RtI for Related Services and Itinerant Professionals

1. RtI for Related Services and Itinerant Professionals February 16th, 2010

2. Why are we here and what do we need? • How do we build a system of excellence? • How do we take all the resources we have in a district/building and match them to the instructional needs of the students all the way from the highest performing students to the lowest performing students? • How do we do that in a practical and doable manner?

3. Outcomes Participants will be able to: • State the guiding principles for RtI • State how the guiding principles apply to support personnel • Impact of systems level implementation of RtI impacts the role of support personnel in the system • Troubleshoot demands of direct service (IEP instructional needs) and proactive, early intervention

4. How is this video like implementing RtI in your role?

5. Challenges to Support Personnel in RtI Models • Need to be open to change • Need to be involved in professional development • Need a more systemic approach to serving schools and students, including a flexible workload that reflects less individual pull-out support and more consultation and collaboration in core and supplemental instruction.

6. Challenges • Need to reallocate time in the work day – the point of an RtI system is not too add more tasks but to reallocate more time to better address prevention and early intervention and to serve more students up front rather than at the point of special education evaluation and service.

7. Whatis the Rationale for Response to Intervention? • We need one process in our schools to make instructional decisions that are: • Efficient • Proactive • Based on early intervention • Used to match resources to needs • Integrated • Focused on student learning

8. Response To Intervention:(Really Terrific Instruction) “Response to intervention is the practice of providing high quality instruction and intervention matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.”

9. Response to Intervention

10. Different Schools, Different Journeys

11. Different Schools, Different Journeys

12. How healthy is the core?

13. Guiding Principles of RtI • ALL students are part of ONEproactiveeducational system • Belief that ALL students can learn • Use ALL available resources to teach ALL students • Proactiveapproach uses data early to determine student needs and intervene. • Reactiveapproach intervenes after students have shown a history of failure to meet expectations/or when learning “flat lines” due to lack of challenge.

14. Reactive or Proactive • The unit pre-test shows the majority of the student are missing key enabling skills. The teacher adjusts the unit to include more teaching on enabling skills. • Teacher teaches the unit. At the end of the unit the majority of the students failed the test.

15. Reactive or Proactive? • Begin the first week of school with intervention support for students in need. • Assess students after the first month of school. Begin intervention support after one month of school has gone by.

16. Guiding Principles of RtI 2.Use scientific, research-based instruction • Curriculum and instructional approaches must have a high probability of success for most students. • Use instructional time efficiently and effectively.

17. Activity 1:Compare RtI Guiding Principles to Current Educational Philosophy and Practices • Review the Guiding Principles of RtI: • 1 and 2 • Individually complete: Compare RtI Guiding Principles to Your Building’s Current Practices sheet • Share and discuss with your partner

18. Guiding Principles of RtI 3. Use instructionally relevant assessments • Reliable and valid • Multiple purposes • Screening- Collecting data for the purpose of identifying low and high performing students at-risk for not having their needs met • Diagnostic- Gathering information from multiple sources to determine why students are not benefiting from instruction • Formative- Frequent, ongoing collection of information including both formal and informal data to guide instruction

19. Domains of Importance in Data Collection • Instruction • Curriculum • Environment • Learner • How we teach • What we teach • Where learning occurs • Characteristics of student

20. What happens when a school does not have a problem solving process?

21. Guiding Principles of RtI • 4. Use a problem-solving method to make decisions based on a continuum of student needs: • Provides strong core curriculum, instruction, and assessment (Core – Tier 1) • Provides increasing levels of support based on intensity of students needs (Tier 1 and Tier 2, Tier 1 and Tier 3)

22. Purpose of an Intervention • To provide immediate assistance to the student • To continue to gather information and learn how to best meet the educational needs of the student • To solve the problem • To determine the conditions that best enable the student to learn

23. In The Past Title Reading or Other Reading Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

24. RtI: Full Continuum of Support Title and/or Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions = I all along the continuum!

25. Neither lone hero,

26. Nor unwilling to go out of way

27. A Team Of Uniquely Talented Individuals with Unifying Purpose

28. Activity :Compare IDM Guiding Principles to Current Educational Philosophy and Practices • Review the Guiding Principles of RtI • 3 and 4 • Individually complete: Compare IDM Guiding Principles to Your Building’s Current Practices sheet • Share and discuss with your partner

29. Reflect and Assess

30. Guiding Principles of RtI 5. Data are used to guide instructional decisions • To match curriculum and instruction to assessment data • To allocate resources • To drive professional development decisions

31. Date Indicates Need: Where is your response targeted? • Building level • Grade level • Classroom level • Small group level • Individual

32. Building Level Data Knoxville Middle School • Data driven decisions • 2007-08 High number of inaccurate readers – provided supplemental assistance • Fall, 2008 –Inaccurate readers now accurate but not automatic • Too many for intervention groups • Decided to provided distributed model – beef up core • Professional development for all teachers

33. Building Level Data Data results from comprehension-focused fluency instructional routine

34. Guiding Principles of RtI 6. Quality professional development supports effective instruction for all students. • Provide ongoing training and support to assimilate new knowledge and skills • Anticipate and be willing to meet the newly emerging needs based on student performance • Differentiate professional development based on knowledge and expertise needed

35. Guiding Principles of RtI 7. Leadership is vital • Strong administrative support to ensure commitment and resources • Strong teacher support to share in the common goal of improving instruction • Building leadership team to build internal capacity and sustainability over time

36. Guiding Principles of RtI 7. Leadership is vital • Strong administrative support to ensure commitment and resources • Strong teacher support to share in the common goal of improving instruction • Building leadership team to build internal capacity and sustainability over time

37. Even Super Administrator has his/her limitations • Leadership is more than one person • It takes a team to get the work done

38. Building Leadership Team • Team is representative of staff • Administrator is an active member of the team • Team members are invested in the school culture and the change • Coordinate efforts and provide organization • Adapt the features of RtI to local school • Team members already know what is happening at the building (never give up something that already works) • Enhance sustainability over time

39. Activity :Compare RtI Guiding Principles to Current Educational Philosophy and Practices • Review the Guiding Principles of RtI • 5, 6, and 7 • Individually complete: Compare RtI Guiding Principles to Your Building’s Current Practices sheet • Share and discuss with your partner

40. Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Universal Screening Winter Spring Fall None Continue With Core Instruction Grades Classroom Assessments Yearly ITBS/ITED How Does it Fit Together?RtI At A Glance Step 2 Step 3 Step 4 Step 1 C 80-90% S 5-10% I 1-5% Small Group Differentiated By Skill Group Diagnostic 2 times/month Individual Diagnostic Individualized Intensive weekly

41. Core Instruction • Core instruction is designed to provide the literacy diet that should be sufficient to ensure good literacy outcomes for the majority of the students. The core literacy diet will benefit all, but will not be sufficient for some students.

42. I A C The Water… Focus on “the water”- • Curriculum • Instruction • Assessment

43. Dairy, meat, fish Fruits and vegetables Bread, cereal and grains Oils, butter Food Pyramid • Healthy, balanced diet to ensure good physical health

44. When eating out of the food pyramid is not enough … • Need to add iron pills, or vitamins, but do not stop eating from the food pyramid. The iron pill alone will not accelerate student growth.

45. Vocabulary Comprehension Accurate and Fluent Reading of Connected Text Phonemic Awareness Alphabetic Principle When instruction in the literacy diet is not enough … • Add intensive instruction (iron pill) in addition to teacher-directed core instruction (literacy diet) targeting area(s) of need.

46. For struggling readers, just making progress isn’t good enough. Benchmark 1 Benchmark 2 Benchmark 3 Established - Benchmark Score Emerging - Strategic Deficit - Intensive Time Trajectory- “the path a projectile makes under the action of given forces such as thrust, wind and gravity.” --Encarta World English Dictionary

47. When curriculum, instruction, and assessments are working together… Benchmark 1 Benchmark 2 Benchmark 3 Established - Benchmark Score GOAL: Close the gap! Time

48. For students with supplemental and intensive needs the goal is to accelerate student learning To accelerate student learning: • Instruction must be provided in smaller groups (resources) • More time spent in instruction (increase opportunities to learn) (resources) • Explicit and systematic instruction in the area of need (professional development)

49. Make it reasonable and doable! • Provide a menu of powerful instructional changes that are reasonable and doable • Anticipate and provide trouble shooting guide for small group instruction progress differences, scheduling

50. Secret to Supplemental Interventions (Tier 2) • Class-wide instructional routines around high priority skills by grade level and time of year • Use same routine in instructional interventions; narrow the focus Example: Story retell to enhance listening and reading comprehension, SLP models how to provide more support or scaffolding for students who are struggling with this task.