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ELEMENTARY FOCUS-BUILDING YOUR RTIMODEL THROUGH
UNDERSTANDING OF THE BASIC PRINCIPLES
AND COMPONENTS & NETWORKING
WITH OTHERS
Project Goal : Establish and implement a coordinated,
regionalized system of personnel development that will
increase school systems’ capacity to provide early intervening
services [with an emphasis on reading], aligned with the
general education curriculum, to at-risk students and students
with disabilities, as measured by improved student progress
and performance.
Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education
Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.
Objectives:1. Deliver research-based professional development and technical
assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC).
2. Increase the participation of parents in decision-making across district sites.
3. Incorporate professional development content into higher education general and special education preservice & graduate level curricula.
4. Evaluate the effectiveness of project activities.
Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education
Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.
AcknowledgementsThis ppt. is a compilation of the work of many sources. Thanks to all for your
generosity and wisdom
IASPIRE North Staff:
Dr. Mark Shinn
Dr. Barb Curl
Dr. Christine Malecki
Christine Martin
Mary Miller
Dr. Madi Phillips
Dr. Pam Radford
• Dr. Judy Hackett• Dr. Tim Thomas• Dr. Joseph Torgeson• University of
Oregon-Reading• University of Texas• Florida Center for
Reading Research
What we are hoping to accomplish today:
• What RtI looks like at the elementary level- the framework and key components
• Network with each other- describe the ‘real deal’. How RtI is shaping up in your schools.
• Group ‘Think Tank’. Network and figure this out together…Create a group scaffolding effect….
Questions to consider:• Who can argue that there is no need to change? … that every
school is operating at its best and meeting the needs of diverse learners?
• Who can argue the need to have better data systems to identify who needs more and then tell us if what we are doing is working?
• Who can argue the need to develop and provide interventions systems/more levels of support to respond to the needs of more students?
• Who can argue the need to have better teams to analyze data and plan for the interventions?
• Who can argue the need to build consensus and commitment- to help everyone have a common language and common understanding of this RtI shift in how schools function?
BIG IDEAS
AROUND RTI
All the principles and components of RtI are about building a better support system for
general education.• DOING IT BETTER
• DOING IT DIFFERENTLY
• PROVIDING MORE LEVELS OF SUPPORT TO HELP ALL STUDENTS
• REALLOCATING RESOURCES/SKILLS IN DIFFERENT WAYS
What is ‘Response to Intervention (RtI)’?
(Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)
• Identifying and providing high quality instruction and research-based interventions matched to students needs
• Measuring rate of improvement (ROI) over time to make important educational decisions- Progress Monitoring
• Educators use ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different.
Effective Education for ALL StudentsBuilding a School-Wide Model
Picture retrieved from: sneakers.pair.com/ l/school.jpg, 3/2005
Response to Intervention approach
Tier 2
Tier 1
Tier 3
An RtI Vision Any School-
Efficient Teamingand Problem Solvingat each Tier Data-Based Decisions
at each Tier
Intervention-rich environmentat each Tier
Problem Solving/RtI Core Components and Principles-Use of Research-based,Scientifically validated 3 tiers of instruction/intervention-Scientifically based screening & progress monitoring to inform instruction and intervention-Use of a Problem Solving Methodology/Data based decision making at each tier-Prevention and Early Intervention-Problem Solving is about building a better support system for general education-Every student is everyone’s responsibility
Yo
u d
o t
his
:T
o g
et t
his
:
ResponseTo
Intervention
RtI: The “Big Picture”
One Educational System
Educational Reform
Educational Initiatives
(Slide developed by Dr. Judy Hackett and Dr. Tim Thomas)
Linking School Improvement Plans with RtI…
(Slide developed by Dr. Judy Hackett and Dr. Tim Thomas)
BESIDES BEING
BEST PRACTICES,
IT’S NOW IN THE LAW!
The Educational Stars Are Aligning
• No Child Left Behind• Reading First• President’s Commission on Special
Education Excellence• IDEA Reauthorization 2004• Illinois Rules and Regulations• Creates tremendous opportunity for
schools to make significant changes in how they help students !
This is our collective challenge…..our collective opportunity for significant educational reform.
Not only is RtI Best Practices, it is now part of the Illinois Rules and
Regulations(finalized June 28, 2007)
(Paraphrased)-• No later than 2010-11, each district WILL use RtI as
part of the evaluation process for identifying those with learning disabilities.
• *(In order to effectively do this, RtI must be implemented at all 3 tiers.)
• No later than Jan. 2009, each district will submit a professional development plan stating how they will accomplish this mandate..
THE
FRAMEWORK
FOR THINKING
RtI Foundational
Concepts: Teaming/Thinking
Data Interventions
DATATEAMSINTERVENTIONS
.
DATATEAMSINTERVENTIONS
DATATEAMSINTERVENTIONS
CO
NS
EN
SU
S
CO
MM
ITM
EN
T
RtI FRAMEWORK FOR THINKING
Problem Solving Teams
Plan Evaluation
Did our plan work?
Plan Evaluation
Did our plan work?
Problem AnalysisWhy is it happening?Why is it happening?
Problem AnalysisWhy is it happening?Why is it happening?
Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?
Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?
Targeted/Supplemental
7%-15%
Universal80%-90%
Intensive3%-5%
Problem Identification
ProblemAnalysis
PlanDevelopment
Plan Implementation
PlanEvaluation
In an RtI System, Keep in Mind the Purposes of Assessment/Data
Who has problems? (Problem Identification)
Why is the problem is occurring? (Problem Analysis)
Is our instruction working to fix the problem? (Plan Development & Implementation)
How well are we doing overall?
(Plan Evaluation)
Taken from Heartland AEA 11
Essential components
Screening (Problem
Identification)
Diagnostic (Problem Analysis)
Progress Monitoring
(Plan Development & Implementation)
Outcome/ Accountability
Reading
Behavior
Assessment Systems Used in RtI Models
Taken from Heartland AEA 11
ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS
STUDENTS
The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful
Systems Planning
Tier 1 Core Instructional Interventions• All students• Preventive, proactive 80% 80%
Tier 1 Core Instructional Interventions• All settings, All students• Preventive, proactive
Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
15%Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
15%
Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• Intense, durable procedures
5%
Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• High intensity• Of longer duration
5%
TEAMSTHINKING PROCESS
THAT IDENTIFIES NEEDS, PLANS INTERVENTION AND DATA SYSTEMS…
MAKES THE INTERVENTIONAND DATA SYSTEMS WORK!
TEAMSDATAINTERVENTIONS
.
TEAMSDATAINTERVENTIONS
TEAMSDATAINTERVENTIONS
SECONDARY FRAMEWORK FOR THINKING
Tier 1 teams
District Level LeadershipBuilding Level Leadershp
Create District and Building Leadership Teams,
Representatives could include…
Principal
Deans, Dept. Chairs
Assessment
Bilingual
Curriculum/Instruction
General Education
Special Education
Support Staff
Parent
Professional Development
Focus Areas for the Building Tier 1/Leadership
TeamAssess school needs-
Create a RtI plan to guide ongoing efforts around teams, data and interventions systemsDevelop and define expectations for
implementationPlan staff development Obtain staff buy-inCommunicate to stakeholdersObtain or allocate other resourcesEvaluate the effectiveness of efforts Plan for sustainability
Another role of the Tier 1/Leadership Team:
• Analyzing Tier 1 data and the Effectiveness of Core. Are 80% of your students successful across all content areas with Tier 1/core instructional program?
• What data addresses that question?
• If not 80% of students successful, analyze problem and develop a plan.
Tier 2 teams
Grade Level Teams
Problem Solving/RtI uses these questions to drive thinking
Plan Evaluation
Did our plan work?
Plan Evaluation
Did our plan work?
Problem AnalysisWhy is it happening?Why is it happening?
Problem AnalysisWhy is it happening?Why is it happening?
Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?
Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?
Focus Areas for the Building Tier 2 Team
Priority Skill Sets:Problem Identification (DATA) Problem Analysis (Basic Skill Deficits vs Need for Content Area Support)Provide Scientifically Based Language Interventions, including ELL Learning and VocabularyProvide Effective Behavior SupportsWrite and Implement Mainstream Consultation AgreeementsEnsure Interventions are Implemented with high IntegrityDevelop and implement a Progress Monitoring systemAnalyze progress monitoring data and refine group interventions
Tier 3 teams
Support Staff andTeachers
Focus Areas for the Building Tier 3 Team
Priority Skill Sets:Use of Scientifically Based Reading InterventionsUse Scientifically Based Progress MonitoringEffective Behavior SupportEnsure Interventions are implemented with high IntegrityUse of a Standard Problem Solving ProcessSLD Eligibility Determination Using RtIMake Special Education worth getting!
Targeted/Supplemental
7%-15%
Universal80%-90%
Intensive3%-5%
Problem Identification
ProblemAnalysis
PlanDevelopment
Plan Implementation
PlanEvaluation
DATA
SYSTEMS
TEAMS
DATAINTERVENTIONS
.
TEAMS
DATAINTERVENTIONS
TEAMS
DATAINTERVENTIONS
SECONDARY FRAMEWORK FOR THINKING
Essential components
Screening (Problem
Identification)
Diagnostic (Problem Analysis)
Progress Monitoring
(Plan Development & Implementation)
Outcome/ Accountability
Reading
Behavior
Secondary Assessment Systems Used in RtI Models
Taken from Heartland AEA 11
Aimsweb, DIBELSMAP
MAP, CBE -RSLA,QRI.
Aimsweb,DIBELS
ISAT,Aimsweb,
DIBELSMAP
Functional Beh.Assessment
Sopris Westtool
• Individual Student Decisions
• Classroom or Group Decisions
• District or School Level Decisions
Once Screening Data is Collected You Begin to Make Informed Decisions…
Data-Based Decisions!
Watching School Wide Results-
Typical Rate of Improvement for READ 180 students compared to national ROI expectation
Tier 2: Strategic Monitoring of At Risk
Ex: 4thGrade PM (Tier 3)Benefit? Progress?
Reading Mastery
SchoolSWIS Data
SWIS: Referrals By Problem Behavior
INTERVENTION
SYSTEMS
TEAMSDATA
INTERVENTIONS
.
TEAMSDATA
INTERVENTIONS
TEAMSDATA
INTERVENTIONS
SECONDARY FRAMEWORK FOR THINKING
Commonly Used CRPs
Trophies/Story Town published by Harcourt (Beck et al., 2003) A Legacy of Literacy published by Houghton Mifflin/Triumphs
(Cooper et al., 2003) Scott Foresman Reading Street Reading (Afflerbach, et al., 2002) McMillan/McGraw Hill- Treasures Open Court published by SRA (Bereiter, et al., 2002) Reading Mastery Plus published by SRA (Englemenn & Brunder,
2002)
l Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21, 377-400.
Another way to organize and implement interventions
• Think about the content and design elements and match to your population of students.
High SES ExampleTier 3
Intensive Interventions:
Reading Mastery Corrective
Reading (4-12) Language! (3-12)
Tier 2
Targeted Interventions:
Read Well (1-3) Horizons
Tier 1 Universal
Interventions:
Four Block Guiding Reading
Houghton Mifflin Harcourt
Tier 2
____%
Tier 1
%
Tier 3 %
Middle SES Example
Tier 3 Intensive
Interventions:
Corrective Reading (4-12)
Language! (3-12)
Tier 2 Targeted
Interventions:
Horizons Reading Mastery Language! (3-12)
Tier 1 Universal
Interventions:
Harcourt Houghton Mifflin Open Court Read Well (1-3)
Tier 2
____%
Tier 1
%
Tier 3 %
Low SES Example
Tier 3 Intensive
Interventions:
Language! (3-12) Corrective
Reading (4-12)
Tier 2 Targeted
Interventions:
Reading Mastery Corrective
Reading (4-12) Language! (3-12)
Tier 1 Universal
Interventions:
Reading Mastery Horizons Read Well (1-3) Open Court
Tier 2
____%
Tier 1
_____%
Tier 3 %
What Criteria….
Differentiate High SES communities from Low SES communities??
Educationally, the main criteria are background knowledge and language development.
The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.
SRA DI PROGRAMS-READING MASTERY,HORIZONSCORRECTIVE READINGLANGUAGE! GREAT LEAPS REWARDS, 6 MIN. SOLUTIONSCOLLABORATIVE STRATEGIC READING.
SRA DI PROGRAMS-READING MASTERY,HORIZONSCORRECTIVE READINGLANGUAGE! K PALS, 1ST GR. PALSM. HEGGERTY PROGRAMGREAT LEAPSREWARDS, QUICK READSJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONS, QUICK READSVOCABULARY THROUGH MORPHEMESREAD NATURALLYCOLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY
K PALS, 1st GR. PALS, M. HEGGERTY PROGRAMJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONS, READ NATURALLYVOCABULARY THROUGH MORPHEMESREWARDSMETACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY
FRAMEWORK for READING INTERVENTIONS: K-5
TIER I.
TIER II.At-risk students-Supplemental interventions
TIER III.Highly at-risk studentsIntensive interventions
FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS- K-6
PHONEMIC AWARENESS
KPALS Michael Heggerty Phonemic Awareness Curriculum Great Leaps- K-2 LIPS
PHONICS/WORD ANALYSIS KPALS, 1st GR. PALS Great Leaps- Gr. K-2; 3-6 Jolly Phonics, Jolly Grammar REWARDS-Gr. 3-5, Gr. 4-6, Plus Reading Mastery, Horizons Corrective Reading-Decoding LIPS
FLUENCY
6 Minute Solutions- Great Leaps- Gr. K-2, 3-6 REWARDS-Gr. 3-5, Gr. 4-6 Quick Reads Read Naturally Repeated Phrases Vocabulary through Morphemes
VOCABULARY Bringing Words to Life-Robust Vocabulary Instruction (resource) Elements of Reading-Vocabulary Vocabulary through Morphemes
COMPREHENSION Early Success Metacognitive Strategies/Think Alouds Corrective Reading-Comprehension Collaborative Strategic Reading
LINKING ASSESSMENT DATA INFORMING THE 5 BIGAREAS OF READING TO INSTRUCTION AND
INTERVENTIONS
Measures: 5 Big Areas: Interventions:LNF PHONEMIC AWARENESS KPALS
LSF PHONICS MHEGGERTY
PSF FLUENCY GREAT LEAPS
NWF VOCABULARY SLANT
ORF COMPREHENSION REWARDS
6 MIN. SOLUTIONS
READ NATURALLY COLLAB. STRAT. READ
1 2 3 4
The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap
3.2
Control
With research-based core but without extra instructional intervention
4.9
Interventio
n
With substantial instructional intervention
Grade level corresponding to age
Re
ad
ing
gra
de
lev
el 4
3
2
1
5
2.5
5.2
At Risk on Early Screening
Low Risk on Early Screening
Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu
Find the “GAPS”
FTEs
Academic RtI and
Behavior/SEL RtI
Are mirrors in thinking
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Tertiary Interventions•Individual Students•Assessment-Based•High Intensity
Tertiary Interventions•Individual Students•Assessment-Based•Intense, Durable Procedures
Secondary Interventions•Some Students (at-risk)•High Efficiency•Rapid Response•Small Group Interventions•Some Individualizing
Secondary Interventions•Some Students (at-risk)•High Efficiency•Rapid Response•Small Group Interventions•Some Individualizing
Universal Interventions•All Students•Preventive, Proactive
Universal Interventions•All Settings, All Students•Preventive, Proactive
Designing School-Wide Systems for Student Success
A Response to Intervention Model
Academic Systems Behavioral Systems
Adapted from “What is school-wide PBS?” OSEPTechnical Assistance on positive behavioralInterventions and supports. Accessed at http://www.pbis.org/schoolwide.htm
Summary of PBIS “BIG IDEAS” 1. Teaming/Thinking/Systems (How things are done) Team based problem solving at each Tier Data-based decision making Long term sustainability
2. Data (How decisions are made) On going data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies
3. Interventions (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors
Functional behavioral assessment
Universal LevelGOAL: To reduce
new cases of problem behavior
School-wide expectations, supports and celebrations for all students.
Tier 1GOAL: Enable all
students to acquire critical academic skills
Effective General Education Reading Programs
Response to Interventions (RTI) Problem-Solving IASPIRE SEL/PBIS
Secondary LevelGOAL: To reduce
current cases of problem behavior
Small group interventionsCheck-in & Check-outCheck and Connect
Tier 2GOAL: To enable
students at risk for acquiring critical academic skills to succeed
Effective Remedial Reading Programs
Response to Interventions (RTI) Problem-Solving IASPIRE SEL/PBIS
Tertiary LevelGOAL: To reduce
complications, intensity, severity of students with chronic problem behavior
Wraparound PlanBehavior Support Plan
Tier 3GOAL: Enable
students with established educational needs to acquire critical academic skills
Effective Intensive and Explicit Reading Programs
Response to Interventions (RTI) Problem-Solving IASPIRE SEL/PBIS
Data based
Decisions
Tiered Interventions
Direct teachingof Interventions
Team basedproblem-solving
Every kid is everybody's
School Improvement Goal
Data System: SWIS
Key Tools: FBA Interview
ODR
Reinforcement
Matrix
Increased Student Achievement
Data System: AIMSweb
Key Tools: CBM, Problem Identification Interview
Instructional Planning Form; CBERtI and PBIS are 2 sides
of same coin.
School-wide Behavior Systems in Place
School-wide Behavior Systems NOT in place
Literacy Interventions in Place
Improved Literacy
NO Literacy Improvement
Literacy Interventions NOT in Place
NO Literacy Improvement
NO Literacy Improvement
FRAMEWORK for ANY Behavior/ANY Academic area:Intervention Systems at each tier and data to inform
TIER I.
TIER II.At-risk students-Supplemental interventions
TIER III.Highly at-risk studentsIntensive interventions
Work completion,Attendance,Disruptive Behaviors,
% complete,Attendance records,SWIS data
•District or School Level Decisions
•Classroom or Group Decisions
•Individual Student Decisions
THE LEADERSHIP REQUIRED
TO MAKE RtI
HAPPEN:
TEAMSDATAINTERVENTIONS
.
TEAMSDATAINTERVENTIONS
TEAMSDATAINTERVENTIONS
CO
NS
EN
SU
SC
OM
MIT
ME
NT
HIGH SCHOOL FRAMEWORK FOR THINKING
Leadership:District and Building Levels
• Building Level:Someone (the Principal, Dept. chairs) has to ensure the the process runs the way it was intended
– Resources and Support– Resistance – “Walk the Talk”
Role of the LeadersWithin a RtI/PS System
• Sets vision for problem-solving/RtI process• Gives permission • Supports development of expectations• Responsible for allocation of resources• Facilitates priority setting• Ensures follow-up• Supports program evaluation• Monitors staff support/climate
Stages Of RtI/PS Development
1. Consensus Building
2. Infrastructure Development
3. Implementation
Heartland, June, 2006
Stage One
Consensus BuildingCore Leadership team identified and
committeeVision statement existsCommon beliefs and common language are shared and agreed upon
Consensus Building Activities: What to Do?
• Provide information to school staff.
– Why RtI/PS?
– What is it? What is it not?
– What are the benefits of RtI/PS?
– What will it take to implement?
THIS NEEDS TO BE AN ON-GOING CONVERSATION.
What Beliefs Should Be Shared???
• RtI/PS is an all student initiative.• Effective core instruction is the basic foundation on
which to build this process.• Assessment (data) should both inform and evaluate
the impact of instruction• Beliefs and practices must be supported by research• There is a shared responsibility for student
achievement across the entire school community.
Shared vision and beliefs provides coordination and focus to your actions.
Shared vision promotes sustainability.
DON’T UNDER-ESTIMATETHE IMPORTANCE OF
CONSENSUS andCOMMITMENT
BUILDING
Stage Two
Infrastructure Development
System self-study completed Universal screening and benchmarking system has been developed System of prevention/intervention has been developedProblem solving team(s) and processes developedRevision of special education eligibility processes has been developedPlan for sustainability has been developed
Stage Three
Implementation:
Reallocation of Resources
Scheduling,
Logistics,
Collaboration
Think on-going School Improvement Process
Building and Sustaining your process/model