1 / 40

RTI Fundamentals

RTI Fundamentals. Workshop Wednesday PD May 9, 2012 Summer S. Manos, RTI Specialist ManosS@fccps.org 703-248-5619. The History of RTI in FCCPS. 2001: NCLB mandates that all students receive scientific, research-based instruction

cynthia-nolan
Télécharger la présentation

RTI Fundamentals

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. RTI Fundamentals Workshop Wednesday PD May 9, 2012 Summer S. Manos, RTI Specialist ManosS@fccps.org 703-248-5619

  2. The History of RTI in FCCPS 2001: NCLB mandates that all students receive scientific, research-based instruction 2004: IDEA requires states to ensure that special education eligibility does not stem from lack of exposure to such instruction and data-driven interventions – hence Response to Intervention (RTI) 2009: FCCPS chose to begin implementing RTI framework to address the needs of ALL students

  3. What does our data say? Falls Church City Public Schools VA DOE School Division Report Card 8/18/11

  4. Why RTI? • Discrepancy has developed into a “wait to fail” model • Discrepancy model has not proven to be effective • Over identification • 71% of districts are in some stage of implementation compared to 60% in 2008 and 44% in 2007 • RTI is being increasingly implemented across all grade levels • Of districts with enough data, 83% indicated RTI has reduced the number of referrals to special education 2009 Spectrum K12 Results

  5. How do we get different results? • Einstein once defined insanity as “doing the same thing over and over again and expecting different results.” • In regards to the discrepancy model, McCook comments “It must be the child’s fault or the problem must certainly be the child. Why else would the child have such a discrepancy between expected achievement and actual achievement?”

  6. RTI in FCCPS • Response to Intervention (RTI) is primarily an instructional framework and philosophy, the goals and objectives of which include employing scientifically based instructional and behavioral interventions aligned with students’ needs, preventatively and as early as possible. It is an ongoing process of using student performance and other data to guide instructional and intervention decisions. • Our goal is to build an EFFICIENT and POWERFUL Service Delivery System that is sustainable

  7. RTI Core Principles • We can effectively teach all children • Effective instruction (academic AND behavior) in general education is foundation for all decision-making • Intervene early • Use a multi-tier model of service delivery (MTSS) • Use a problem-solving methodology (RTI Data Meetings & SBT) • Use research-based, scientifically validated interventions/instruction • Use assessment for three different purposes: screening, diagnostics and progress monitoring.

  8. RTI is An organizational structure for things you are already doing A general education initiative About ensuring we are identifying the right students as student with disabilities About all kids regardless of a label! In its early stages of implementation in FCCPS RTI is Not Another program to add-on to what we already do A special education initiative An instructional approach for at risk students Another name for “pre-referral” Just Differentiated Instruction But I thought RTI was…

  9. Multi-Tired System of Supports Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 85-90% 85-90% • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 1-5% 1-5% 5-10% 5-10%

  10. Another look at the RTI Pyramid

  11. Tier 1 - Core • Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence • Core also describes those school-wide interventions that are available to all students • Effective instruction • Clear expectations • Effective student support • Periodic benchmark assessments • Universal prevention

  12. Tier 1 Non-negotiables • Quality Core Curriculum • Differentiated Instruction • Flexible Grouping • Classroom Management • Data analysis teaming • School-Wide Behavioral Supports (PBIS) • Fidelity of Instruction • Universal Screening (academics and behavior) • Assessment (Pre-Assessment, Formative Assessment, Summative Assessment) For me the most important part of the proverbial three tiers is the first one: regular classroom instruction. In my view, RTI works best if it’s started in kindergarten and 1st grade—we know how to solve those problems. Allington 2010

  13. It’s All About High Quality Instruction! Of all the variables that have been studied to date (indicators of school socioeconomic status, class size, student variability within the classroom, etc.), the single largest factor affecting academic growth of populations of students is differences in the effectiveness of individual teachers. When considered simultaneously, the magnitude of these differences dwarfs the other factors. Sanders, 1998

  14. Core Instruction: What Makes Sense One: Instruction at the child’s skill level Two: Explicit, systematic, teacher directed, skills based (I Do, We Do, You Do) Three: Strong curriculum: scope and sequence defined; skill hierarchy Four: Formative evaluation rules and instructional changes

  15. Four: Formative evaluation rules and instructional changes - it works!

  16. Activity What are some examples of instructional strategies and practices that we use with all learners?

  17. Tier 2 Snapshot • Targeted instruction provided to small groups of students (homogeneous groups of 3-5) • Supplemental programs or strategies • Skill focus dependent upon progress monitoring and who has not responded to Tier 1 efforts • Progress monitoring • Push-in or pull-out • Intervention performed by classroom teacher and/or support staff • In addition to Tier 1 instruction

  18. Tier 3 Snapshot • Intensive instruction provided to groups of 1-3 students • Skill focus dependent upon progress monitoring and who has not responded to Tier 2 efforts • More frequent progress monitoring • Frequency, intensity, and duration of intervention increases from Teir 2 • Interventionist determined by team • Push-in or pull-out (pull-out more common)

  19. Intervention/Instructional Match Match intervention to problem Humans tend to employ interventions with which they are comfortable instead of intervention that the student needs Intervention should be developed with the expectation that it will be altered in some way as a result of the progress monitoring data No intervention works all of the time for every student

  20. Instructional Rigorous research design that shows intervention is effective with large numbers of students Explicitly teaches the deficit skill Behavioral Rigorous research design, but may also include case studies Explicitly teaches expectations Proactively prevents behavior problems Scientifically research-based Instruction and Interventions

  21. Research-based Supplemental Materials/Programs Early Literacy Comprehensive Reading Programs Supplemental Reading Programs for targeted intervention (phonemic awareness, phonics, fluency, vocabulary, and comprehension) Math Research-based Learning Strategies Appropriate for Tiers 1,2, and 3 Teach students how to gain access to information in general education Reading Math Behavior Kansas What is an Intervention?

  22. Examples of Tier 2 & Tier 3 Intervention Strategies and Programs in FCCPS Wilson Reading System Earobics Fundations Read Naturally Reading Recovery Math Recovery Do the Math VMath (New in 2011-2012) Language! (new in 2011-2012) Read Well (new in 2011-2012) Pirate Math (new in 2011-2012) Additional Reading/Math strategy group Peer Assisted Learning Strategies (PALS)

  23. What are NOT interventions? • Preferential seating • Shortened assignments • Parent contacts • Classroom observations • Sending a student to the office • Suspension • Doing MORE of the same • Retention • Peer-tutoring

  24. Activity What are some examples of instructional strategies and practices that we use for Tier 2 and Tier 3?

  25. Data Based Decision Making • There are three reasons for assessing and monitoring skill development: • (1) Screening - this identifies how a student is performing relative to the group or to a curriculum-based benchmark • (2) Diagnostic -if the student is under performing, the questions “Why is this happening?” and “What other information do we need?” must be answered • (3) Ongoing progress monitoring - this involves frequent assessment of growth. The progress of all students should be monitored, but it is of particular importance to closely monitor the progress of students whose performance is resistant to intervention. In all cases, the obtained data are used to adjust instruction and make instructional or intervention decisions.

  26. True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information. -Winston Churchill

  27. This never happens…

  28. More likely… Causes for those findings connected to different parts of the system, like curriculum, instruction, or school culture Variety of strategies for addressing different causes, often used in particular combinations Data findings from multiple sources, analyzed individually and as a set

  29. But what does this mean for me? • Response to Intervention: • Forces us to examine what works and what doesn’t • Creates a more collaborative school culture (ala PLC) • Aligns currents procedures for identification with effective instruction and assessment • We are able to make objective decisions based on data • Assessments, CORE Instruction, and Interventions are closely linked • Results may be easily communicated to parents and staff using charts and graphs.

  30. Activity Creating a shared understanding of RTI

  31. How do we plan to get there? • NASDSE Blueprints for District and Schools (Action Plans) • Step 1: Consensus Building • Step 2: Infrastructure Building • Step 3: Implementation • Building our collective capacity through partnerships • VA DOE RTI Cohort • RTI Action Network’s Leadership Network Group • GMU • The solution is not a program; it is a small set of common principles and practices relentlessly pursued. Professionals working together with focus is what counts. Fullan, M. (2010). All Systems Go.

  32. Where Are We in Our Journey? • Monitoring OUR Progress • Knowledge and Perceptions of RTI Survey – Preliminary Findings Scale 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

  33. “I understand the purpose of Response to Intervention (RTI) within my school district.” 34

  34. “I feel knowledgeable about the purpose of each of the tiers within RTI.” 35

  35. “It is clear who is responsible for implementing each tier of RTI in my school.” 36

  36. We currently have resources to build Tier 2 & 3 Interventions But...we often end up with Too ManyRemedial Programs with Different Entry Criterion Curricula/Interventions Assessment and Progress Monitoring Systems RR Title 1 ELL Specialists Special Education General Education Putting it All Together: The Old Model of Interventions

  37. Use Universal Screening to Identify Tier 2 & 3 Candidates Collaborate around who gets what, when and why Use a Focused and Scientifically Based Curriculum with an Emphasis on Explicit Teacher-Led Instruction with Explicit Language Support Use the Same Scientifically BasedProgress Monitoring System Coordinated and Powerful Multi-Tiered System

  38. A Multi-Tiered System of Supports Results Monitoring Addl. Diagnostic Assessment Instruction Screen All Students Individualized Intensive Individual Diagnostic Intensive 1-5% weekly Small Group Intervention By skill Supplemental 5-10% Standard Protocol Behavior Academics 2 times/month Core Bench- Mark Assessment Annual Testing ODRs Monthly Bx Screening None Continue With Core Instruction with differentiation Grades Classroom Assessments Yearly Assessments 80-90% Step 2 Step 3 Step 4 Step 1

  39. References Web References RTI Action Network www.rtinetwork.com National Center on Response to Intervention www.rti4success.org Print References Responsive Instruction: Refining Our Work of Teaching All Children Virginia’s “Response to Intervention” Initiative (2007) Virginia DOE. Allington, R.L. (2009). “What Really Matters in Response to Intervention: Research Based Designs” Pearson. Buffum, A., Mattos.M., & Weber, C. (2009) “Pyramid Response to Intervention: RTI, PLC’s, and How to Respond When Kids Don’t Learn” Solution Tree Press. East, B. & Reder, N. (2006) Blueprints for RtI Implementation. National Association of State Directors of Special Education. Jenkins, T. (2011). Consensus Building, Tiered Instruction, and Problem Solving Model Kukic, S. (2009). Building the Context of Excellence to Improve Results for ALL Students: A Call to Action Reynolds, L. (2009) “Response to Intervention: The What, How, and Why!” Staff Development for Educators. Wright, J. (2007). RTI Toolkit: A Practical Guide for Schools. Port Chester, NY: National Professional Resources.

More Related