Today’s Presenter

Mark R. Shinn, Ph.D.

Big Ideas in RTI Success

2010 RTI Virtual Conference

Sponsored by Pearson

July 26-30

Big Ideas in RTI Success

Mark R. Shinn, Ph.D.National-Louis University

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More Information, Including Readings and Handouts Can be Found At...

http://markshinn.orgGo to Icon for Downloads for Professionals

Go to Folder entitled: Presentations and Handouts

Go to Folder entitled: Pearson Virtual RTI 2010

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Sponsored by

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• Mark R. Shinn, Ph.D. Serves as a Consultant for AIMSweb, which provides CBM assessment materials and organizes and report the information from 3 tiers, including RTI.

• Mark R. Shinn, Ph.D. Serves as a Consultant for Vmath, a remedial mathematics intervention from Voyager.

• Mark R. Shinn, Ph.D. Serves as a Consultant for Glencoe Publishing for their Jamestown Reading Navigator (JRN) product.

Disclosure

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Sponsored by

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Some People Think That RTI is An Evil Plot

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

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Sponsored by

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Why? RTI Myths

• RTI is an Just an Eligibility Process to Identify Students with Specific Learning Disabilities (SLD)

• RTI is Just a Different Way to Identify the Same Students and Serve Them the Same Way

• RTI is Another Wait to Fail Approach with the Same Old Hooping Jumping for Teachers and Families and MORE WORK!

• We Can Improve Achievement Significantly If We Ask Teachers to “Invent” Their Own Interventions and Deliver Them is Short Daily Time Periods (e.g., 5-10 minutes), All With MORE MEETINGS

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RTI “Facts”

• RTI IS an SLD Eligibility Process BUT It Really is Building Coordinated, Multi-Tiered Early Intervening Services, Part of an Organized Effort to Provide All Students with

• High Quality Instruction Using Scientifically Based Practices for Prevention, And

• Early, Appropriately Intense Intervention for Those Who Need It

• Students Get The Services They Need As Soon As They Need Them-No Hoop Jumping

• The Goal is to Select and Use “Block Buster” PROGRAMS (Interventions) Using Powerful Intervention Packages That Are Scientifically Based

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Where Do We Begin? Year 1 Blueprint

• Engage in Systematic Self Study, Starting with a DISTRICT Leadership Team, Then the Staff Development Plan

• Make Your Big Ideas Explicit!

• Figure Out What GOES!

• Build a Scientific and Coordinated Data System for (Universal) Screening and Progress Monitoring

• Figure Out How You’re Going to Build and Staff Organized Early Intervening Services (Tier 2)

• Know What the Priorities Are for Years 2-4

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Build Your Foundation withSelf Study

Part A Teams and Teaming: Describe your existing Systems of

Supports, including Teams, and Team and Individual Professional

Roles and Functions

Part B Data Systems: Describe your existing Progress Monitoring

and Universal Screening Systems: Are they scientifically based?

•Part C Interventions: Describe your existing Academic and Behavior

Tools (Interventions): Are they scientifically based?

•Part D Your SLD Entitlement ProcessIdentify Assessment

Instructional Tools and Practices That Are NOT scientifically based

for Abandonment

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Sponsored by

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“BIG” RTI--An Entitlement Process for Specific Learning Disabilities (SLD)

“little” rti--A school improvement model designed to employ scientifically based instructional and behavioral interventions aligned with students’ needs, preventatively. and as early as possible

Big Idea #1: RTI is More Than SLD Entitlement

Gresham, F., Reschly, D., & Shinn, M. R. (2010). RTI as a driving force in educational improvement: Historical legal, research, and practice perspectives. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists.

Walker, H. M., & Shinn, M. R. (2010). Systemic, evidence-based approaches for promoting positive student outcomes within an RTI framework: Moving from efficacy to effectiveness. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists.

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Sponsored by

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Students Get the Services They Need...

As Soon As They Need Them!

Big Idea #2What’s In It For Students and

Families?

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Sponsored by

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No Failing in Tier 1 Before You Get Tier 2No Failing in Tier 2 Before

You Get Tier 3

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Big Idea #3 Time to Revise the Model

Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special

Education, Inc. 13

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If We Don’t...The “Old Way” of Doing RTI

Find the Kid (1 at a Time)

Who?

Figure Out What to Do for the Kid

(1 at a Time)

What?

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The Result?

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• Tiers Will Be a Stopping Place Until the Next Tier

• More Attention Will Be Directed Toward Moving the Student than Building and Delivering Research-Based, Intensive Interventions

• What the Student HAS Will Remain More Important that What We Are Doing About It

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A Better Way of Thinking About 3 Tiers

CORE Meets the Needs of

MostA Cohesive System DESIGNED with All Students in Mind

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Some Still Need MOST

Some Still Need MORE

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“New Way”: Problem Solve for Groups!

THEN Find the Kid(s) Thru

Triage

Who?

Find the PROGRAM

(What GROUPS of Kids Need)

What?

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No Wimpy Interventions

• Intervene EARLY and POWERFULLY

• Reduce the GAP Early to Focus on Future Learning Rather than Constantly Catching Up

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QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

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Big Idea #4 RTI is a Renewed Commitment to SUPPORT Teachers

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.Better Tools

Better Training

More Support

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QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

20www.rti4success.org

Big Idea #5: Use “PROVEN” Assessments Reviewed by the USDE/OSEP National RTI Center

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The Gold Standard for Students for Reading Frequent Progress Monitoring

Sponsored by

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Design Feature

Big Idea #6: Planned Abandonment

If You Add Something In

You Must Drop Something Out!

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Sponsored by

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Sample Items “Planned Abandonment” List

Routine Use of Diagnostic Tests for Every Student

Use of Screening Tests for Annual Progress Monitoring

Referral Forms--Especially Long Ones That Ask Silly Questions

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Sponsored by

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Most Schools Have Resources to Build Tier 2

But...Too Many Remedial Programs with Different

- Entry Criterion-Curricula/Interventions, -Assessment and Progress Monitoring Systems

General Education

ELL

Title1

Specialists

RR

Special Education

Big Idea #7: Make Tier 2 Coordinated

Sponsored by

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Coordinated and Powerful Tier 2 Interventions

• Use Universal Screening to Identify Tier 2 Candidates

• Use a Focused and Scientifically Based Curriculum with an Emphasis on Explicit Teacher-Led Instruction with Explicit Language Support

• Use the Same Scientifically Based Progress Monitoring System

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Coordinated Data Systems Using Curriculum-Based Measurement (CBM)

Tier 1

Tier 2

Tier 3

Benchmark Using CBM 3x Per Year for Universal Screening AND Progress Monitoring-AND Program Evaluation

Strategic Monitoring of At Risk Students 1x per Month, or 2x per Month or Weekly

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Frequent Monitoring 1x or 2x per Week

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We Know the Elementary Path

1. Begin with a Comprehensive Self Study

2. Make a Commitment to Improve General Education Instruction

3. Build Your Data System using Curriculum-Based Measurement As Your Progress Monitoring and Universal Screening Tool

4. Commit to Effective Behavior Support School-wide, but also Classroom and Tier 2 and Tier 3

5. Ensure Tier 3 Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM)

6. Build Coordinated Scientifically Based Tier 2 Remedial Reading and Behavior Programs

7. Make Reading Volume a Priority for All Students to Encourage Wide Reading

8. Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support

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1. Make a Commitment to Improve General Education Content Teaching Skills a Continuous Staff Development Target-Ensure Access to

• Good Syllabi;

• High Quality Grading;

• Big Ideas Focus;

• Embedded Strategic Instruction Model (SIM) in Pedagogy;

• Strategies to Increase Engagement;

1. Common Assessments for Formative Assessment and Potential Screening

2. Develop Your Special Education Mission Statement (Intensive Basic Skill Interventions OR Content Class Support with SIM)

3. Ensure Tier 3 SE Basic Skill Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM)

4. Institute Effective Behavior Support School-wide, but also Classroom and Individual Behavior Support Plans

5. Build Effective Scientifically Based Tier 2 Remedial Basic Skill Interventions At Least at Grade 6 and 9 and Behavior Programs

6. Make Reading Volume a Priority for All Students to Encourage Wide Reading

7. Use CBM (Maze) As Your Universal Screener for Basic Skills

8. Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support

We Know the Secondary Path

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Myths-Facts

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Myth Fact

RTI is about Identifying SLD RTI is Building a Coordinated Services System for All Kids Using Evidenced Based Tools

RTI is About Wait to Fail and Hoop Jumping, Moving Kids Through Tiers

RTI is Using Screening to Triage Kids into Powerful Programs of Appropriate Intensity

RTI is About More Testing, More Meetings, More Inventing, and MORE WORK for Everyone

RTI is About Investing in Better Tools, Better Training, and More Support

RTI is Reactive--Find the Kid(s), THEN Figure Out What to Deliver

RTI is Proactive--Find the Programs to Meet Kids’ Needs, THEN Figure Out Who Gets Them