1

Implementation of Response to Intervention

Continuing the Journey Farmington Public Schools

Kathryn Schallmo

MiBLSi Assistant Directorkschallmo@misd.net

http://miblsi.cenmi.org

MiBLSMiBLSii

MiBLSMiBLSii

RtIRtIRtIRtI

2

Thanks to FPS

3

Our Objectives• A working definition of

Response to Intervention (Instruction) RtI: core principles

• An understanding of Positive Behavior Intervention Support (PBIS) Schoolwide and looking deeper at Tier 2

• How MiBLSi combines the two

4

Today… ask questions

55

Improving the Odds

• Every school day, more than three thousand students drop out of high school. (Alliance for Excellent Education, 2003)

• High school students in the lowest 25 percent of their class are twenty times more likely to drop out (Carnevale, 2001)

• More than 8 million students in grades 4-12 are struggling readers. (U.S. DOE, 2003)

6

• Successful high school performance begins with kindergarten

• The most successful high school intervention is ensuring that students enter with the strongest academic background as possible

• The best high-school screening tool is the compilation of data in K-8

• Middle and high school teams inherit the strengths and weaknesses (and gaps) students bring with them from elementary school

Current “Givens”

7

Source ACT, Ready for College and Ready for Work: Same or Different? (2006)

Response to Intervention RtI/MTSS

Start With the End in Mind for All Students“All students need to develop the knowledge and skills that will give them real options after high school.

No student’s choices should be limited by a system that can sometimes appear to have different goals for different groups.

Educating some students to a lesser standard than others narrows their options to jobs that, in today’s economy, no longer pay well enough to support a family of four.”

8

What is RtI?

RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.. (National Association of State Directors of Special Education, Inc., 2005)

9

Shift in ThinkingChanges How Our System

Responds

From…. To…..

StudentWhich students need help?

What do we do to help ALL students?

System

Having programs and people available

Intentional design/redesign of our services as resources for ALL students

Adapted from Dan Reschly (2002)

10

Creating A Smart System

Takes A New Logic

• Begin with the idea that the purpose of the whole system is student achievement

• Acknowledge that student needs exist on a continuum rather than in homogeneous groupings

• Organize to make ALL educational resources available in direct proportion to student needs

11

Michigan’s RtIMulti-Tiered Systems of Support

Framework1. Implement effective instruction for all children2. Intervene early3. Provide a multi-tiered model of instruction and intervention4. Utilize a collaborative problem-solving model5. Assure a research-based core curriculum

(aligned with Michigan Common Core State Standards)6. Implement research-based scientifically validated

interventions/instruction7. Monitor student progress to inform instruction8. Use data to make instructional decisions9. Use assessments for three purposes10. Universal screening11. Diagnostics12. Progress monitoring13. Implement with fidelity14. Engage family, parent and community partnerships

Information source: MDE RtI Pre-Conference 11-29-10

12

How many of the framework elements has the district begun implementing?

Review Michigan’s RtI framework with your table partners

Your TurnYour Turn

13

One Common Voice – One PlanGather

Getting ReadyCollect School DataBuild School Profile

StudyAnalyze Data

Set GoalsSet Measurable ObjectivesResearch Best Practices

PlanDevelop Action Plan

DOImplement Plan

Monitor PlanEvaluate Plan

StudentAchievement

RtI

14

Educators will embrace change when two conditions exist…

1. They understand the NEED for the

change.

2. They perceive that they either have the SKILLS to implement the change OR they have the SUPPORT to develop the skills.

15

Building Sustainability

• To develop the capacity of all district staff to perform the responsibilities demanded by a RtI model. (This capacity will be different for differing roles and responsibilities within the developing systems).

• To create organizational structures to support continuous improvement

• Use data to drive the work and planning

16

Lessons Learned

• It is common for districts to jump to Tier 3 interventions and forget to focus on the importance of strengthening core instruction and systems support prior to implementing changes in practices

• Jumping to interventions has unintended negative consequences…

17

Why a schoolwide approach to RtI?

A few examples…

18

Big Ideas to Improve Behavior

• Specify appropriate behavior

• Teach appropriate behavior

• Monitor behavior• Encourage appropriate

behavior• Correct inappropriate

behavior

19

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Consider your impressions of this school

Consider your impressions of this school

20

Defining and Teaching School-wide Behavioral Expectations

• Define 3-5, positively stated, memorable expectations.

• Build Curriculum Matrix

– Expectations by Locations

• Build Teaching Plans

– Teaching individual Expectations across locations

– Teaching all Expectations within a location

21

Sandy Knoll Elementary Woodward Elementary

DeKeyser ElementaryHoughton Elementary

22

Making the Expectations Visible

• Posted in classrooms, hallways, computer wallpaper, etc.

• Printed in school handbook

• Some schools have made videos of the behavior expectations

23

Kalamazoo Central High School Wakefield-Marenisco

Portage Community High SchoolSouth Range

24

Transform broad school-wide Expectations into specific, observable

behaviors  Classroom Lunchroom Bus Hallway Playground

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to the right

Wait your turn

Respect Property

Recycle paper

Return traysKeep feet on

the floorPut trash in

cansAt bell return equipment

Respect Yourself

Do your bestWash your

handsBe at stop

on timeUse your

wordsHave a plan

25

Build Reward SystemsSystems for Acknowledging Appropriate Behavior• Students should be acknowledged regularly (at least

every 2 weeks) providing specific feedback• 5 to 1 ratio of positive to negative• Always build toward independence

– move from “other” delivered to self-delivered

– move from frequent reward to infrequent

– move from concrete to natural

• Build on person-to-person relationships

Jose R.

L.M.

26

Average Referrals per Day per Month

27

Referrals by Problem Behavior

28

Referrals by Time

29

30

Relationship betweenBehavior and Reading

Children of the Code: A Social Education Projecthttp://www.childrenofthecode.org/

31

Schoolwide ModelSchoolwide Model

Prevention model

• Matches needs of students with appropriate levels of intervention

• Moves from “wait to fail” to a universal assessment and early intervention model

• Differentiates instructional support

32

Why Early Intervention?

• Converging evidence shows that most children can be taught to read at grade level

• Once behind, difficult to remediate and gap increases

• High numbers of students receiving special education services identified as Learning Disabled

33

Big Ideas to Improve Reading• Clear goals/objectives

• Research-based instructional practices

• Instructional time

• Instructional leadership

• Responsive intervention programs

• Assessment

• Professional development

34Torgeson, J. K. (2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A. J. Fawcett (Ed.), Dyslexia: Theory and good practice (pp. 185–202). London: Whurr Publishers.

1

2

3

4

5

1 2 3 4

2.5

5.2

Grade level corresponding to age

Low Risk on Early Screening

At Risk on Early Screening

4.9

Interventio

n

With substantial instructional intervention

3.2

Control

With research-based core but without extra instructional intervention

Rea

ding

gra

de le

vel

Early Intervention Changes Reading Outcomes

35

What do you see in schools using

Response to InterventionTeams meeting regularly to:

– Review their data– Determine if evidence-based practices are

being used– Determine if practices are being effective– Identify the smallest changes that are likely

to produce the largest effects

36

Examples of Differentiated SupportsExamples of Differentiated Supports

Continuum of Supports

Universal PreventionBehavior• Identify expectations• Teach• Monitor• Acknowledge• CorrectReading• Evidence based curriculum

focused on:• Phonemic Awareness• Alphabetic Principal• Fluency• Vocabulary• Comprehension

• Adequate teaching time• Trained instructors• Progress monitoring• Active participation with

frequent feedback

Targeted InterventionBehavior• Check-in, Checkout• Social skills training• Mentoring• Organizational skills• Self-monitoringReading• Teacher-Directed PALS• K PALS• First Grade PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally• Phonics for Reading

Intensive InterventionBehavior• Individualized, functional assessment

based behavior support planReading • Scott Foresman Early Reading

Intervention• Reading Mastery• Corrective Reading