Focusing on Improved Academic Achievement for ALL Students

Copyright © 2008 Pearson Education, Inc. or its affiliates. All rights reserved.

Focusing on Improved Focusing on Improved

Academic Achievement for Academic Achievement for ALL StudentsALL Students

Amy Dilworth Gabel, Ph.D, NCSP Misty Sprague, M.A., Ed.S

Copyright © 2008 Pearson Education, Inc. or its affiliates. All rights reserved.5.29.08 2

Toolbox Contents

The Basics RTI: What is it, why are we doing it, and how it

works

The 3-essential “legs” of RTI Multiple tiers of intervention service delivery

1. Core interventions (all students)

2. Targeted group interventions (students at risk)

3. Intensive individual interventions A problem-solving method; and An integrated data collection/ assessment system


Response to Intervention…Why?


IDEA Reforms

Educational programs should emphasize results. The model for special education should be one of

prevention. Children with disabilities are general education

students first. All students (birth to 21 years old) are part of 1 educational system, rather than the standard of separation into general or special education.


Why Problem-Solving and RTI?

AYP and disaggregated data (NCLB) move focus of attention to student progress

Building principals and superintendents want to know if students are achieving benchmarks, regardless of the students “type”

Adapted from Curtis and Batsche, March 2005


Key Characteristics of RtI

Universal Screening of academics and behavior

Multiple tiers of increasingly intense interventions

Differentiated curriculum-tiered intervention strategy

Use of scientifically research-based interventions

Continuous monitoring of student performance

Benchmark/Outcome assessment


Is This Really Something New?

Previous versions of IDEA have required: Prereferral intervention; Teams to rule out the lack of instruction in reading or

math or limited English proficiency as causes for underachievement;

Gathering relevant functional and developmental information and information related to the child’s ability to access and progress in the general curriculum.


The RTI/Problem Solving Model is effective because it…

Focuses on Results Embraces Prevention Considers the needs of all children without assigning a

label Is good for students and families Is supported by research that shows multi-tiered

models are effective educational practices for schools


Strategic Interventions for

Students at Risk of Academic Failure

Level 3:Intensive

InterventionsFor Low Performing

Students; Alter curriculum, Add time, Support, resources…

Comprehensive Individual Assessment

Level 1:Benchmark Assessment and School Wide Interventions

(Universal Screening)for Students on Grade-level (benchmark) and

All Students (Effective Instructional Practices provided within the General Education Curriculum)

Level 2:Strategic and Targeted Interventions

For Students At–Risk for FailureStrategic Instruction, Increased Time and

Opportunity to Learn

(Adapted From PA Training and Technical Assistance Network, 2005)


What RTI Is and What It Is Not

RTI is… A method to unify

general and special education in order to benefit students through greater continuity of services

Focused primarily on effective instruction to enhance student growth

RTI Is NOT… A method for just

increasing or decreasing special education numbers

Focused primarily on disability determination and documented through a checklist


Level 1: Benchmark/Schoolwide

High quality instructional and behavioral supports are provided for all students in general education

School personnel conduct universal screening of literacy skills, academics, and behavior.

Teachers implement a variety of scientifically research-based teaching strategies and approaches

Students receive differentiated instruction based on data from ongoing assessments.

Adapted from: Kovaleski (2005). Special Education Decision Making [ppt.]

Universal Prevention, Screening, Monitoring


Problem Solving Teams

PST

Res

earc

h-B

ased

Inte

rven

tions

Progress M

onitoring

RTI


The RTI/Problem-Solving Process

Analyze and Interpret Data

Identify SPECIFIC Strengths,

Concerns, and Outcomes

Evaluate Response to Intervention (RTI)

Assign, Implement, and Monitor a Research-Based, Prescriptive Intervention

GATHER AND REVIEW DATA


Sample Elementary Model #1


Steps in the Problem-Solving Process

1. PROBLEM IDENTIFICATION• Identify replacement behavior• Data- current level of performance• Data- benchmark level(s)• Data- peer performance• Data- GAP analysis

2. PROBLEM ANALYSIS• Develop hypotheses( brainstorming)• Develop predictions/assessment

3. INTERVENTION DEVELOPMENT• Develop interventions in those areas for which data are

available and hypotheses verified• Implementation support

4. Response to Intervention (RtI)• Frequently collected data• Type of Response- good, questionable, poor


WHO? Possible Players…A collaborative team which includes general and special

educators partnering with parents

Chair (Administrator, Mental Health, Counselor, General or Special Educator)

Intervention Facilitator (Case Manager, Counselor, Someone Who “Owns Student”)

Recorder (Someone Writes On Chart Paper, Computer, Handwritten)

Timekeeper (Someone with a Watch and the Agenda)


RTI Problem-Solving Process: TIPS!

Use the PST Record as an Agenda Think Out of the Box Partner General and Special Educator

Co-Chairs Use Technology When You Can “Resource Map” Building – Know Who Is Doing What and Make

Available to Teams Know Existing “Standard” Interventions



The Logic of RTI: Data-based Problem Solving

Problem Identification “Is there a discrepancy between current and expected performance?”

Problem Analysis “Where is the instructional mismatch?”

Goal Setting “By how much should the student grow over the next 8 weeks?”

Plan Implementation “What will be done to resolve the problem?”

Plan Evaluation “Did it work? What do we do next?”


Research-Based Interventions

PST

Rese

arc

h-B

ase

d

Inte

rventi

ons

Progress Monitoring

RTI


Research-based means that the curriculum and instructional approaches have a high probability of success for the majority of students. By using research-based practices schools efficiently use time and resources and protect students from ineffective instructional and evaluative practices.

What is a Research-based Intervention?


Is It All About Reading…..

52% of IDEA $$ go to LD Programs 70% +/- of special education “activities” (e.g.,

evaluations, staffings, IEPs) related to LD cases 94% of students in LD because of reading/language arts 46% of IDEA $$ go to improve reading Changes in LD Rules will affect the vast majority of

special education “activities”


Progress Monitoring

PST

Res

earc

h-B

ased

Inte

rven

tions

Progress Monitoring

RTI


Level 2 – Targeted Intervention and Strategic Monitoring

Apply more specific curriculum modifications and monitor progress and for students unsuccessful at Level 1.

Provides intervention team with the necessary information for: examining and documenting a student’s progress relative

to the goal for informed decisions about what the student needs to

achieve optimal outcomes Continual feedback loop.


Intervention Strategies and Progress Monitoring

According to research, frequent assessment and evaluation of student progress is linked to improved student outcomes (D. Fuchs & Fuchs, 1986)

Teachers are more aware of how and why students students succeed or fail and can use this information to inform instructional decisions



Suggested Progress Monitoring Interval Guidelines

Adapted from D. Marston, 2005

Risk Level Score Profile Progress Monitoring Frequency/Type

Above Benchmark Very Low to No risk (Universal)

>65th Percentile 2-3 x/year Benchmark Measurement

Near Benchmark Low Risk (Universal)

25-65th Percentile 4-6 x/year Benchmark Measurement

Below Benchmark Some risk (Targeted)

5th-25th Percentile 2 x/month Progress Measurement

Far Below Benchmark At-Risk (Intensive)

Below 5th Percentile At least weekly Progress Measurement


Best Progress Monitoring Tools for Math

• Use a Curriculum-Based Measure (CBM):–Robust indicator (e.g., using basic facts to monitor overall math proficiency across elementary grades)

Cloze MathBasic FactsMissing Number

–Curriculum sampling –(e.g., important skills in year-long curriculum are represented on each measure)


Progress Monitoring Tools for Behavior

Attendance Office Referrals Work Completion Time on Task Hand-Raising Homework Completion Class Participation Behavior Contracts


Level 3 – Comprehensive Individualized Evaluation

Reserved for those students who have not responded to the assessments, interventions, and monitoring that has taken place in Levels 1 and 2. allows for the fact that a small percentage of

students, despite interventions, will not keep pace with age-mates in physical, emotional, academic, and/or cognitive domains.

WHY hasn’t a student responded?


Special Education Evaluation

An RTI process does not replace the need for a comprehensive evaluation. LEAs must use a variety of data gathering tools and strategies even if an RTI process is used. The results of an RTI process may be one component of the information reviewed as part of the evaluation procedures required under §§300.304 and 300.305.


IDEIA Requirements

Any evaluation of a child suspected of having a disability must(1) be conducted using a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child; (2) not use any single measure or assessment as the sole criterion; and (3) use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors. (34 C.F.R. § 300.304(b)).


For RTI-Identified Disabilities the Special Education Eligibility Process NOW…

…is used to inform instruction and intervention …occurs over time …uses multiple methods and sources in creating a

body of evidence …is driven by “working hypotheses” …includes students, parents, and teachers as part

of the process …provides a specific understanding of the disability

to all key stakeholders


How Long Will It Take to Implement this Effectively?

3-6 years Take it one step (e.g., skill) at a time. Start with young students (Kdgn/1st)) Consider Tier 1 issues Create Tier 2 options with existing staff and resources

Develop a 5 year PDP for staff Ease their job with social support and technology Use networks-avoid “reinventing” the wheel.


Effective Multi-Level Processes Require Resource Mapping

Schools must identify the: Resources they have Resources they need

Must redeploy resources appropriately and work with community to address needs

See materials from Tom Kratochwill, Ph.D. from the University of Wisconsin


Determining if a system is ready for RTI-

Is there support for the collaboration of general, remedial and special education as a first step?

Do you have in place scientifically research-based core curricula?

Do you have a comprehensive professional development plan?

Do you do universal screening of all students? Do you provide flexible groupings for those not proficient in

Level 1 assessment?


RTI Is Most Effective When:

• It is supported by the principal, and chaired by an administrator.

• Buildings utilize school-wide data to develop universal instruction that is responsive to the needs of their student population.


RTI Is Most Effective When:

General educators play a significant role in the problem solving process, collaborating with building level specialists to meet the needs of individual students.

Teachers first utilize universal team (content, grade level, house, etc.) expertise to address student needs.

General educators, special educators, mental health, counselors, nurses, parents and administrators collaborate to support student achievement.


Stages of Implementing Problem-Solving/RtI

Consensus Belief is shared Vision is agreed upon Implementation requirements understood

Infrastructure Development Training Tier I and II intervention systems

E.g., K-3 Academic Support Plan Technology support Decision-making criteria established

Implementation


Questions?

Amy Dilworth Gabel, Ph.D

[email protected]

or

Misty Sprague, M.A., Ed.S

[email protected]

Customer ServiceCustomer Service1-800-211-8378 (USA)1-866-335-8418 (Canada)

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