Secondary Response to Intervention (RtI) Team Training for Grades 6-12

1. Secondary Response to Intervention (RtI) Team Training for Grades 6-12 Facilitated by: Sherry Faulk, Terryl Swejk and Karen Williams Day 1: January 10, 2013

2. State Support Team, Region 9www.sst9.org • One of 16 regions in Ohio (State System of Support) • Provides support to all school districts and community schools in Stark, Wayne and Holmes Counties Local Schools in such areas as: • Special Education Compliance (Technical Assistance) • School Improvement (Ohio Improvement Process) • Early Learning and School Readiness • Family Engagement

3. Series Facilitators Sherry Terryl Swejk, M.Ed. Sherry Faulk, M.Ed. Karen Williams, Ed.D.

4. Series Schedule Training Dates • Day 1 January 10, 2013 • Day 2 – January 31, 2013 • Day 3 – February 14, 2013 • Day 4 – March 20, 2013 • Day 5 – April 10, 2013 Site Visits at Your Buildings • February 28, 2013 or • March 1, 2013

5. Graduate Credit Opportunity

6. RtI Toolkit Parking Lot Group Norms Getting Started Roles and Responsibilities Facilities

7. Seven Norms of Collaborative Work Garmston and Wellman, 2009.

8. Coming Together

9. Today’s Agenda 8:30 – 11:30 Setting the Stage RtI Overview 11:30 – 12:30 Lunch 12:30 – 3:00 The RtI Framework RtI Tier I 3:00 – 3:30 Team Assignment and Evaluations

10. Team Introductions Create a poster: Give your team a name Use a symbol or non-linguistic that identifies/describes each team member Report out to whole group (choose how you wish to do this…song, rap, cheer, video)

11. Learning Targets – Day 1 Participants will learn the basics of the RTI Framework. • What is RTI • Why RTI • Where RTI fits with other district initiatives • Basic components needed to implement RTI

12. “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Wright, 2005

13. Rate Your School Step 1: Individually, read the Jim Wright quote and rate your school Step 2: Share your thoughts with tablemates Step 3: As a group, determine your school rating and why you selected that rating Step 4: Share-out whole group • Give your rating and tell why your team selected this rating

14. APPLICATION Self-Report Needs Assessment 1. Rate each statement based on your individual knowledge set. 2. Record your answers in Column A. Materials Needed: Self- Report Needs Assessment

15. What is RtI?

16. Essential Components of RTIA Closer Look at Response to Intervention Step 2: Individual Work • Read Pages 1 – 7 of the article • Highlight Critical Points • Complete 3-2-1 Form Step 1: Locate “Essential Components of RtI” article 3-2-1 RtI Share Out Form Assign: 1. Taskmaster 2. Recorder 3. Reporter • Step 3: Team Work • Discuss your responses • Select one critical point from each section to share with the large group

17. Definition: Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. RTI, schools: • identify students at risk for poor learning outcomes • provide evidence-based interventions • monitor student progress • adjust the intensity and nature of those interventions depending on a student’s responsiveness National Center on Response to Intervention

18. RtI Essential Components • High quality Tier 1: Core Instruction • Universal screening • Ongoing progress monitoring • Tiered interventions • Data based decision making Tiered Interventions in High Schools, May 2010

19. RtI - Its Most Basic Form Formula for Learning Traditional Schools TI + T = L Targeted Instruction + Time = Learning Constant + Constant = Variable

20. RtI - Its Most Basic Form Formula for Learning Professional Learning Community (PLC) Schools TI + T = L Targeted Instruction + Time = Learning Variable + Variable = Constant

21. Tiered Instruction Tiers are identified by focus of intervention: • Tier I - Core, high quality instruction • Tier II - Small group with specific focus on deficit • Tier III - Move from “intervention to prevent” to “intervention to address” smaller group or individual needs – intensive

22. Importance of the 3-Tier Model • A systematic approach that provides student interventions • Identifies students BEFORE they fall behind • Provides students with support throughout the educational process

23. 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Universal Interventions 80-90% School-Wide Universal Interventions Ohio Integrated Systems Model for Academics and Behavior Academic Systems Behavioral Systems Tier III Tier II Tier I Adapted from OSEP Effective School-Wide Interventions

24. PBIS - Positive Behavioral Interventions and Supports Research-based Intervention Practices • School-Wide • Individual Student • Non Classroom • Classroom • Family Engagement Windram, Bollman and Johnson , 2012

25. These students get these tiers of support in order to meet benchmarks.

26. Think about intervention like this: What do all students need? Who could benefit through repeated practice? Who needs something in addition? Who needs to do it in a different way? How do we know if it is working?

28. Why Response to Intervention?

29. Goals of RtI: Prevention of academic/behavior problems • Attend to skill gaps early • Provide interventions/instruction early • Close skill gaps to prevent failure Determination of eligibility as a student with a specific learning disability • Pattern of inadequate response to interventions may result in referral to special education • Student intervention response data are considered for SLD eligibility

30. Why RtI? • Early interventions trump later interventions! • When we wait: • Problems are harder to solve • Problems are more entrenched • Problems are less malleable • Problems infect multiple domains • An early problem of 1 or 2 skills becomes a • later problem involving 5 or 6 skills.

31. Understanding the Roots of RtI Influence of the Research • Tiered models of intervention • Findings of the National Reading Panel (2000) • Use of a three-tiered model in reading research Addison & Warger, 2011

32. Understanding the Roots of RtI Influence of Legislation • No Child Left Behind Act • Individuals w/Disabilities Education Act of 2004 • Ohio ESEA Flexibility Waiver Addison & Warger, 2011

33. Understanding the Roots of RtI Influence of Policy • Over representation of minority groups in special education • Changing relationships between general and special education • Access to academic monitoring tools in response to increased accountability Addison & Warger, 2011

34. Ohio Data: School and Beyond • 40,200 students did not graduate in 2009… Projected lost lifetime earnings: $10.5 billion • If those students had graduated… Estimated health-care savings: $502.1 million • If Ohio’s high schools graduated all students ready for college… Ohio would save $132.1 million yearly in community college remediation costs • If male high school graduation increased by 5%... Ohio would save $233 million yearly in crime- related spending http//www.all4ed.org

35. Avg Classroom Academic Performance Level Target Student Discrepancy 1: Skill Gap (Current Performance Level) Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’) ‘Dual-Discrepancy’

36. Accelerating Achievement of Students

37. Accelerating Achievement of Students

38. Advantages of an RtI Approach: • Provides instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model). • Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum. • Informs the teacher and improves instruction because assessment data is collected and closely linked to interventions.

39. Where does RtI fit?

40. APPLICATION Why RtI? Crafting a Vision for RtI in Our School Mission Statement – A brief description of your fundamental purpose. (Why do we exist?) Vision Statement – A brief description of your long term plan. (Where are we going?) Materials Needed: Your school’s mission and vision statements “Crafting a Vision for RtI in Our School” handout Assign: 1. Taskmaster 2. Recorder 3. Reporter Assign: 1. Taskmaster 2. Recorder 3. Reporter

41. Escalator Failure and Repair YouTube stuck on an escalator and repairman - Bing Videos

42. RtI Connections: IAT • The Intervention Assistance Team (IAT) is intended to serve as a vehicle to intervene for students who are struggling in school. • The IAT designs a support plan with all stakeholders to help the student. • In most cases IAT occurs after a series of interventions have taken place.

43. RtI Uses Teams to Problem Solve • IAT = Problem Solving Team • The key objective in RTI is to select an instructional or behavior-management strategy that matches a student’s specific needs. • Students with serious academic skill deficits require very different intervention strategies than those who lack motivation or are simply too disorganized to turn in assignments.

44. RtI Connections: Special Education Prior to IDEA 2004, many states used a ‘Test-Score Discrepancy Model’ to identify Learning Disabilities. • A significant gap between I.Q. score and achievement test score equaled a learning disability • no definition for “significant” Wright, 2005

45. Limitations to the‘test-score discrepancy model’: • Requires student to fail before support can be provided • Outside factors not considered • Does not provide reason why student is struggling • No consistency in Learning Disability diagnosis

46. IDEA 2004 Added RtI Language § 300.307 Specific learning disabilities. (a) General. A State must adopt criteria for determining whether a child has a specific learning disability…. the criteria adopted by the State— (2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in § 300.8; [‘Discrepancy’ Model] (3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention…[‘RTI’ Model] NOTE: [bracketed comments added] Source: IDEA (2004, 2005). Proposed Regulations from US Department of Education (§ 300.307)

48. How is an RtI Framework Implemented?

49. Under RTI, if a student is found to be performing well below peers, the school will: Estimate the academic skill gap between the student and typically-performing peers. Determine the likely reason(s) for the student’s depressed academic performance. Select a research-based intervention likely to improve the student's academic functioning. Monitor academic progress frequently to evaluate the impact of the intervention. If the student fails to respond to several well-implemented interventions, consider a referral to Special Education Windram, Bollman & Johnson, 2012

50. 1. Estimate the academic skill gap between the target student and typically-performing peers: Three methods: Local Norms:A sample of students at a school is screened in an academic skill to create grade norms. Research Norms:Norms for ‘typical’ growth are derived from a research sample, published, and applied by schools to their own student populations . Criterion-Referenced Benchmarks:A minimum level,or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success.