Element: Fidelity of Instruction What it Looks Like Adherence plans are in place for core instruction, supplemental programs, and interventions. Teachers participate in the development of this plan and the plan is shared with all teachers. The plan supports successful implementation of instruction across tiers of instruction/intervention and is not used for teacher evaluation. As outlined in the plan, fidelity checklists and adherence protocols are used and the fidelity of implementation is assessed on a regular basis by an impartial professional familiar with the instructional/intervention programs. As the intensity of interventions increases, adherence checks are made more frequently (i.e., more frequently in Tier III than in Tier I).

29. Essential Element: Fidelity of Instruction Importance of Fidelity to measure whether we’re hitting the 80% mark. Takes a full 2 years to implement the program and determine if you can reach 80% with the program. After that, you can start determining gaps for supplemental instruction. Bottom line… If 80%, then keep doing what we’re doing. If not 80%, then tighten up the core. Options: On own or Ashlock Lesson Maps

30. Essential Element: SLD Verification What it Looks Like SLD verification involves adherence to and full documentation of a student’s participation in RtI procedures and protocols as specified via all of the Essential Elements listed above. SLD verification follows federal and state verification guidelines, documentation of adverse effect on educational performance, and determination that there is a need for special education. Documentation that special education evaluation timelines specified in IDEA 2004 and in state regulations are followed unless parents and the school team agree to an extension. All provisions are followed as per Rule 51, including protocols for documenting (a) that the student is not achieving adequately as evidenced by multiple assessments, and (b) that progress is not due to a lack of appropriate instruction, and (c) that other disabilities have been ruled out. Before a meeting of the multidisciplinary team is considered: – Intervention has been delivered a minimum of 14 weeks with no fewer than 56 sessions; – At least one substantive change has been made in the intervention plan in an attempt to improve progress for less successful students (i.e., there must be at least 2 intervention phases); – The student has not met established goals according to the decision rules