Response to Response to Intervention (RTI)Intervention (RTI)

Alvena KauffmanAlvena KauffmanKauffman_a@hcde.orgKauffman_a@hcde.org

What is RTI?What is RTI?

RTI is a process of implementing high RTI is a process of implementing high quality, scientifically validated instructional quality, scientifically validated instructional practices based on learner needs, practices based on learner needs, monitoring student progress, and adjusting monitoring student progress, and adjusting instruction based upon the student’s instruction based upon the student’s progress. progress.

(Bender & Shores, 2007 p.7)(Bender & Shores, 2007 p.7)

Response to InterventionResponse to Intervention A A prevention systemprevention system in general education to in general education to

Maximize student achievementMaximize student achievement Reduce behavior problemsReduce behavior problems

An An organizational frameworkorganizational framework for: for: Identifying students at risk for poor learning Identifying students at risk for poor learning

outcomesoutcomes Monitoring student progressMonitoring student progress Providing evidence-based interventionProviding evidence-based intervention Adjusting the intensity and nature of those Adjusting the intensity and nature of those

interventions depending on a student’s interventions depending on a student’s responsivenessresponsiveness

Identifying students with learning disabilities Identifying students with learning disabilities

Myths vs. Reality Myths vs. Reality 1.1. Interventions across Interventions across

all segments of all segments of school populationschool population

2.2. Prevention Prevention

3.3. Integration of general Integration of general education, remedial education, remedial education, and education, and special education. special education.

4.4. Focus on Focus on organization of dataorganization of data

1.1. Special Education its Special Education its own entityown entity

2.2. IdentificationIdentification

3.3. Only Pre-referral Only Pre-referral

4.4. Evaluations do not Evaluations do not changechange

RTIRTI

IDEA 2004IDEA 2004 Tennessee Eligibility for Specific Learning Tennessee Eligibility for Specific Learning

Disabilities (SLD)Disabilities (SLD) Approved in December 2007Approved in December 2007

• Requires documentation of interventionsRequires documentation of interventions• Includes new eligibility guidelines for SLDIncludes new eligibility guidelines for SLD

TN SLD Nine StandardsTN SLD Nine Standardsa. Not inappropriate a. Not inappropriate

instruction Rdg/Mathinstruction Rdg/Mathb. Given appropriate b. Given appropriate

instruction in gen. ed.instruction in gen. ed.c. Given by trained c. Given by trained

personnelpersonneld.Progress monitoring d.Progress monitoring

minimum once a minimum once a weekweek

e.Progress monitoring e.Progress monitoring to parents every 4 ½ to parents every 4 ½ weeks.weeks.

f. f. Documented lack of Documented lack of progressprogress

g. Pattern of strengths & g. Pattern of strengths & weaknessesweaknesses

h. Rule out other reasons h. Rule out other reasons for lack of achievementfor lack of achievement

i. If i. If all 8 standards metall 8 standards met and the results verify and the results verify

meet SLD definitionmeet SLD definition document how SLD document how SLD

impacts performanceimpacts performance

The state now allows either The state now allows either Discrepancy testing (with additions)Discrepancy testing (with additions) RTI criteria for SLD eligibility (with state RTI criteria for SLD eligibility (with state

approvalapproval

What does this mean for HCDE?What does this mean for HCDE?

HCDE HCDE Use the Discrepancy testing for SLD Use the Discrepancy testing for SLD And, add the data from benchmaking and progress And, add the data from benchmaking and progress

monitoringmonitoring

RTI eligibility for SLD will begin whenRTI eligibility for SLD will begin when

The 3-Tier model is fully implementedThe 3-Tier model is fully implemented A proposal is submitted and approved by the state.A proposal is submitted and approved by the state.

TIER I: Core Classroom Instruction TIER I: Core Classroom Instruction

Focus

Program

Instructor

Setting

Grouping

Time

Assessment

For all students in K through 8

Scientific-based instruction and curriculum

General education teacher

General education classroom

Multiple grouping formats to meet student needs60-90 minutes per day or more

Benchmark assessment at beginning, middle, and end of the academic year

Core ProgramCore Program

1. Evidenced-based and scientifically proven?1. Evidenced-based and scientifically proven? 2. Adequate training?2. Adequate training? 3. Being implemented with fidelity?3. Being implemented with fidelity?

All components incorporated in instruction?All components incorporated in instruction? Carried out the was it was designed?Carried out the was it was designed? Enough time allocated?Enough time allocated?

4. Correct scope and sequence to meet state 4. Correct scope and sequence to meet state standards?standards?

5. Analyzed weaknesses of the program and use 5. Analyzed weaknesses of the program and use supplemental materials?supplemental materials?

TIER II: Intervention TIER II: Intervention Focus

Program

Interventionist

Setting

Grouping

Time

Assessment

Trained interventionist, classroom teacher or specialized instructor

For students identified with marked difficulties, and who have not responded to Tier I efforts

Appropriate setting inside or outside the classroom

Homogeneous small group instruction ( 1:5)

30 minutes per day in small group in addition toof core instruction

Every 1-2 weeks conduct progress monitoring on target skills to ensure adequate progress and learning

Specialized, scientifically based program

When should Tier II instruction start?When should Tier II instruction start? Tier II instruction must start as soon as possible after Tier II instruction must start as soon as possible after

students have been identified through benchmark students have been identified through benchmark testing.testing.

How do we group students for Tier II?How do we group students for Tier II? Tier II instruction is provided in groups of 3-5 Tier II instruction is provided in groups of 3-5

students. These groups are organized according to students. These groups are organized according to the skills targeted for each student.the skills targeted for each student.

When do students exit Tier II?When do students exit Tier II? As a general guideline, students are ready to exit As a general guideline, students are ready to exit

Tier II instruction when they have reached Tier II instruction when they have reached benchmarks on the targeted skill. benchmarks on the targeted skill.

What should Tier II instruction look like? What should Tier II instruction look like?

Tier II instruction should:Tier II instruction should:• Be systematic and explicit (instruction with Be systematic and explicit (instruction with

modeling multiple examples and feedback to modeling multiple examples and feedback to students)students)

• Be paced to match each student’s skill levelBe paced to match each student’s skill level• Provide students with multiple opportunities to Provide students with multiple opportunities to

participate and respondparticipate and respond• Provide students with corrective feedbackProvide students with corrective feedback

Tier II is coordinated with the general education Tier II is coordinated with the general education classroom so that Tier II instruction can be used to classroom so that Tier II instruction can be used to preteach and review skills.preteach and review skills.

What should Tier II instruction look What should Tier II instruction look like? like? Tier II should include:Tier II should include:

• Daily small group instruction in addition to whole-Daily small group instruction in addition to whole-class instruction (30 minutes)class instruction (30 minutes)

• Direct and systematic instruction in core skills that Direct and systematic instruction in core skills that the student needsthe student needs

• Progress monitoring Progress monitoring

Focus

Program

Interventionist

Setting

Grouping

Time

Assessment

For students who have not responded adequately to Tier I and Tier II efforts

Appropriate setting outside the classroomdesignated by the school

Homogeneous small group instruction (1:3)

60 minutes per day in small group in addition to core instruction. Weekly progress monitoring on target skills to ensure adequate progress and learning

Individualized and responsive intervention

Trained interventionist, Specialized instructor or Special Education Teacher

TIER III: Intensive InterventionTIER III: Intensive Intervention

Why use the Three Tier Model?Why use the Three Tier Model?

The Three Tier Model emphasizes:The Three Tier Model emphasizes: Early identification of students in need of helpEarly identification of students in need of help Providing an avenue for interventions for students Providing an avenue for interventions for students

who do not require special education services, but who do not require special education services, but who consistently fall behindwho consistently fall behind

Serving students who require occasional additional Serving students who require occasional additional instruction as well as students who require long-term instruction as well as students who require long-term supportsupport

Assessing students on an ongoing basis by Assessing students on an ongoing basis by benchmaking three times per year and progress benchmaking three times per year and progress monitoring every two weeks for students having monitoring every two weeks for students having difficultydifficulty

Intervention to prevent or alleviate learning difficulties Intervention to prevent or alleviate learning difficulties

RTI helps build a bridge between general RTI helps build a bridge between general and special education by offering decision-and special education by offering decision-making tools and opportunities for making tools and opportunities for communication about students’ learning communication about students’ learning experiences. experiences.

RTI Requires:

Systematic approach to instructionSystematic approach to instruction Collaboration across classrooms and Collaboration across classrooms and

regular and special educationregular and special education Explicit goals and expectationsExplicit goals and expectations Explicit instructionExplicit instruction Progress monitoringProgress monitoring

RTI School CommitteeRTI School Committee

An interdisciplinary team that collaborate An interdisciplinary team that collaborate by:by: Reviewing benchmark and progress Reviewing benchmark and progress

monitoring datamonitoring data Engage in decision-making for Tier Engage in decision-making for Tier

placements and interventionsplacements and interventions Maintain documentationMaintain documentation

RTI School CommitteeRTI School Committee

Members:Members: Principal - instructional leadership rolePrincipal - instructional leadership role General education facilitator - management tasksGeneral education facilitator - management tasks Classroom teacher(s) Classroom teacher(s) Master teacherMaster teacher Others Others

Scheduling:Scheduling: Maximum – weeklyMaximum – weekly Minimum – 4-5 times a yearMinimum – 4-5 times a year

RTI SLD EvaluationRTI SLD Evaluation

RTI data is used as part of the evaluation RTI data is used as part of the evaluation procedures for determining the presence procedures for determining the presence of a specific learning disabilityof a specific learning disability The student does not achieve adequately for The student does not achieve adequately for

the student’s age or to meet state-approved the student’s age or to meet state-approved grade level standards when provided with grade level standards when provided with learning experiences and scientifically learning experiences and scientifically researched instruction appropriate for the researched instruction appropriate for the student’s age or state-approved grade level student’s age or state-approved grade level standardsstandards

RTI SLD EvaluationRTI SLD Evaluation

To ensure that underachievement in a student To ensure that underachievement in a student suspected of having SLD is not due to lack of suspected of having SLD is not due to lack of instruction, verify that prior to or during the instruction, verify that prior to or during the referral process, the student was provided referral process, the student was provided appropriate instruction in general education, appropriate instruction in general education, delivered by qualified personneldelivered by qualified personnel

In SummaryIn Summary

RTI offers a robust and technically sound set of RTI offers a robust and technically sound set of methods that enhance student achievement methods that enhance student achievement while reducing special education placementswhile reducing special education placements

RTI is a viable way to improve access to RTI is a viable way to improve access to effective instruction for all studentseffective instruction for all students

RTI is not a replacement for all other RTI is not a replacement for all other assessment procedures, but a set of procedures assessment procedures, but a set of procedures that make educational planning more effective that make educational planning more effective for student improvementfor student improvement

http://www.rti4success.org/ http://www.interventioncentral.org/http://www.interventioncentral.org/ http://www.centeroninstruction.org/index.cfm http://www.iriscenter.com/ http://www.fcrr.org/ http://ies.ed.gov/ncee/wwc/reports/

Think LinkThink Link Class and Grade Summary Report

Student Report

Proficiency level

Individual students within class

Student performance on each objective

Specific to each objective

Think LinkThink Link

Objective Report

State Curriculum

Code, Standard, Subskill

Color coding indicates overall class Proficiency by item

Item difficulty level

Think LinkThink Link

Progress MonitoringProgress Monitoring Probes are available for monthly progress Probes are available for monthly progress

monitoringmonitoring Reports from progress monitoring Reports from progress monitoring

Benchmark Benchmark Student proficiency and growth chartStudent proficiency and growth chart

Action PlanAction Plan

Hamilton County SchoolsHamilton County Schools

Response to Intervention Action PlanResponse to Intervention Action Plan

Year 2009-10Year 2009-10

Principals RTI Facilitator RTI School Committee TeachersPrincipals RTI Facilitator RTI School Committee Teachers

DATEDATE ACTIVITYACTIVITY PARTICIPANTSPARTICIPANTS

July 13 July 13 PD- RTI Introductory Session PD- RTI Introductory Session – Middle School principals – Middle School principals

Middle School Principals Middle School Principals