Response to Intervention

Understanding the Role of Paraprofessionals in RTI

ImplementationHyatt Regency, Washington, DC

April 26, 2008

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AGENDA

• Introductions• Defining RTI• Activity• Presentation• Q & A• Closing remarks

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Session Goals

By the end of this session participants will:• Have a definition of RTI• Be able to articulate their professional

development needs to implement RTI• Identify challenges to RTI implementation• Become aware of common tools of RTI

implementation

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Federal Legislation

• ESEA / NCLB– accountability– school improvement– adequate yearly progress (AYP)

• IDEA 2004– effective instruction– progress monitoring– early intervening services

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Definition of Response to Intervention

What is Response to Intervention (RTI)?

Response to Intervention (RTI) is the practice of providing high quality instruction matched to students’ needs and the use of rate of learning over time to make important educational decisions.(National Association of State Directors of Special Education, 2005)

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Implementation of RTI

Effective implementation of RTI includes the following practices:• A systematic problem-solving process in which data-based

decisions are implemented and documented;• Use of on-going assessments that monitor student progress

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Implementation of RTI cont’d.

• Interventions of varying intensity to meet the academic and behavioral needs of all students

• Shared responsibility amongst classroom teachers, specialists, administrators, and parents.

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Core Principles of RTI

• Unifying Belief: “All kids can learn.”

• Problem-Solving and Problem-Analysis

• Universal screening of academic, behavioral and social emotional indicators of success

• Prevention Focused: academic, behavioral, social emotional

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Core Principles of RTI cont’d.

• Evidence-based interventions with fidelity of implementation

• Ongoing and sensitive progress monitoring of student response to interventions

• Data-based decision making

• Multi-tiered system with increasing levels of intensity

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What the Research Says About RTI

• Prevent academic problems through early identification

• Intervene with low performing students

• Assist in identifying student with disabilities

Source: Daryl Mellard, National Research Center on Learning Disabilities (NRCLD). (March 2, 2006) Presentation at the IDEA Partnership Meeting, “ Integrating IDEA Provisions with School Reform: EIS & RTI.”

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Research Elements of RTI

• Two or more tiers of increasingly intense scientific, research-based interventions

• Individual problem solving model or standardized intervention protocol for intervention tiers

• Explicit decision rules for assessing learners’ progress

• Implementation of a scientifically-based, differentiated curriculum with different instructional methods.

Source: Daryl Mellard, National Research Center on Learning Disabilities (NRCLD). (March 2, 2006) Presentation at the IDEA Partnership Meeting, “ Integrating IDEA Provisions with School Reform: EIS & RTI.”

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1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

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

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

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Responsiveness to Intervention

Academic+ Social Behavior

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All

Some

Few RTIA Continuum of Support for All

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Activity

Green Cards Will present 3 facts on RTI Implementation

Yellow Cards Will present 3 questions about RTI implementation

Red Cards Will identify 3 barriers to RTI implementation

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Paraeducators as Interventionists!

Collaboration among all school staff ensures positive learning experiences and outcomes for struggling students whose needs are identified early.

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Paraeducators as Interventionists!

• Small group instruction

• Inclusive Settings

• IDEA 2004 & NCLB 2000

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Paraeducators as Interventionists!

Current Roles• Student Safety• Assessment Support• Classroom Support

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Paraeducators as Interventionists

New or additional roles under RTI:• Data collection• Progress monitor• Behavior interventionists

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RTI Tools: Curriculum-Based Measurement

Curriculum-Based Measurement (CBM) is the best-known method of student progress monitoring. CBM helps teachers find out how students are progressing in basic academic areas such as math, reading, writing,and spelling.

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Benefits of CBM

When CBM is used, the student is tested briefly each week. Thetests generally last from 1 to 5 minutes. The teacher counts thenumber of correct and incorrect responses made in the time allotted to find the student's score. • His or her score is recorded on a graph• Graphs can help create a common understanding among

parents, teachers, administrators, and other professionals • Graphs can help inform instructional methods• Students (when appropriate) can keep track of their own

progress

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Professional Development

It important to include paraeducators in all school-wide training, with additional follow-up just for paraeducators.

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Framing Questions

To best meet the professional development needs of paraeducators, the following questions should be asked prior to training:

• Describe an example of how you improved a student’s performance – who was the student and what did you do?

• Who do you collaborate with for instructional planning?• How are you involved in assessment and data management?

(Source: TECPlus, Who are Interventionists? Guidelines for Paraeducators in RTI, 4(3), January, 2008)

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PD Linked to RTI Components

• Problem solving• Effective instruction• Shared Responsibility of staff• Data to monitor progress

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PD: Progress Monitoring Assessment

• Techniques for making charts and graphs

• Learning to use software to download CBM assessments

• Administration of various assessment probes and benchmarks

• Importance of assessment fidelity

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PD: Instruction and Intervention

• One or two grade level curricula issues• Instructional pedagogy for specific intervention

approaches

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Shared Responsibility

• Problem solving process• Collaboration strategies• Communication skills

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Planning and Scheduling

Strategies for common planning time:• Maximize time when scheduling prep times and

lunch breaks• Floating substitute to provide release time for

teachers and paraeducators• Late arrival (30 minutes) by paraeducators, allows

para to stay thirty minutes after school• After school meeting biweekly for 30 minutes paid

for by school district

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New and Expanded Role for Paraeducators

Paraeducators and support staff can be a valuable part of RTI teams by:• Assisting classroom teachers and special

educators with screening• Assisting teachers with benchmarking and

progress monitoring assessments• Recording observations of behavior and

learning strategies

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New and Expanded Role for Paraeducators cont’d.

• Entering assessment data into management system

• Serving as member of intervention team• Collaborating with teachers to provide

support for students• Implementing interventions• Participating in school-wide professional

development.

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Closing Activity

Complete the following statements:I still have about…

I need more on…

I now have more about…

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Contact Information

Lisa B. Thomas555 New Jersey Ave., NW Washington, DC 20001202/879-4561lthomas@aft.org