Response To Intervention What Does it Mean to Me?

1. Response To Intervention What Does it Mean to Me?

2. Response To Instruction and Intervention What Does it Mean to Me? RTII

3. Why are you here today? Jot down the outcomes you anticipate occurring as a result of implementing RtII.

4. Today we will… • Define RtII and what it means to staff and students. • Experience the process of looking at data and making instructional decisions. • Discuss implications of this information.

5. Where are we now? Thumbs Up? Thumbs Down? • Has the number/percent of students who struggle with reading increased or decreased in recent years? • How strong is the belief in our school that all students can achieve at higher levels? • Of the students who fall behind, what percent would you say catch up as a result of current programs in our school?

6. How Did We Get Here? • Summative and Formative Assessment Tools • PSSA, PVAAS • 4Sight Benchmark, Aimsweb, other district assessments • Scientifically research-based Reading and Math programs • Effective Instruction • Flexible Grouping • Differentiated Instruction • Scaffolding • Immediate Feedback • Progress Monitoring • Data-based decision making RtII

7. Overview of Response toInstruction andIntervention

8. So, what is RtII? • At your tables, list characteristics describing RtII and characteristics that do not describe RtII • Be ready to share

9. RtII is… RtII is NOT…

10. RtII is… A school-wide approach to comprehensively utilize resources to meet the needs of all students An integrative way to provide high quality instruction/intervention matched to student needs A preventative system of service delivery: use of assessment data (learning rate, level of performance) to make instructional decisions system to provide instructional intervention immediately upon student need. RtII is NOT… • special education program • an added period of reading instruction • a separate, stand alone initiative

11. Addressing the Priorities:A Standards-Aligned System

12. Core Components of RtII Standards aligned instruction in a research-based core program Universal screening academics and behavior Shared responsibility for all students Data-based team decision making Progress Monitoring Benchmark Assessment Outcome Assessment Tiered intervention and service delivery system Research-based interventions Flexible grouping Fidelity of Implementation Parental engagement

13. With your partner brainstorm and list the benefits of an RtII model

14. Response to Instruction and Intervention Model Tier 3: Interventions for A Few Students Pennsylvania’s Tier 2: Interventions for SomeStudents Continuum of Time, Intensity and Data Increases Percentage of Students Requiring Intensive Supports Decreases Strategic Interventions for Students at Risk of Academic Failure Tier I: Foundation Standards Aligned Instruction for All Students

15. Tier 1: Potential Outcomes Responders - Continue effective practices Non-responders – Adjust instruction, differentiate, scaffold, monitor Add Tier 2 OR Tier 3 intervention(s) (depends on assessed need and rate of improvement)

16. Tier 2: Interventions for Some Students In addition to core instruction. May include enhanced core instruction or supplemental programs Use of standard protocol interventions * Scientifically research-based interventions Academic Behavior Specialists may provide strategic instruction in general education classroom or in homogeneous skill groups

17. A Standard Protocol Intervention is scientifically research-based. has a high probability of producing change for large numbers of students. is designed to be used in a standard manner across students. is usually delivered in small groups. is often very structured and explicit. can be orchestrated by a grade level or data analysis team.

18. Tier 2: Interventions for Some Students (cont.) Increased opportunity to learn Increased instructional time Small group instruction Increased assessment Data collection and analysis twice per month Data-based decision-making

19. Tier 2: Potential Outcomes Responders Move to Tier 1 Continue Tier 2 intervention Non-responders Adjust instruction and continue Tier 2 intervention Move to Tier 3 intervention

20. Tier 3: Interventions for a Few Students Definition: Academic instruction and behavioral strategies, methodologies and practices designed for a few students significantly below established grade-level benchmarks in the standards-aligned system or who demonstrate significant difficulties with behavioral and social competence.

21. Tier 3: Interventions for a Few Students In addition to core instruction Use of standard protocols Supplemental instructional materials Small intensive, flexible groups Can be outside the general ed. classroom Tutoring provided Typically 10-20 week interventions Increased progress monitoring (weekly)

22. Tier 3: Interventions for a Few Students Examples • Increased direct instruction time • More time on task • More immediate and corrective feedback • Increaded opportunity to respond • Functional behavior analysis (FBA), Behavior Intervention Plan (BIP) • More frequent progress monitoring (once per week) • Core curriculum and intensive intervention

23. Tier 3: Potential Outcomes Responders Move to Tier 2 Continue Tier 3 intervention Non-responders Adjust instruction and continue Tier 3 intervention Refer for special education evaluation

24. What is my role? Roles in an RtII Framework: • Delivery of core reading instruction • Providing small group instruction • Implementing programs for targeted skill instruction • Data manager • Facilitator of grade level meetings • Administer benchmark assessment • Monitor and document progress of individual students • Monitor fidelity of core and intervention programs

25. DATA • With your partner, list all the assessments currently administered to students in your school • Indicate which of these assess literacy, math, or behavior

26. Administer Universal Screening to all students Screening Tool: DIBELS • Analyze data from universal screening (grade level teams) • Identify students performing at grade level expectations (benchmark), and those at risk. • Create instructional skill groups of varying intensity based on data. Deliver core instruction to whole group Implement programs with fidelity Time of core block: 90 minutes Scientifically Validated Core Program: Storytown Core block includes whole group instruction, small flexible skill groups and differentiation based on needs Benchmark assessment 3 times per year Progress monitoring of at risk students Intensive Intervention Small group (1-8) May participate in parts of core program intensive intervention addressing needs Progress monitoring weekly Strategic Intervention Small group (8 -10) Targeted skill(s) instruction based on assessed needs Progress monitoring bi-weekly Referral for MDE after data show limited response to intervention

27. RtII Management: Teams… • Review school-wide student performance data • Prescribe instructional or behavioral interventions for students based on intensity of identified needs • Set short term and long term goals for the school and students to progress toward established benchmark or standards • Group all students via level of intervention based on student performance data • Monitor students’ progress toward established goals and benchmarks • Adjust interventions based on student performance data

28. Grade Level Teams… • Review student performance data • Design instructional interventions for students based on intensity of identified needs • Set short term and long term goals to progress toward established benchmark • Group students based on student performance data • Monitor students’ progress toward established goals • Adjust interventions based on student data • Plan collaboratively to strengthen delivery of instruction at all levels

29. Grade Level Meetings…What do they look like? • Structured • Timed • Facilitated • Productive • Based on facts • Collaborative • Honest sharing Look at the sample: IDEAL plan

30. How is data used? • As basis for discussion in grade level meetings • As evidence of progress or lack of progress • To identify instructional needs • To tell us something about curriculum • As part of a process leading to more effective problem-solving and instructional decision-making

31. Acting out the tiers • Each teacher will follow one student as they are placed in a three-tier instructional framework. • LNF: Letter Naming Fluency • (indicator of letter discrimination) • PSF: Phoneme Segmentation Fluency • (Assessment of fluency with Phonemic Awareness) • LSF: Letter Sound Fluency • (Early phonics assessment) • NWF: Nonsense Word Fluency • (Phonics assessment – decoding and blending CVC words) • R-CBM (ORF): Oral Reading Fluency • (Decoding/Phonics assessment – affected by knowledge of vocabulary and overall comprehension)

32. Determining SLD There are four criteria to consider when identifying a student as eligible for special education under the category of SLD • 2 Inclusionary • 2 Exclusionary

33. Four Considerations • Three of the four are the same, regardless of which identification model used • One of the four requires a choice • Discrepancy Model • Response to Intervention Model

34. Failure to meet age or grade-level standards one one of eight areas: • Oral expression • Listening comprehension • Written Expression • Basic reading skill • Reading fluency skill • Reading comprehension • Mathematics calculation • Mathematics problem solving Discrepancy: pattern of strengths and weaknesses, relative to intellectual ability, as defined by a severe discrepancy between ability and achievement, or relative to age or grade level OR RTII: lack of progress in response to scientifically based instruction • Rule Out lack of instruction by determining: • Appropriate instruction by qualified personnel • Repeated assessments and appropriate interventions • Rule out: • Vision, hearing, or motor problems • Mental retardation • Emotional disturbance • Cultural and/or environmental issues • Limited English proficiency Observation Inclusionary Exclusionary Specific Learning Disability

35. Approval to use RtII • Special Education Plan • Complete an a Self Report • Only Approving RtII for Literacy

36. *The most crucial work of RtII implementation is ensuring quality teaching in the standards aligned general education core curriculum.