Implementing Response to Intervention

in Charter Schools

Jennifer Berger, Ed.S.

Dia Davis, M.A.

Betsy Lazega, Ed.S.

Outline

Overview of PS/RtI

Teams and Roles

Resource Mapping

Using Data to Drive Instruction/Intervention

Data- What, Why, When

Scheduling Intervention

Fidelity

Parent Involvement

Strengths and Weaknesses

RtI in Charter Schools

4

TIER I: Goal: 100% of students achieving or exceeding benchmarks

Tier I is considered effective if at least 80% or more of the students are meeting or exceeding benchmarks with access to Core/Universal Instruction.

Tier II: ( Core + Supplemental)For approximately 20% of students…to achieve (if below) or exceed (if at or above) benchmarks

Tier II is considered effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark or students are exceeding benchmarks).

Tier III (Core + Supplemental + Intensive Individual Instruction)For Approx 5% of Students…to obtain (if below) or exceed (if above) benchmarks

Tier III is considered effective if students increase needed skills or accelerate beyond expectations.

Adapted from Brian Gaunt

Includes:Academics, Behavior, and

Enrichment

Florida Law

6A-6.0331 General Education Intervention Rule

Schools must provide coordinated general

education intervention procedures for any student

who needs additional academic or behavioral

support to succeed in general education

classroom.

Tenants

Identify

Analyze

Select & implement research-

based interventions

Monitor the effectiveness

Traditionalvs.

Response to Intervention

L

Intervention

JL Intervention

JConsider ESETraditional

Intervention

JL Intervention

JL Intervention J Consider ESE

Ifnecessary

Response to Intervention

General Education

MonitorProgress

MonitorProgress

A Shift in Thinking

The central question is not: “What about the students is causing the

performance discrepancy?” but

“What about the interaction of the curriculum, instruction, learners and learning environment

should be altered so that the students will learn?”

This shift alters everything else

Ken Howell

9

How do you KNOW if instruction was working for all students?

Grade Level

Standard

StudentJa

red

RtI…

IS NOT:

• A way to avoid special education placement

• A hoop to jump through to ensure special education placement

IS:

• A process designed to maximize student achievement

• Focused on outcomes

• About student progress

Teams & Roles

Problem Solving Leadership Team (PSLT)

Professional Learning Community(PLC)/Teacher Team

Specialty PSLT/Tier 3 Team

Teams & Purpose

PSLT (Core):• School-wide

universal screeners, attendance data, behavioral data

Teacher Teams (Supplemental):• Grade level

assessments, grade level attendance, grade level behavior

Specialty PSLT (Intensive):• Student

assessment, behavior/attendance data and comparison data

Video- Teams

Resource Mapping

Resource Mapping

What is it?• The process of aligning resources to achieve goals

for student success at each level of support

Why do it?• Collaboratively establish an inventory of resources

available to our school to help students succeed

Where do we find resources?

Teachers

School

District

Community

What do you mean by “resource”?

People Materials Time Assessments Technology

Resource Mapping

Resource Maps are

created for academic

areas as well as for

behavior.

Resources available at

each tier level are included.

Resource Maps

Using Data to Drive Instruction/Intervention

Data Walls & Rooms

•Visually track student data to improve student academic achievement and group students based upon instructional need.

Purpose

•Data walls are sorted by grade level and/or subject area:•Each teacher on

the team has a different color post-it note.

•Student data are recorded on the post-it note and a representative from the PLC moves each student’s post-it note to reflect their progress.

Construction

..

23

School-wide Data Room

Science School-wide Goal from School Improvement Plan

25

The graph is created based on the measures of the test. In this example, we marked the proficiency line as given by the district as

well as our own “target” line.

Proficiency line

School Target

26

Classroom-based DRA Data Wall

Secondary Electronic Data Wall

INTERPRETING THE DATA WALL

Overagefor

GradeChron

AgeFCAT DSS Rdg

2008 - 2009FCAT Level

Rdg 2008 - 2009

Performanceon FAIR

FCAT DSS Math

2008 - 2009

FCAT Level Math

2008 - 2009UnEx. Abs

Suspen-sions

District GPA

Total Credits Earned

Under Agefor Grade

Rdg DSS Ranges for

Levels 4 and 5Level 4 or 5 Under Age

for GradeMath DSS Ranges for

Levels 4 and 5 4.0 or >

NoAppropriate

Agefor Grade

Rdg DSS Range for Level 3 Level 3 PRS or FSP

≥ 85Appropriate

Agefor Grade

Math DSS Range for

Level 30 to 5 0 to 5 3.0 to

3.99

Yes 1 Year Over Agefor Grade

Rdg DSS Range for Level 2 Level 2

PRS or FSPBetween 16

and 84

1 Year Over Age

for Grade

Math DSS Range for

Level 26 to 10 6 to 10 2.0 to

2.99

2 Yrs or More

Over Agefor Grade

Rdg DSS Range for Level 1 Level 1 PRS or FSP

≤ 15

2 Yrs or More Over

Agefor Grade

Math DSS Range for

Level 111 to 15 11 to 15 1.0 to

1.99

16 or more

16 or more 0 to .9

Det

erm

ined

by

the

time

of t

he s

choo

l yea

r.

Click..\Virtual Data Wall.wmv to Play

Video of Virtual Data Wall Using and Interactive Smart Board

Setting Goals

Identify the intervention goal or target that you want the student to attain.

Goals in tiers 2 & 3 should be short term (e.g., next benchmark assessment period).

Goals have 2 components:• 1. Level of performance desired.• 2. Time within which that level

can be attained.

Goals should be ambitious but reasonable.

Goals

Strategic

Measurable

Attainable

Results based

Time-boundAND with ….

Built in Accountability

• Conzemius & O’Neill

SMART Goals

Data

What? Why? When?

Types of Assessment

Screening and Benchmark

• Which of our students might possibly need additional assistance in order to be successful academically?

Diagnostic

• What are the student’s academic strengths and instructional needs?

Progress Monitoring

• Is learning happening?

Outcome Assessment

• Did our students make progress towards meeting the standards?

Progress Monitoring Tools

Core• Running Records• DRA-2• FCAT Weekly Practice

Tests• Chapter tests

Intervention•Fluency-based assessments•FCRR OPM•Monthly assessments from

research-based computerized programs (e.g., istation)

•Read 180 assessments•EasyCBM

Video- Using Data

Scheduling

Building in Time for Intervention/Enrichment

Master Schedule

Based on the least restrictive impact on core subjects

Establish a year-long timeline including:coordinator/interventionist meetings

bi-weekly team meetings data analysis checkpoints

Video-Scheduling

Sample Schedule

Fidelity

Monitoring the integrity of implementation

Lack of implementation fidelity might result in a

practice or program being less effective, less efficient,

or producing less predictable responses.

(Wilder, Atwell, & Wine, 2006; Noell, Gresham, &

Gansle, 2002)

When programs implemented with fidelity are compared to programs not

implemented with fidelity, the difference in effectiveness is

profound. Those implemented with fidelity yield average effect sizes that are two to three times

higher. (Durlak & DuPre, 2008)

Research Shows…

Questions Addressing Fidelity

Who:

• is responsible for delivering the instruction/intervention?

• is available to provide guidance or assistance?

What:

• are the roles of teachers, support personnel, school coaches, and administrators?

• will we do when the interventionist/teacher is absent?

How:

• will we proceed if a lesson is missed or interrupted due to schedule alterations (e.g., a fire drill, field trip, assembly)?

Interventionists should:

Be adequately trained.

Adhere to the instructional procedures (e.g., implement among groups of the appropriate size).

Implement as frequently as recommended by the publisher (e.g., daily, three times per week).

Implement for the recommended amount of time (e.g., one semester, one academic year).

Skillfully implement the instructional procedures.

Instructional Fidelity

Who Conducts Fidelity Checks?

A trained:

Coordinator Teacher Administrator Resource Person

That can:• collect & analyze data • observe and conduct interviews with

interventionists & students receiving instruction/intervention

• attest to the quality of the intervention

Formats of Fidelity Checks

FORMATS

• Direct Observations• Rating Scales• Permanent Products• Interview• Self-report• “Scripted”

Interventions

AREAS TO CONSIDER FOR ASSESSMENT

• Adherence• Exposure• Quality of Delivery• Program

Differentiation• Student

Responsiveness

Parent Involvement

Parent Involvement

Parents must understand that RtI:

is relevant and beneficial to all

students, regardless of

placement.

seeks to find out what specific

instruction and interventions work best for their child.

is not a categorical system that

students must progress through

laterally to become eligible for special

education.

does not override other rights under

IDEA.

Meaningful and effective involvement is critical

How to Involve Parents at Core

Review school-wide data and goals with the Student Advisory Committee (SAC) and Parent Teacher Association (PTA)

members.

Include information about school-wide data in parent newsletters.

Post school-wide data in a visible place on campus.

How to Involve Parents in Intervention

Tier 2: Invite parent to attend parent conference and/or PSLT meeting; solicit input in a formal

manner if unable to attend.

Tiers 2 & 3: Invite parents to participate in meetings and/or

receive any of the data that is used by the team with a summary of the meeting in writing accompanied by a follow-up telephone call and/or

parent/teacher conference.

Strengths and Weaknesses

RtI in Charter Schools

Activity

Strengths Weaknesses

Strengths

Willingness to think outside of the box

Different models and approaches to learning

Less students, smaller staff creates a greater sense of community

More individualized approach

More parent involvement

Flexibility in scheduling

Weaknesses

Limited resources- personnel, materials

Specificity when progress monitoring (what to use, what to measure)

Intervention materials/resources may be less accessible

Maintaining communication with district resources

Video-The Importance of RtI

RtI Resources

Florida Center for Reading and Research

http://www.fcrr.org

Florida Inclusion Network

http://www.floridainclusionnetwork.com

Florida Response to Intervention (sponsored by FLDOE, BEESS, & others)

http://www.florida-rti.org/

National Center for Response to Intervention (US DOE & American Institute for Research)

http://www.rti4success.org/

The IRIS Center (Vanderbilt Univ, Claremont Grad School, TA&D, IDEAS that Work)

http://iris.peabody.vanderbilt.edu/

RTI Action Network (National Center for Students with Learning Disabilities)

http://www.rtinetwork.org/

Curriculum Based Measurement

www.easycbm.com

RtI Resources

What Works Clearinghouse

www.whatworksclearinghouse.org

Positive Behavior Support

http://flpbs.fmhi.usf.edu

Guiding Tools for Instructional Support

www.florida-rti.org/_docs/GTIPS.pdf