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What is RtI?
Tierney Barcarse
Director of Achievement Special Education
Objectives
• Understand Response to Intervention (RtI) purpose and cycle
• Correlate RtI and Multi-leveled data teams
• Learn ways to structure your school for effective RtIimplementation of RtI
• Enhance our RtI toolkit
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• Enhance our RtI toolkit
• Identify next steps for RtI implementation
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Anticipatory Set
• “Response to Intervention is an emerging approach to the diagnosis of Learning Disabilities that holds g gconsiderable promise.”
-Jim Wright, Intervention Central.org January 2006
• Is Response to Intervention a Special Education or General Education Initiative?
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Vocabulary
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Response to Intervention
• A system that provides meaningful identification of
33-5%
meaningful identification of learning and behavioral problems while improving instructional quality to provide students with the best opportunities to succeed in
215%
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ppschool.
180%
Universal Screening
• A brief assessment, 10-20 minutes to administer
• Given 3-4 times per yearGiven 3 4 times per year
• Valid, reliable, and evidenced based
• ALL students are given this assessment
• Identifies students who are at-risk of academic failure
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Universal Screener: Purpose
• Elementary: – Identify students at risk for– Identify students at risk for
underachievement
• Secondary: Identify students at risk for not– Identify students at risk for not completing school in 4 years
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Universal Screener Example
• Screening is done to identify individuals with small problems that will likely lead to larger problems p y g pwithout intervention.
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Progress Monitoring
• Repeated measurement of academic performance to inform instruction of individual students in general and special education classesand special education classes.
• Conducted at least monthly, estimates rate of improvement
• Identifies students who are not demonstrating adequate progressadequate progress
• Compares the efficacy of different forms of instruction to design more effective, individualized instruction
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Medical Example
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Charting Progress Monitoring Data
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Movement Break!
• Focused attention is about 8 seconds
• Sustained attention is about 40 minutesSustained attention is about 40 minutes
• Average attention is about 20 minutes
• Let’s move!– Stand up
– Touch two walls furthest from youy
– High five 7 people with alternating hands
– Find a partner and discuss 1 new thing you learned
– Be prepared to share out
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Academic Review Team
Data Teams
Peer Review Team
WeeklyCSSS
CSSSCSSS
CSSS
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RTI Implementation
Tier 1
Qtr 1: 9 weeks Qtr 2: 9 weeks Qtr 3: 9 weeks Qt 4: 9 weeks
“What”
August
September
October
November
December
January
February
March
April
May
Universal Screener 1:
Brief 10-20 min
Academic/behavioral
Identify at-risk failing behind peers
Universal Screener 2:
Brief 10-20 min (Academic/behavioral
Identify at-risk failing behind peers
Universal Screener 3:
•Brief 10-20 min
•Academic/behavioral
•Identify at-risk failing behind peers
Universal Screener 4:
Brief 10-20 min
Academic/behavioral
Identify at-risk failing behind peers
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peers p
peers peers
Progress Monitoring 6-8 wks
•Weekly formative assessment
•Data analysis
•Identify weak skill/plan
•Actively monitor plan
Progress Monitoring 6-8 wks
•Weekly formative assessment
•Data analysis
•Identify weak skill/plan
•Actively monitor plan
Progress Monitoring 6-8 wks
•Weekly formative assessment
•Data analysis
•Identify weak skill/plan
•Actively monitor plan
Progress Monitoring 6-8 wks
•Weekly formative assessment
Data analysis
Identify weak skill/plan
Actively monitor plan
What: RtI Process Qtr 1
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RTI Implementation
Teams
Qtr 1 9 eeksQtr 2: 9 weeks Qtr 3: 9 weeks Qt 4: 9 weeks
“Who”
Qtr 1: 9 weeks
August
September
October
November
December
January
February
March
April
May
US 1:
Academic Review Team, Coaches, CC’s, DH’s, Resource Teachers
US 2:
Extended Data Team: Admin, Coaches, CC’s, DH’s, Resource Teachers
US 3:
Extended Data Team: Admin, Coaches, CC’s, DH’s, Resource Teachers
US 4:
Extended Data Team: Admin, Coaches, CC’s, DH’s, Resource Teachers
EdisonL
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Progress Monitor 6-8wks
Weekly formative assessment
Data Teams
Elementary: Grade level
Secondary: dept. mtg tchrs
Progress Monitor 6-8wks
Weekly formative assessment
Data Teams
Elementary: Grade level
Secondary: dept. mtg tchrs
Progress Monitor 6-8wks
Weekly formative assessment
Data Teams
Elementary: Grade level
Secondary: dept. mtg tchrs
Progress Monitor 6-8wks
Weekly formative assessment
Data Teams
Elementary: Grade level
Secondary: dept. mtg tchrs
Who: RtI process Qtr 1
Academic Review Team
EdisonL
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Qtr 1- Tier 1Implementation
August- September9 weeks
Universal Screener week 1S i i d id if di hi h d b i k f l i
ART Data Team week 2Meets 3-4 times per year to analyze screener data ex: Fall, Winter, Spring
Screening is done to identify or predict which students may be at risk for poor learning outcomes. All Students in a grade level are screened and followed by short-term progress monitoring to confirm a students at-risk status (ensure they didn’t quit the screener)
p y y , , p gDetermine effectiveness of core instruction (80%)Design interventions; and assign interventions Teachers, Counselor, Student Services C, Administrator, Curriculum C, Data managerFocus is to support the data teams which have identified core needs and communicate with the leadership team to allocate resources for interventions
Intervention/Progress monitoring week 3-9Purpose: Monitor student’s response to primary, secondary, or tertiary instruction in order to calculate approximate rates of improvementIdentify students who are not demonstrating adequate progress, and compare the effectiveness of different forms of instructionStudents are assessed at regular intervals: weekly/biweekly (ex: Classroom Based Measurement CBM)
Data Team week 3-9Grade-level/department data teams meet to discuss progress monitoring data (CBM), Benchmark data, Common Assessments, and identify core instruction needs to meet the educational needs of at least 80% of students at least weekly Design mini lessons, bell work, intervention tools (graphic organizers, acronyms) etc to embed re-teaching of weak skill areasComprised of Grade level/department teachers, Coaches, Curriculum Coordinators
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Items to ConsiderWho will review the embedding plan to support accurate re-teaching?Is a school-wide calendar in place to allocate time for weekly data teams meeting with roles and expected outcomes?Establish routines and procedures for making decisionsExplicit decision rules for assessing student progress (e.g., state and district benchmarks, level and/or rate
Items to ConsiderDoes every teacher know how to implement the intervention agreed upon?What tools are needed to monitor/assess rate of student improvement with fidelity?Who will compare the effectiveness of different forms of instruction?What training is needed for teachers to use assessment tools such as Classroom Based Measurement?Are Coaches/CC’s, Professional Development’s or resource libraries in place for teachers to go to for additional support/ideas on research based instructional practices?
Academic Review Teams (ART)
• Meeting Objectives
• Identify grades classrooms and individual• Identify grades, classrooms, and individual students that/who are meeting proficiency targets.
• Identify grades, classrooms, and individual students that/who need additional support.
• Establish a standard procedures across grade• Establish a standard procedures across grade levels for assigning and monitoring interventions at all levels (grade, classroom, and student).
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First ART Meeting
Identify Needs Provide Support
Tier 1 Identify grades and/or Provide problem solving 80% classrooms in need of
core interventions services for grades/classrooms in need of core interventions
Tier 2 20%
Identify students in need of supplementalinterventions
Provide problem-solving services for students in need of supplemental interventions
Tier 3 3-5%
Identify students in need of intensive interventions
Provide problem-solving services for students in need of intensive interventions
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ART Meeting- How do we run it?
• ART meeting script!
• In school team groups, review the meeting script and identify personnel and timelines.
• 15 minutes
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Data Team Process
• Five steps to identify and evaluate interventions:
• Collect and Chart Data
• Analyze Strengths and Obstacles
• Establish Goals
• Select Instructional Strategies
• Determine Results Indicators- progress monitoring
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Data Teams
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Example Data Team Notes
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Data Teams- Are we implementing with fidelity?
• Data Team meeting script!
• In school team groups, review the meeting script and example Data Teams notes, identify personnel, timelines, and needs.
• 15 minutes• 15 minutes
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Break!
• When I say go: – School teams stand up, and non-verbally organize theSchool teams stand up, and non verbally organize the
entire group to shout out their school mascot at the same time
– Find another school group furthest from you and discuss what you are going to do differently with either your ART team OR Data Team.
– Be prepared to share outBe prepared to share out
– 10 min break, be back in seats, ready to go
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With RtI-It’s all about the…
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Interventions, research, evidenced… WHAT?• What is the difference between evidence-based
interventions and research-based curricula?
• Evidence-based intervention - data from scientific, rigorous gresearch designs have demonstrated (or empirically validated) the efficacy of the intervention. That is, within the context of a group or single-subject experiment or a quasi-experimental study, the intervention is shown to improve the results for students who receive the intervention.
• Research-based curricula, may incorporate design features that have been researched generally; however the curriculum
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that have been researched generally; however, the curriculum or program as a whole has not been studied using a rigorous research design, as defined by the Elementary and Secondary Education Act.
• Both are necessary for a Tiered Intervention System. • National Center on RtI (April, 2010)
Core Interventions (Tier I)• All students
• At least 80% of students on grade level
• “Whatever it takes”• Whatever it takes
• Core problems:
1: These students have not had access to an effective curriculum.
2: These students have not been engaged in an effective l i i t
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learning environment.
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Support the Core!!!!
• Cycle of Instruction!
• Consider altering:Consider altering:
– whole group instruction
– curriculum materials
– instructional methods and routines
– independent practice (e.g., centers)
• Group students based on skill data (data comes from many
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Group students based on skill data (data comes from many sources).
• Differentiate instruction according to group needs.
• Same amount of time for instruction, different use of that time
Supplemental Interventions (Tier II)
• Linked directly to core instruction materials, standards, and benchmarks
• Problems:
1: Students require additional time for direct instruction
2: Focus of the curriculum must narrow
• “Anything” to increase rate of learning
• 15% of students may need this level of support
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• Opportunity to increase exposure to curriculum (i.e., academic engaged time)
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Intensive Interventions (Tier III)
• Maintain connection to core instruction materials, standards, and benchmarks.,
– Some students may require additional program.
• 3-5% of students may need individualized support
•Individualized support is in-addition to the core support
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in-addition to the core support, not in place of!
Interventions at every level: Time and IntensityReading Writing Math Behavior
•ClassWide Peer Tutoring
C ll b ti
•ClassWide Peer Tutoring
M i
•ClassWide Peer Tutoring
C t
•Self Monitoring
Cl Wid
Cycle of instruction
Pacing Guides
•Collaborative Strategic Reading
•Peer Assisted Learning
•Mnemonics
•Mnemonics •Concrete Representational Abstract
•Mnemonics
•ClassWide Peer Tutoring
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Pacing Guides
Universal Design for Learning
Differentiation
Scaffolding/graphic organizers
Collaborative/Small groups
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Continuum of Skill Acquisition
Expected level of performance
12
3
Expected level of performance for a grade
Need intervention that targets previously taught skills
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(narrow focus; at or below grade level)
Need intervention that targets previously taught skills
(narrow focus; below grade level)
Progress Monitoring
• Core
– 1x per month
• Supplemental
– 2x per month
• Intensive
1x per week
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– 1x per week
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Progress Monitoring Schedule
• Universal Screening- 3/4 x per year
– This schedule provides the structure for Tier movement.
• Universal Screening:
• Tier I – 1x per month
• Tier II –2x per month
– At least 6 data points after 3 months.
– Universal screening occurs approximately every 3 months.
– Grade-level data analysis (i.e., ART meeting) occurs after universal screening.
– Tier movement occurs after universal screening/grade-level data
• Tier I:
• Tier II:
• Tier III:
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Tier movement occurs after universal screening/grade level data analysis.
– Six data points is sufficient to make a decision as to the effectiveness of an intervention/instruction
Progress monitoring schedule – cont’d
• Tier III – 1x per week
– At least 4 data points after 1 month. p
– Decision making and problem-solving at this level will occur monthly and there will be sufficient data collected for this to occur.
– Teams should avoid exposing a student to an ineffective intervention. After 4 data points a team can engage in decision making.
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dec s o a g
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More Less
Monitoring Frequency
Continuous monitoring creates “evidence base”
g q y
Monitoring Precision
Depth of Problem Analysis
Monitoring Focus
Evidence Base
Group Size
MoreLess
Instructional Time
Adapted from the Florida PS/RtI Statewide Project; http://florida.rti.usf.edu
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Tiered Interventions= TIM
• T- Time
• I- Intensity
• M- Monitoring
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Tier 1 (Core)
T = Core Instruction Time
I = Pacing Guide (differentiation)
M = 3x/year US; Monthly (eValuate)
1
Expected Level of
Performance
Per
form
ance
Tier 2 (Supplemental)
T = Core +
I = Core + essential skills
M = 2x/month
Tier 3 (Intensive)
2
3
Time
Tier 3 (Intensive)
T = Core ++
I = Core + essential skills (below grade level)
M = Weekly
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Tier Assessment and Monitoring Schedule
Intervention Resources(Curricular and Instructional
Resources)(Timing/Intensity)
Data Review Process (Team Meetings)
Team(s) and Personnel
Documentation
3
Tier Assessment and Monitoring Schedule
Intervention Resources(Curricular and Instructional
Resources)(Timing/Intensity)
Data Review Process (Team Meetings)
Team(s) and Personnel
Documentation
2
Tier Assessment and Monitoring
Schedule
Intervention Resources(Curricular and Instructional
Resources)(Timing/Intensity)
Data Review Process (Team Meetings)
Team(s) and Personnel
Documentation
1
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Break!
• When I say go: – Stand upStand up
– Touch 5 chairs with alternating hands
– Every time you make eye contact with someone, use one word/phrase to describe what “paying attention” looks like
• Example: eye contact, quiet, etc
Fi d t t li t f d fi iti f “ i– Find a partner create a list of your definition of “paying attention”
– Be prepared to share out
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Self Monitoring
• Evidenced Based Practice– Every time you hear the bell, mark whether you areEvery time you hear the bell, mark whether you are
paying attention
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Creating a tier 2- Bell schedules!!!!!
• Tier 2 is a fluid tier
• Students are placed via universal screening dataStudents are placed via universal screening data
• Sample Bell schedules at every level
• Look at your bell schedule, what do you need to change in order to implement RtI with a tier 2?
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Review
• Universal Screening and ART teams
Ti 1 C i t ti d d t t• Tier 1: Core instruction and data teams
• Tier 2: Supplemental instruction and data teams
• Tier 3: Intensive, individualized instruction and data teams
• What do we need to reinforce/focus on in order to implement RtI?
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Did We…
• Understand Response to Intervention (RtI) purpose and cycle
• Correlate RtI and Multi-leveled data teams
• Learn ways to structure your school for effective RtIimplementation of RtI
• Enhance our RtI toolkit
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• Enhance our RtI toolkit
• Identify next steps for RtI implementation
Feedback
• I want your feedback!
• How did I do?• How did I do?
• What do you need?
• How can I or your Edison team provide you more support?
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References
• Dibels Data System [Materials Downloads- 6th Edition Downloads and IDEL]. Retrieved
• from https://dibels.uoregon.edu/measures/index.php?action=download
• Fuchs, L. S. & Fuchs, D. (n.d). Using curriculum based measurements in response to, , ( ) g p
• intervention framework: Using CBM to determine response to intervention.
• Retrieved from http://www.rti4success.org/resourcetype/using-cbm-determineresponse-
• intervention
• Fuchs, L. S. & Fuchs, D. (2011). Using CBM for progress monitoring in reading.
• Retrieved from http://www.eric.ed.gov/PDFS/ED519252.pdf
• National Center on Response to Intervention (2011). Tools charts. Retrieved from
• http://www.rti4success.org/resourceslanding
• Wright J (n d) Curriculum-Based Measurement: A Manual for teachers Retrieved fromWright, J. (n.d). Curriculum-Based Measurement: A Manual for teachers. Retrieved from
• http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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