Implementing Response to Intervention District Wide: Critical Elements

and Lessons Learned

CASE Winter ConferenceFebruary, 2011

Dr. George M. BatscheCo-Director

Institute for School ReformUniversity of South Florida

Tampa, Florida

batsche@usf.edu

We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we

haven’t so far.

Ron Edmonds, 1982 in DeFour et al., 2004

The Conundrum of American Public Education

A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.

5 Priorities for Successful Implementation of RtI

LeadershipLeadershipLeadershipPlanningScheduling

Response to InterventionRtI 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.

(Batsche, et al., 2005)

Problem-solving is the process that is used to develop effective instruction/interventions.

What We Need for Education Reform

“Response to Intervention” (RTI) . . . a way of screening children, early in their schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows schools, on a school-wide basis, to provide any student more intensive support–and monitor their progress – than may be typically available in every classroom.

Alexa Posny, Assistant Secretary, U.S. Department of Education

6

National Perspective

Shifts in the Law . . . Alignment of ESEA and IDEA

Improved student outcomesEffective instruction (highly qualified

teachers)Early intervention and preventionUse of evidence-based interventionsUse of data (data-driven

accountability & data-based decision making)

Future ShiftsLEARN Act

Literacy core for the reauthorization of ESEA

Blueprint for Reform 2010Blueprint for the reauthorization of ESEA

9

LEARN Act and RTI

• LEARN Act is the literacy foundation of ESEA

• RTI Language in the LEARN Act is called “Multi-Tier System of Supports

• Multi-Tier System of SupportsThe term ‘‘multi-tier system of supports’’ means a comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decision making using student outcome data. 

A Blueprint for Reform-2010• "Instead of labeling failures, we will reward success.

Instead of a single snapshot, we will recognize progress and growth. And instead of investing in the status quo, we must reform our schools to accelerate student achievement, close achievement gaps..." (Forward)

• ”…districts will have fewer restrictions on blending funds from different categories with less red tape." (Page 6)

• ”A commitment to...Meeting the needs of students with disabilities throughout ESEA and through the Individuals with Disabilities Education Act." )Page 19)

Shifts in Practice . . . • Focus on intervention not placement

• Use assessment to identify effective interventions

• Base intervention intensity on student need rather than label or diagnosis

• Make decisions based on student outcomes

• Apply Problem Solving/RtI fluidly

• Every Ed

To stay in the game and improve results, shift thinking from

• Procedural Concerns to Instructional Focus

• Reliance on Formulas and Checklists to Systematic Problem-solving

• Territorial Silos to Blended Expertise

• Label-seeking to Instructional Solution-seeking

• Comfortable Safety to Sensible Solutions

• “Testing” to Instructionally Relevant Assessment

• Categories to Whole Child as a General Education Student, regardless of educational needs

13

14

Shift Thinking To….Gathering and reviewing student performance

data and related information on a regular basis

Identifying & analyzing WHY students are not being successful

Modifying instruction and developing interventions and supports

Implementing evidence-based interventionsMonitoring student progress and intervention

implementation

Adjusting instruction/interventions based on data

Consensus Building: A Shift in Thinking

The central question is not: “What about the students is causing the

performance discrepancy?” but

“What about the interaction of the curriculum, instruction, learners and learning environment

should be altered so that the students will learn?”

This shift alters everything else

Ken Howell

TIER I: Core, UniversalAcademic and Behavior

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GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned?

Questions 1 and 2 help us ensure a guaranteed and

viable core curriculum

TIER II: Supplemental, Targeted

19

Tier II For approx. 20% of students

Core +

Supplemental

…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?

TIER III: Intensive, Individualized

20

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

Key Points• Unit of implementation is the building level.• Implementation process takes 4-6 years.• Implementation progress must be monitored • Must be guided by data indicating

implementation level and integrity• Must be supported by professional

development and technical assistance• Driven by a strategic plan• It is a journey, not a sprint

RtI: Framing Issues and Key Concepts

• Academic Engaged Time (AET) is the best predictor of student achievement– 330 minutes in a day, 1650 in a week and 56,700 in a

year– This is the “currency” of instruction/intervention– Its what we have to spend on students– How we use it determines student outcomes.

• MOST students who are behind will respond positively to additional CORE instruction. – Schools have more staff qualified to deliver core

instruction than specialized instruction.– Issue is how to schedule in such a way as to provide

more exposure to core.

RtI: Framing Issues and Key Concepts

RtI: 4 Priorities1. High Performing: Identify students at or

above benchmark1. Where do we want them to be?2. Set high performing goals3. Analyze strategies to achieve goals4. Determine authentic assessments5. Student involvement in goal setting and self-

monitoring

RtI: 4 Priorities2. Prevention: Identify students at-risk for

literacy failure BEFORE they actually fail.Kindergarten screening, intervention and

progress monitoring is key.No excuse for not identifying ALL at-risk

students by November of the kindergarten year.

This strategy prevents the GAP.Managing GAPs is more expensive and less

likely to be successful.

RtI: 4 Priorities3. Early Intervention

Purpose here is the manage the GAP. Students who are more that 2 years behind

have a 10% chance, or less, or catching up. Benchmark, progress monitoring data,

district-wide assessments are used to identify students that have a gap of 2 years or less.

Students bumping up against the 2 year level receive the most intensive services.

This more costly and requires more specialized instruction/personnel

RtI: 4 Priorities4. Intensive Intervention

Reserved for those students who have a GAP of more than 2 years and the rate of growth to close the GAP is unrealistic. Too much growth—too little time remaining.

Problem-solving is used to develop instructional priorities.

This is truly a case of “you cannot do something different the same way.”

This is the most costly, staff intensive and least likely to result in goal attainment

• State Management Group• State Transformation Team• Regional RtI Coordinators and

Facilitators• Differentiated Accountability A Regional

RtI Specialists• Secondary Initiative Group• District Based Leadership Teams• School Based Leadership Teams• School-Based Coaches• Advisory Committee

State-level Infrastructure Development for RtI

State Transformation Team: Analyze progress toward statewide efforts, recommend actions for improvement, and support District and School Based Leadership Teams (DBLT/SBLT) to build the capacity of districts and schools Office of Achievement Language Acquisition Problem-Solving/Response to Intervention Project Office of Early Learning Florida Center for Interactive Media Florida Center for Reading Research Bureau of Exceptional Education and Student Services Bureau of School Improvement Florida Center for Research-Science, Technology, Engineering,

and Math Florida’s Positive Behavior Support Project Bureau of Family and Community Outreach Bureau of Curriculum and Instruction Just Read, Florida!

DA Region 1

DA Region 2

DA Region 3

DA Region 4

DA Region 5

PS/RtI Pilot Districts

PS/RtI North Region PS/RtI Regional Coordinator, PS/RtI Regional Facilitator 2 DA RtI Specialists

PS/RtI Central Region PS/RtI Regional Coordinator, PS/RtI Regional Facilitator 3 DA RtI Specialists

PS/RtI South Region PS/RtI Regional Coordinator, PS/RtI Regional Facilitator 2 DA RtI Specialists

Florida Problem Solving/Response to Intervention Project

Project Leadership

2 Project Co-Directors1 Project LeaderSecondary Coordinator

4 staff Inter-project Coord.2 Evaluation SpecialistsStaff Support Personnel

Florida Developments-Focus of the Work• Work now focused on District-Based Leadership

Teams• Work focused on building district capacity to

implement within their districts with their own staff• Training of trainers focused on training district

teams to assume responsibility for school-based training

• Statewide initiative focusing on application to secondary level

• Statewide initiative validating effective coaching practices within an RtI implementation model

• Development of a Program Evaluation model for local district use

Florida Developments-OrganizationalFlorida PS/RtI and Florida PBS Project are

merging “functionally”Inter-Project Coordinator to ensure

communication, collaboration and consistent training/implementation practices

Inclusion of Literacy and Mathematics Specialists in PS/RtI Project

Strengths and Barriers• STRENGTHS

– Strong state support– Supporting regulations– Adequate resources– Cross-Discipline

collaboration– District understanding

of the “reality” of implementing RtI

– Pilot district and statewide direct training completed

– Strong program evaluation model with excellent data

• BARRIERS– Collateral effects of a

“top down” approach– District Leadership

Teams focused on school implementation without adequate district support

– District Leadership teams very VARIABLE in their skills/understanding of how to scale up at the district level

– Focus on EBD/SLD eligibility challenges system-wide (rather than sped) implementation

Percent Annual Growth, Students with Disabilities and Selected Disability Programs2004-05 through 2009-10

2010 FCAT MathStudents with Disabilities

Grades 3-10

Pilot vs Comparison SchoolsLevel 3 or Higher on FCAT

2006/7-2008/91 Year of Baseline, 1 Year of Implementation

Pilot Schools (%)

Comparison Schools (%)

Improved 65% 48%

Declined 22% 41%

No Change 13% 11%

Seven Oaks

Program EvaluationTargeted School Example

PM of Excessive Absences

21%

12.50%

24%

19%

11.50%

7.70% 8.00%

10%

0%

5%

10%

15%

20%

25%

30%

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Pe

rce

nt

of

Stu

de

nts

wit

h E

xc

es

siv

e A

bs

en

ce

s

2008/2009

2009/2010

Program EvaluationImpact on Graduation Rate

Graduation Rate PM

53%58%

77%86%

0%10%20%30%40%50%60%70%80%90%

100%

2006 2007 2008 2009

Graduation Rate

56

Every system is perfectly aligned for the results it gets.

Systems Change/Problem Solving

Facilitating system change means increasing the problem solving capacity of the system

Implementing RtIGuided by a District Plan

www.nasdse.org

Driven by Professional Development

Supported by Coaching and Technical Assistance

Informed by Data

Implementation ModelDistrict-based leadership team (DBLT)School-based leadership team (SBLT)School-based coach

Process Technical AssistanceInterpretation and Use of Data

Evaluation Data

Sustainable Scaling-Up

**Consensus Building throughout the Phases

Framework for Change

Implementation: Critical ElementsImplementation must be done in a systematic

way

Implementation integrity related directly to student outcomes

The Changing Role of Leadership in an “RtI” World

Manager to Instructional LeaderFacilitating Systems Change, not maintaining the

status quoUsing Data-based decision making for ALL

decisionsUsing RtI to DO RtIEnsuring Instructional (Academic and Behavior)

Integrity at all levels—including PDEnsuring support for instruction and interventionsUsing data to monitor implementation and climateLinking PD to systems change goalsIts all about Problem-Solving

What do we know about systems change?

Communicate a clear and common vision

Planned and pursued in a systematic manner over time

One size does NOT fit all

Professional development is critical

Outcome evaluation is critical

Core Skill Areas for ALL Staff• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development,

Support and Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills

Principal’s Role in Leading Implementation of RtI

• Models Problem-Solving Process• Expectation for Data-Based Decision Making• Scheduling “Data Days”• Schedule driven by student needs• Instructional/Intervention Support• Intervention “Sufficiency”• Communicating Student Outcomes• Celebrating and Communicating Success

A LEADER is a person you would follow to a place that you would not go by yourself

Mission Statement:XXXXX High School

XXXXX High School creates a sound educational environment that provides all students the opportunity to develop their individual talents, to meet and exceed graduation requirements, and to become productive citizens in an increasingly complex and global society

Mission Statement:XXXXX High School

XXXXX High School creates a sound educational environment that provides all students the skills and habits of mind to meet and exceed graduation requirements and to become productive citizens in an increasingly complex and global society

High Off TrackLacking 2 or more graduation requirementsBehind 4 or more CreditsCurrently failing 3 or more classesExcessive Referrals and/or Absences

Extreme Off Track 2-3 Years BehindNo chance for graduation in a traditional school settingDisengagement

At Risk for Off TrackLacking 1 of 3 Graduation requirements< 5%Absences3 or less Level 1 or 2 referrals

On TrackExceeding or Meeting all graduation requirements (Credits, FCAT Score, GPA)6 or less AbsencesNo referrals

Off Track Lacking 2 graduation requirementsBehind 1-3 Credits10% Absences3 or less Level 2 referrals or 2 Level 3 Referrals9th graders indentified “at high risk” (3 F’s in 8th grade)

Example: Credits Earned

1st Semester

09-10 < 3 Credits

08-09 < 9 Credits

07-08 <15 Credits

06-07 < 21 Credits

Pasco County Schools

on

-tra

ck

at-

risk

off-

tra

ck

dro

po

ut

12th Grade

9th Grade

0%

20%

40%

60%

80%

Early Warning Systems: 10/11 Beginning of Year

12th Grade

11th Grade

10th Grade

9th Grade

Grade 9On Track: 348At Risk: 39Off Track: 53Dropout: 0%

Grade 10On Track: 147At Risk: 53Off Track: 157Dropout: 1%

Grade 11On Track: 150At Risk: 27Off Track: 95Dropout: 8%

Grade 12On Track: 200At Risk: 26Off Track: 49Dropout: 6%

Early Warning Systems DataTargeted School Example

52.8% (210) of last year's 9th graders are off-track for graduation• 19% (75) are off-track due to failed FCAT, Credits and

GPA• 13% (52) of exiting 9th graders failed 3 or more

courseso Almost all of these students are part of the lowest 25%o Many of these students will count in the total graduation and

at-risk graduation rateso These students have less than a 15% chance of graduating

without significant intervention

Course Failures• Algebra 1 - 43.5%• English 1 - 45%• Pre-Algebra I Remedial Class-63% fail Algebra I

If you want to change and improve the climate and outcomes of schooling – both for students and teachers, there are features of the school culture that have be to changed, and if they are not changed, your well intentioned efforts will be defeated.

Seymore Sarason

1996

Florida Resources to Support PS/RtI Implementation

Florida Problem-Solving/RtI Project: www.floridarti.usf.edu /tools Implementation Assessment Tools Technical Manual

National Association of State Directors of Special Education: www.nasdse.org School and District Implementation Blueprints

National RtI Action Network: www.rtinetwork.org School implementation support

National RtI Center: www.rti4success.org Evidence based progress assessments

Florida Center for Reading Research: www.fcrr.org

Florida Department of Education RtI Site: www.florida-rti.org On-line courses