District Rti Presentation

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  • Districts will need to have a clear idea of how RTI is to implemented in their district with respect to screening tools, progress monitoring tools etc. to complete this presentation. It would be wise for district level teams to review this presentation in its entirety since later slides require that each individual district insert specific information for its process on later slides.
  • District Rti Presentation

    1. 1. RESPONSE TO INTERVENTION _______District Presentation ______, 2008
    2. 2. What is Response to Intervention (RTI)? <ul><li>Effective Educational Practices for All </li></ul><ul><li>“ 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.” </li></ul><ul><li>(NASDSE, 2005) </li></ul>
    3. 3. High-quality instruction and intervention matched to student need <ul><li>Instruction and intervention must be based in scientific research and practice to produce high learning rates for most students </li></ul><ul><li> (NASDSE, 2005) </li></ul>
    4. 4. Progress Monitoring <ul><li>Learning rate (over time) refers to student’s growth in achievement or behavior competencies over time compared to prior levels of performance and peer growth rates </li></ul><ul><li>Level of performance refers to a student’s relative standing on some dimension of achievement/performance compared to expected performance (NASDSE, 2005) </li></ul>
    5. 5. Benefits of Progress Monitoring <ul><li>Accelerated learning due to more appropriate instruction </li></ul><ul><li>More informed educational decisions </li></ul><ul><li>Documentation of progress for accountability </li></ul><ul><li>More efficient communication with families and other professionals </li></ul><ul><li>Higher expectations for all students </li></ul>
    6. 6. Important educational decisions <ul><li>Interventions </li></ul><ul><ul><li>Intensity </li></ul></ul><ul><ul><li>Duration </li></ul></ul><ul><ul><li> (NASDSE, 2005) </li></ul></ul>
    7. 7. Core Principles of RTI <ul><li>We can effectively teach all children </li></ul><ul><li>Use research-based, scientifically validated core instruction with fidelity </li></ul><ul><li>Use assessment data to inform instructional decisions (variety of data including screening and progress monitoring) </li></ul><ul><li>Use a problem solving method to make decisions within a multi-tier model of service delivery </li></ul><ul><li>Use research-based, scientifically validated interventions matched to student need with continuous progress monitoring </li></ul><ul><li>Intervene early </li></ul><ul><li>Use data as part of the evaluation process for determining eligibility for special services </li></ul>
    8. 8. RTI <ul><li>First…. </li></ul><ul><li>Look at how system addresses student needs </li></ul><ul><ul><li>It is our responsibility to identify the curricular, instructional, and environmental conditions that enable learning </li></ul></ul><ul><li>Before…. </li></ul><ul><li>Looking to the individual learner to explain why students are struggling </li></ul>
    9. 9. <ul><li>Tier I: </li></ul><ul><li>All Students </li></ul><ul><li>Core Class Instruction </li></ul><ul><li>Tier II: </li></ul><ul><li>Students with insufficient </li></ul><ul><li>progress in Tier I </li></ul><ul><li>Group and individual </li></ul><ul><li>research-based </li></ul><ul><li>interventions </li></ul><ul><li>Tier III: </li></ul><ul><li>Students with insufficient progress in </li></ul><ul><li>Tier I/Tier II </li></ul><ul><li>Sustained Intensive Interventions </li></ul><ul><li>Possible Special Education Identification </li></ul><ul><li>for students with insufficient progress </li></ul><ul><li>with Tier III interventions </li></ul>~80% of Students ~15% ~5% Three Tiered Model Special Services Increasing Support
    10. 10. Advantages of Multi-tiered Approaches <ul><li>Provides instructional assistance in a timely fashion </li></ul><ul><li>Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum </li></ul><ul><li>Informs teacher and improves instruction because assessment data are collected and closely linked to interventions </li></ul><ul><li>Serves students who require little intervention as well as students who require long term intervention </li></ul><ul><li>Matches level of support to student need </li></ul><ul><li>Informs instructional needs for special education decisions </li></ul><ul><li>Allows for exit from special education when appropriate based on ongoing measurement of progress and response to intervention </li></ul>
    11. 11. Prerequisites of Multi-Tiered Approaches <ul><li>Promoting a systems approach focused on prevention </li></ul><ul><li>Integrating, coordinating, and differentiating academic and behavioral supports </li></ul><ul><li>Using screening and progress monitoring measures </li></ul><ul><li>Making data-based decisions with a dual focus on both the group and individual student levels </li></ul><ul><li>Employing evidence-based teaching practices (Chard, et al. in press; Kame’enui, Good, & Harn, 2005; Sugai & Horner, 2005) </li></ul>
    12. 12. Why RTI? <ul><ul><li>The purpose of an RTI approach </li></ul></ul><ul><ul><li>is to eliminate the </li></ul></ul><ul><ul><li>“ contextual variables ” </li></ul></ul><ul><ul><li>(e.g., lack/poor/inconsistent instruction) </li></ul></ul><ul><ul><li>as the explanation of learning difficulties </li></ul></ul><ul><ul><li>(Fuchs & Vaughn, 2006) </li></ul></ul>
    13. 13. <ul><li>Implementation of RTI is predicated on effective practices in general education classroom </li></ul><ul><ul><li>Students can not be identified as having a learning disability if their difficulty is due to a lack of instruction </li></ul></ul><ul><ul><li>Programs need to be research-based and implemented as designated </li></ul></ul><ul><ul><li>Prevention-oriented </li></ul></ul><ul><ul><li>“ 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) </li></ul></ul>Why RTI?
    14. 14. <ul><li>Delaware </li></ul><ul><li>Regulations </li></ul><ul><li>on </li></ul><ul><li>RTI </li></ul><ul><li>Effective Date: June 11, 2008 </li></ul><ul><li>(reflects changes to the </li></ul><ul><li>August 11, 2007 </li></ul><ul><li>RTI Regulations) </li></ul>
    15. 15. RTI Phase-In <ul><li>RTI required for reading in elementary grades will begin with 2008-2009 school year </li></ul><ul><li>RTI required for math in elementary grades will begin with a schedule determined by DDOE </li></ul><ul><li>RTI required for secondary will begin with a schedule determined by DDOE </li></ul><ul><li>Students who are already eligible for special education will not have to be evaluated under RTI until their next required reevaluation </li></ul>
    16. 16. General requirements <ul><li>DOE-approved rubrics must be used to select programs of instruction and Tier 2 and Tier 3 interventions for reading and mathematics </li></ul><ul><li>Most interventions at all Tiers occur in the general education classroom </li></ul><ul><li>Fidelity of implementation of instruction and interventions and adherence to the core curriculum are critical </li></ul><ul><li>80% rule and school based team review </li></ul>
    17. 17. General Requirements <ul><li>All elementary students will be screened at least three times per year </li></ul><ul><ul><li>First screening for at risk students within 2 weeks of beginning of school </li></ul></ul><ul><ul><li>Screening for all students shall be regularly spaced throughout the school year </li></ul></ul><ul><li>All students at risk at the secondary level will be screened at least three times per year </li></ul><ul><ul><li>Screening for all students shall be regularly spaced throughout the school year </li></ul></ul><ul><li>Screening instruments will be norm referenced or curriculum based </li></ul><ul><li>Progress monitoring instruments must be curriculum based </li></ul>
    18. 18. TIER 1 <ul><li>Students not at benchmark on any screening… </li></ul><ul><ul><li>At or below 25% percentile on norm referenced assessment or designated cut point on curriculum based measure </li></ul></ul><ul><ul><ul><li>Provide Tier 2 interventions in addition to core program </li></ul></ul></ul><ul><ul><li>Between 25% percentile on norm referenced assessment or designated cut point on curriculum based measure and benchmark </li></ul></ul><ul><ul><ul><li>School based team reviews program and progress </li></ul></ul></ul><ul><ul><ul><li>At least 6 weeks of Tier 1 interventions </li></ul></ul></ul><ul><ul><ul><li>Progress monitor every two weeks </li></ul></ul></ul>
    19. 19. TIER 2 <ul><li>Weekly progress monitoring </li></ul><ul><li>Small group </li></ul><ul><li>At least 90 minutes per week </li></ul><ul><li>No less than 2 sessions per week </li></ul><ul><li>At least 6 weeks of Tier 2 interventions </li></ul><ul><li>For students identified in need of intervention in both reading and math, instructional support teams will design intervention for no less than 120 minutes </li></ul>
    20. 20. TIER 2 (continued) <ul><li>If no progress, or insufficient progress, after 6 weeks of Tier 2 interventions, then Instructional Support Team reviews </li></ul><ul><ul><li>Additional assessments? </li></ul></ul><ul><ul><li>Changes in instruction or behavioral interventions? </li></ul></ul><ul><ul><li>Child requires Tier 3 interventions? </li></ul></ul><ul><li>If no progress, or insufficient progress, after 12 total weeks of Tier 2 interventions, child moves to Tier 3 interventions </li></ul>
    21. 21. TIER 3 <ul><li>Weekly progress monitoring continues </li></ul><ul><li>Smaller group than Tier 2 </li></ul><ul><li>At least 150 minutes per week </li></ul><ul><li>No less than 4 sessions per week </li></ul><ul><li>At least 6 weeks of Tier 3 interventions </li></ul><ul><li>For students identified in need of intervention in both reading and math, instructional support teams will design intervention for no less than 180 minutes </li></ul>
    22. 22. TIER 3 (continued) <ul><li>If after 6 weeks of Tier 3 interventions (for a total of 18 weeks of intervention)… </li></ul><ul><ul><li>progress is made, but child is not on trajectory to meet end-of-year benchmarks, then instructional support team reviews </li></ul></ul><ul><ul><ul><li>Additional assessments? </li></ul></ul></ul><ul><ul><ul><li>Changes in instruction or behavioral interventions? </li></ul></ul></ul><ul><ul><ul><li>Refer for special education evaluation? </li></ul></ul></ul><ul><ul><li>Child has made no progress, then instructional support team refers the child for special education evaluation </li></ul></ul><ul><li>If after 6 additional weeks of Tier 3 interventions (for a total of 24 weeks)… </li></ul><ul><ul><li>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 </li></ul></ul>
    23. 23. FLEXIBILITY BETWEEN TIERS <ul><li>System permits students to move between tiers of intervention based on progress toward benchmarks and instructional support team review </li></ul><ul><li>Special education re-evaluations available to permit students to move between general and special education </li></ul>
    24. 24. Delaware RTI at a Glance <ul><li>Tier I implementation of scientific, research-based core curriculum aligned with Delaware Content Standards </li></ul><ul><li>Differentiated instruction matched to student need </li></ul><ul><li>Tiers II and III of increasingly intense scientific, research-based interventions matched to student need </li></ul><ul><li>Instructional intensity addressed through duration, frequency and time of interventions, group size, and matched instructor expertise to student need </li></ul>
    25. 25. Delaware RTI at a Glance <ul><li>Individual problem-solving model and standardized intervention protocol for intervention tiers </li></ul><ul><li>Screening and progress monitoring to assess entire class progress and individual student progress </li></ul><ul><li>Explicit decision rules for assessing learner’s progress </li></ul><ul><li>Fidelity measures to assess consistency of instructional methods, curriculum, interventions, and assessment </li></ul>
    26. 26. What are the Specifics for ___________________School District? <ul><li>Tier I Curriculum and Instruction Expectations: </li></ul><ul><li>Tier I Fidelity Measure Checks: </li></ul>
    27. 27. What are the Specifics for ___________________School District? <ul><li>Tier II Interventions: </li></ul><ul><li>Tier III Interventions: </li></ul><ul><li>Intervention Fidelity Measure Checks: </li></ul>
    28. 28. What are the Specifics for ___________________School District? <ul><li>Tier II Duration, Frequency, Group Size and Instructor Match Expectations: </li></ul><ul><li>Tier III Duration, Frequency, Group Size and Instructor Match Expectations: </li></ul>
    29. 29. What are the Specifics for ___________________School District? <ul><li>Individual Problem-Solving Model: </li></ul><ul><li>Standardized Intervention(s)?: </li></ul>
    30. 30. What are the Specifics for ___________________School District? <ul><li>Screening Tool: </li></ul><ul><li>Progress Monitoring Tool: </li></ul>
    31. 31. Putting it All Together <ul><li>Working as a Team to Maximize Resources </li></ul><ul><li>& Outcomes for Students </li></ul><ul><li>Curriculum (Programs and Materials): </li></ul><ul><ul><li>Ensuring comprehensive coverage to essential literacy and math skills </li></ul></ul><ul><ul><li>Use of research-based targeted programs (Supplemental and Intervention) for specific students or to fill needs of groups of students </li></ul></ul><ul><li>Instruction: </li></ul><ul><ul><li>Coordinating instructional resources (Title, Special Education, ELL, etc.) </li></ul></ul><ul><ul><li>Incorporating differentiated instructional practices </li></ul></ul><ul><ul><li>Prioritizing and protecting instructional time (sufficient time for students needing additional support) </li></ul></ul><ul><ul><li>Strategic use of grouping to maximize learning </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>School-wide Screening & Progress Monitoring </li></ul></ul><ul><ul><li>Evaluating benefits for students, classrooms, schools and districts </li></ul></ul><ul><li>Professional Development: </li></ul><ul><ul><li>Instruction: Scheduling, grouping, behavior management </li></ul></ul><ul><ul><li>Programs and Materials: understanding the complexities and nuances </li></ul></ul><ul><ul><li>Progress Monitoring: Interpreting data at the school, class, and student level </li></ul></ul>
    32. 32. <ul><li>RTI </li></ul><ul><li>Framework </li></ul><ul><li>for Classroom Teachers </li></ul>
    33. 33. Universal Screening for the Classroom Teacher <ul><li>View objectively how your entire class is doing on specific skills </li></ul><ul><li>Determine objectively and regularly the deficit areas and skill performance in order to match interventions </li></ul><ul><li>Set goals in measurable ways </li></ul><ul><li>Track how whole class and individuals are progressing throughout the year </li></ul><ul><li>Share objective data with parents and other professionals on the progress of individual students </li></ul>
    34. 34. School-wide Screening Data Decision Making <ul><li>Entire class performing below instructional level indicates a possible need for </li></ul><ul><ul><li>immediate change in lesson delivery before students get further behind </li></ul></ul><ul><ul><li>implementation fidelity check </li></ul></ul><ul><ul><li>additional professional development </li></ul></ul><ul><ul><li>a review of classroom composition </li></ul></ul><ul><li>Multiple classes performing below instructional level indicates a possible need for </li></ul><ul><ul><li>curricular changes </li></ul></ul><ul><ul><li>additional professional development </li></ul></ul><ul><ul><li> (LRP Publications, 2006) </li></ul></ul>
    35. 35. Tier I Instruction for the Classroom Teacher <ul><li>Provide high quality instruction using the district curriculum </li></ul><ul><li>Differentiate instruction as needed </li></ul><ul><li>Progress monitor students using ____________ tool every two weeks who fall between 25% (or designated cut point) and benchmark using the __________ screening tool. </li></ul><ul><li>Provide intervention </li></ul><ul><li>Participate as a member of a collaboration team (such as a grade level or content area team) to discuss instructional strategies and review data </li></ul><ul><ul><li> (LRP Publications, 2006) </li></ul></ul>
    36. 36. Tier II Instruction for the Classroom Teacher <ul><li>Continue to implement the core curriculum </li></ul><ul><li>Present data to instructional support team when data supports ineffectiveness of the six week Tier I intervention </li></ul><ul><li>May be the primary interventionist of Tier II </li></ul><ul><li>May be primarily responsible for weekly progress monitoring to determine effectiveness of intervention plan </li></ul><ul><li>Provide intervention: standard protocol and/or research based designed intervention(s) </li></ul><ul><li>Continue as member on instructional support team while student is on intervention plan </li></ul><ul><ul><li> (LRP Publications, 2006) </li></ul></ul>
    37. 37. Tier III Instruction for the Classroom Teacher <ul><li>Continue to implement the core curriculum </li></ul><ul><li>Continue to be primary educator responsible for student’s education </li></ul><ul><li>Work collaboratively with primary interventionist </li></ul><ul><li>Difference between Tier II and Tier III </li></ul><ul><ul><li>Intervention may vary or change </li></ul></ul><ul><ul><li>Duration, time, and intensity increase </li></ul></ul><ul><li>Continue as member on instructional support team while student is on intervention plan </li></ul><ul><ul><li> (LRP Publications, 2006) </li></ul></ul>
    38. 38. Progress Monitoring for the Classroom Teacher <ul><li>Collect data every two weeks at Tier I and weekly at Tier II and Tier III </li></ul><ul><li>Calculate weekly improvement rate by determining difference between current baseline and end of the year benchmark </li></ul><ul><li>Graph results </li></ul><ul><li>Plot progress monitoring points </li></ul><ul><li>As part of the instructional support team, make decisions about progress and intervention plan </li></ul><ul><li>Mark graph if change in intervention plan </li></ul><ul><li>Share objective data with parents and other professionals on the progress of individual students </li></ul><ul><ul><li> (LRP Publications, 2006) </li></ul></ul>
    39. 39. Progress Monitoring Data Decision Making <ul><li>Student not meeting grade level expectations </li></ul><ul><ul><li>due to lack of content/instruction </li></ul></ul><ul><ul><li>due to lack of performance </li></ul></ul><ul><ul><li>due to lack of attendance in intervention (staff or student) </li></ul></ul><ul><ul><li>due to lack of fidelity in implementation </li></ul></ul><ul><li>Sufficient progress </li></ul><ul><ul><li>three consecutive progress monitoring points on aim line, return to Tier I only (at any point after initial six weeks) </li></ul></ul><ul><ul><li>continue with intervention </li></ul></ul><ul><ul><li>continue to progress monitor </li></ul></ul><ul><li>Insufficient progress </li></ul><ul><ul><li>change in instruction/intervention </li></ul></ul><ul><ul><li>change in behavior plan </li></ul></ul><ul><ul><li>change in intensity </li></ul></ul>
    40. 40. <ul><li>Role </li></ul><ul><li>of </li></ul><ul><li>Specialists </li></ul><ul><li>and </li></ul><ul><li>Support Staff </li></ul>
    41. 41. Specialists and Support Staff <ul><li>Psychologists </li></ul><ul><li>Special Education Teachers </li></ul><ul><li>Reading Specialists </li></ul><ul><li>Math Specialists </li></ul><ul><li>Minner Reading Teachers </li></ul><ul><li>Minner Math Teachers </li></ul><ul><li>Speech Language Pathologists </li></ul><ul><li>Title I Teachers </li></ul><ul><li>Library Media Specialists </li></ul><ul><li>Counselors </li></ul><ul><li>Nurses </li></ul><ul><li>Paraprofessionals </li></ul><ul><li>Teacher-to-Teacher Cadre </li></ul>
    42. 42. Variety of Roles (one or several; list not exhaustive) <ul><li>RTI Coordinator </li></ul><ul><li>RTI Coach </li></ul><ul><li>Administrator of Universal Screening Tool </li></ul><ul><li>Administrator of Progress Monitoring Tool </li></ul><ul><li>Tier I, Tier II, and/or Tier III Interventionist </li></ul><ul><li>Instructional Support Team Lead or Member </li></ul><ul><li>Data Coach </li></ul><ul><li>Literacy Coach </li></ul><ul><li>Math Coach </li></ul><ul><li>Professional Development Lead/Provider </li></ul>
    43. 43. Lily and Jack participate in the general curriculum School Team reviews screening data and reviews and adjusts regular program Lily and Jack aren’t doing well Lily/Jack improves Lily improves IST Team designs intervention Continues general program Lily/Jack doesn’t improve Lily doesn’t improve Special Education evaluation is initiated Lily/Jack may recycle Lily/Jack may recycle Intervention is intense and LD is suspected How RTI Works In Delaware School Team/IST Team designs Intervention/s Lily/Jack doesn’t improve Lily/Jack improves Continues with intervention or may resume General program Continues with intervention or may resume General program Lily is above the 25 th percentile but below benchmark Jack is below the 25 th percentile
    44. 44. RTI is a collaborative and systemic approach to addressing the needs of all students.
    45. 45. <ul><li>Thank you </li></ul>

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