Response to Instruction/Intervention (RTI 2 ) for Alaska Schools: Scaling Practices to Meet Local...

Response to Instruction/Intervention (RTI2) for Alaska Schools:

Scaling Practices to Meet Local Needs

Rachel Brown-Chidsey, Ph.D.University of Southern Maine

[email protected]

22

Overview

• What is RTI2?

• How does RTI2 help students?

• What are the steps in RTI2?

• What are Alaska's challenges?

• Resources

© Rachel Brown-Chidsey, 2009

3© Rachel Brown-Chidsey, 2009

What is RTI2?

• RTI2 stands for Response to Instruction/Intervention

• It is a comprehensive model for supporting all students in schools

• RTI2 includes multiple tiers of support

4

Alaska's RTI Triangle:

Tier 1: Universal Instruction (80%) +

Tier 2: Targeted Instruction (15%) +

Tier 3: Intensified Instruction (5%)

5

Alaska's Definition of RTI2


6

Another Triangle


7

How Does RTI2 Help Students?

• RTI2 helps students by providing scientifically-based instruction for all students on a universal basis

• For students who need additional instruction, Tiers 2 and 3 include instruction matched to their needs

• This is a prevention-focused model because it puts instruction first

– No more waiting to fail

• About 95% of students in a school will be successful with Tier 1 plus Tier 2


8

What Are the Steps in RTI2?

• At each Tier there are two main steps– Scientifically-based instruction– Assessment

• Tier 1 is the most important part of RTI2

• Tier 1 reaches all students • Tier 1 needs to be effective with at least

80% of students because it's not possible to provide Tiers 2 and 3 to more than 20% of students


9

+

Will This Work?

Using tiers 2 and 3 to meet the needs of all students is like “bailing the Titanic with a thimble”


10

Start with a Focus on Tier 1 because...

• All students participate in Tier 1• Tier 1 happens every day• Tier 1 is the least restrictive

environment• Tier 1 is the first and best opportunity

to ensure that all students have access to effective instruction


11

Tier 1 Instruction

• Universal core curricula• Scientifically-based practices• Teaching fidelity• Differentiation in the

classroom


12

Tier 1: Universal Core Curricula

• This is the program and/or practices adopted at the district level for use with all students

• Important because it ensures that students have equal access and opportunity to learn

• It is the building block for all other supports


13

Tier 1: Scientifically-Based Practices

• The core program needs to incorporate scientifically-based teaching materials and practices

• To assist with selection and use of such practices there are a number of web-based resources

• Emerging standards for educational research will boost the quality of future programs


14

Tier 1: Web Resources

• What Works Clearinghouse– http://ies.ed.gov/ncee/wwc/

• Doing What Works– http://dww.ed.gov/

• Florida Center for Reading Research– http://www.fcrr.org/


15

Tier 1: Teaching Fidelity

• An important part of Tier 1 success is fidelity of instruction

• This means that the instruction happens in the way it was designed and tested in research

• Fidelity needs to be checked and verified– Teacher self-review– Peer review


16

Tier 1: Differentiation

• Tier 1 needs to include ways to teach students according to their specific needs

• This ensures that the Tier 1 instruction is as effective as possible

• Examples include:– Daily small group instruction time – Peer Assisted Learning Strategies

(PALS)


17

Tier 1 Assessment

• Universal screening• 3 times a year• Identifies students at risk• Points out instructional needs


18

Tier 1: Universal Screening

• Includes brief assessments of every student in the school

– DIBELS– AIMSweb

• Important way to know which students need additional help

• Like taking each student's “temperature” to know how worried to be


19

Tier 1: Screening 3 Times a Year

• Screenings are done in the Fall, Winter, and Spring to see how ALL students are doing

• If screenings are done less often, we lose the chance to help kids quickly

• Screening data shows whether the Tier 1 core program is working

– Are 80% of students on track?


20

Tier 1: Sample Class Data

L C T S P Q W D O X K E B V J G R I U N Y H F A Z M

0

10

20

30

40

50

60

70

80

90

100


21

Tier 1: Identifies Students at Risk

• Screening data helps identify which students need help

• If 20% or less of students need help, Tier 2 intervention is the next step

• If more than 20% of students need help, the Tier 1 instruction needs to be adjusted

– Tier 1 is the most important part of RTI2


22

Points out Instructional Needs

• Screening data is compared with other indicators of student performance

• Tier 1 data helps teachers to group students according to their instructional needs:

– Classroom small groups– Tier 2 interventions


23

Tier 2 Instruction

• Provided IN ADDITION to Tier 1 for students who need it

• Often done in small groups of 3-5 students at a time

• Usually abut 30 minute sessions• 3-5 sessions per week• Gives students ADDITIONAL instructional

time and practice


24

Tier 2 Instructional Resources

• Tier 2 instruction needs to be scientifically-based just like Tier 1

• Web-based resources like WWC and DWW provide information about Tier 2 interventions as well

• Having certain materials on hand in each school ensures that intervention can happen quickly


25

Tier 2 Assessment

• Students who need Tier 2 intervention need more frequent assessment

• This assessment is known as progress monitoring

• At Tier 2 progress monitoring needs to happen at least once a month

• Can be weekly or every other week


26

Tier 2 Progress Monitoring

• Progress measures need to be matched to the skill being taught

– Monitor at grade level when possible– Change progress measures as needed

• A review of available progress measures is included at the website of the National Center on RTI:

– http://www.rti4success.org


272009 27

Tier 2: Interpreting Data• There are two parts to interpreting the data• Level = student’s scores compared with other

students at level of instruction– If student is in second grade, but reading at K level,

progress measures are K measures until student reaches 25th percentile, then move up to grade 1 measures

• Slope = rate of progress– Indicates if student will reach goal– If slope is good, level has to be improving


282009 28

Tier 2: Sample Interpretation

0

5

10

15

20

25

Fall22-Sep

27-Sep

4-Oct

11-Oct

18-Oct

25-Oct

1-Nov

8-Nov

22-Nov

29-Nov

6-Dec

15-Dec

20-Dec

Winter

Date

Dig

its C

orr

ect

Digits Correct Target

Intervention 1 Intervention 2Baseline

Both slope and level not good

Level improved but slope is weak

Slope and level both improved

Intervention is working!


29

Tier 3 Instruction• Tier 3 is only needed for students who are

not successful with Tiers 1 + 2• When this happens, very intensive

intervention is provided to see if that is what the student needs

• Such instruction is often done in very small groups or 1:1

• Tier 3 intervention can replace Tier 1 core


30

Tier 3 Assessment

• Tier 3 assessment includes progress monitoring just like Tier 2

• Progress needs to be checked more often and should be done at least weekly

• Another type of assessment sometimes used at Tier 3 is called Brief Educational Assessment (BEA) and compares different interventions


31

What are Alaska's Challenges?

• Alaska's schools face intense challenges in making RTI2 happen

• The size differences in district populations and geography are unknown in the rest of the U.S.

• Urban and suburban Alaska districts need solutions which are efficient and work for many languages and cultures


32

Needs of Rural Schools

• Rural Alaska schools often have a few students over several grades

• Grouping students for instruction is not an option

• Requires entirely different way of thinking about Tiers

– Continuum from highly programmed to more independent teaching


33

Standards-Based Teaching

• Standards-based instruction is one approach that is being tried

• Focuses on student mastery of specific learning standards

• Rather than variation in grouping, Tiers are replaced by the amount of time it takes to master standards

– Frequent progress monitoring essential


34

Getting Started

• RTI Blueprints• School and district teams• Start small

– It takes 3-5 years


35

RTI Blueprints

• A valuable tool for school and district planning is the RTI Blueprint

• These are planning templates developed by RTI veterans across the U.S.

• Can be accessed at:– http://www.nasdse.org/Projects/

ResponsetoInterventionRtIProject/tabid/411/Default.aspx


36

Role of Teams• RTI2 requires collaborative teams at the

school and district levels• Two main types of teams that support RTI2

are:– Grade level teams: all the teachers in a

grade meet regularly to review and discuss student progress data

– Problem solving teams: representatives of all grades meet regularly to review student data and help individual teachers


37

Start Small

• It's best to start with consensus building and planning

• It takes 3-5 years to get multiple tiers running smoothly

• Once the system is working for one content area or grade, it can be expanded to others


38

Resources

• Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.

• Intervention Central

– http://www.interventioncentral.org/

• National Center on Response to Intervention

– http://www.rti4success.org/

• RTI Action Network

– http://www.rtinetwork.org/© Rachel Brown-Chidsey, 2009

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Response to Instruction/Intervention (RTI 2 ) for Alaska Schools: Scaling Practices to Meet Local...

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