RTI: Overview Module Sharon Rinks, Psy.D. Lisa Sirian, Ph.D. Michelle Bolling, Ed.S

RTI: Overview Module

Sharon Rinks, Psy.D.Lisa Sirian, Ph.D.

Michelle Bolling, Ed.S.

The problem is not to suppress change, which cannot be done, but to manage it.

- Alvin Toffler

Goals of Today’s Session

Overview of training Establish a common language Self-Assessment Discuss goals and action planning

Gather your questions and confusions

What is RTI?

Ready, Think, Inspire Really Thoughtful Insight Rotten Terrible Initiative Radical Time-consuming Insanity Response to Intervention

… is the practice of (1) providing high-quality instruction and interventions 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 (2005) Response to Intervention: Policy Considerations and Implementation, p. 5

Stages of RTI

Consensus… Ready? Buy in from the top down Buy in from the bottom up

Infrastructure Development… Get Set… Building capacity in personnel Increasing materials & personnel resources Effective teaming & Data Analysis

Implementation… Go! Infrastructure first, then implement

Signs that Consensus Has Not Been Reached “It will never work. It’s too early in the year. That’s not my job. We tried that before. There’s no money in the

budget. Let’s just think about it… It’s too close to the

holidays. Let’s not rush into

anything. It’s really too late in the

year. Let’s wait until next year.

We’ll never have administrative support.

No one else does it that way.

We’ve never done it that way.

We already tried it in my old school.

My old school didn’t do it that way.

It would never work here. It can’t be done. Everyone would hate it.”

(Tilton, 2003)

Prerequisite Beliefs for RTI

“No child should be left behind. It is okay to provide differential service across students. “Academic engaged time” must be considered first. Student performance is influenced most by the quality

of the interventions we deliver and how well we deliver them—not by preconceived notions about child characteristics.

Decisions are best made with data. Expectations for student performance should be

dependent on a student’s response to an intervention, not on the basis of a score that predicts what they are capable of doing.”

(Batsche, 2007)

Evidence of Teacher Impact

Teachers underestimate their impact on student achievement The expertise of the teacher accounts more for

learning than size or composition of the class (e.g., Wright, Horn & Sanders, 1997)

Students who have several highly effective teachers in a row make significantly greater gains (Sanders & Rivers, 1996)

Teacher expertise accounts for much more of the variation in student achievement than socioeconomic status or race (Ferguson, 1991)

Building the Infrastructure for RTI

Using RTI requires an infrastructure of assessment and intervention techniques.

Initial and ongoing efforts must be made to build the infrastructure.

Infrastructure includes: Training of school personnel Redefining roles of key personnel Acquiring resources and materials

Like Trying to Build a House Without a Foundation… Georgia has required us to move to

implementation before the infrastructure was in place.

This led to confusion, frustration, resistance, anger, denial… etc.

The RTI Institute is an effort to address the need for building infrastructure within our schools for the future while giving us tools to intervene with children in our classrooms today.

Goals and Objectives

Use evidence-based adult learning practices to build capacity to implement RTI

Increase capacity in the following areas: RTI understanding Universal screening Evidence-based intervention in reading, math,

writing, and behavior Progress monitoring Graphing intervention data Data-based decision making

The Long and Short of It

These goals will take substantial time to accomplish

Building a house does not get accomplished over night

While we build our house we MUST NOT leave children out in the cold.

Long Term Goal- Build Infrastructure Short Term Goal- Meet the needs of students

we have in our classrooms right now

The Long and Short of It

Long Term Goal- Build Infrastructure The RTI Institute- building capacities Follow-up implementation- building skills Frequent formative assessment

Short Term Goal- Meet the needs of student we have in our classrooms right now Academic and Behavior Modules-

Interventions you can use now Progress Monitoring tools to track progress

Application Activities- Using the strategies with a few cases that you have in

your schools right now

Professional Learning Approach

Whole group training will be supported by: Illustrative case studies Team planning and self-assessment Sharing of cases

Application activities provide opportunities to practice skills in authentic contexts to help the 4 or 5 kids you know need it now

Professional Learning Approach

Train the Trainer model Participating teams will all receive training

materials 5 additional on-site support visits will be

provided to teams that redeliver training at the school level

An additional PLU may be earned by schools that demonstrate evidence of redelivery of the content

Implementation: The Professional Learning Model Voluntary participation Distributed learning over time Meaningful choices Opportunities for practice Authentic cases Learning communities/teaming Responsive to participants’ needs Tailored feedback

Are there any questions yet?

Key Characteristics of RTI

Preventive approach Tiered problem solving

Beginning with sound instructional practices Using evidence-based interventions

Using a team approach Decisions are made based on performance

data at all levels

Key Characteristics of RTI

Universal screening of academics and behavior

Multiple tiers of increasingly intense interventions

Differentiated curriculum Use of evidence-based practices and

interventions Continuous monitoring of student

performance Outcome assessment

Evidence-Based Interventions

Empirically tested using sound research methodology

Accepted by experts within the field Published in scholarly research journals

Lillenstein & Pedersen (2005)

Evidence or Intuition?

Comparison Between Reading Interventions In First Grade

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Average Improvement per 1 Session of intervention

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Reading Recovery

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1:1 Instruction

Small Group Instruction

(1:4)

Evidence-Based

Intervention

Advantages of RTI

Early intervention Allows flexibility in how schools use their

resources Improves student outcomes Focuses on school-based needs at many

levels (grade-level, teacher-level, student…) More timely and responsive practice Efficient use of resources More options to meet students’ needs in LRE

Why is RTI good for AYP?

You know at the beginning of the year who is not likely to “Meet Expectations”/pass standardized tests

You can bring kids’ scores up You can help students without labeling them

as disabled or SPED You can help kids earlier (keep SPED

numbers down) You can and should give SPED students

access to Tier 3 intervention groups if they are appropriate to their needs

Multi-Tiered Approach

Tier 1- Standards-Based Classroom Instruction (core curriculum for all students)

Tier 2- Needs-Based Learning (selected interventions for some students)

Tier 3- Committee-Driven Instruction (intensive interventions for fewer students)

Tier 4- Specially Designed Instruction (special ed., 504, alternative placement)

Tier 1- Standards-Based Classroom Instruction Whole class, general ed curriculum Effective instruction/environment Universal screening Early intervention Effective for most students (80%)

Universal Screening

Tier 1 – all students screened for academic and behavioral difficulties

Conducted 3 times per year Early fall Midwinter Spring

Maintain results in a database Aligned with instruction, standards, and

benchmarks

What Universal Screening Is:

Relevant for pre-K through 12th grade Answers which and how many students are

potentially in need of additional support Snapshot of a point in time Sample of a skill, measured repeatedly Used proactively Quantitative (gives a number for a score)

What Universal Screening Is NOT:

Administered to an isolated group Program placement or tracking Intended to tell you what the problem is or what

program the student needs Qualitative Expensive or labor intensive Administered, scored, or interpreted randomly or

subjectively Intended to measure every skill

Universal Screening Real-World Analogy

Weighing in at the Doctor’s office Using weight as a screener for physical health Everyone gets weighed at a DR’s visit

If on target, then stay at Tier 1 Your next weigh in will be at your next visit If not, there might be a Tier 2 intervention

If Overweight, the doctor might suggest one of the following Tier 2 interventions:

A change in eating habits Or an increase in physical activity

Check for progress with the intervention by weighing yourself

Characteristics of Quality Screening Instruments Brief and easily administered Research-based Highly correlated to skills assessed Predictive of future performance High reliability and validity Sensitive to small increments of change Alternate forms available Data analysis and reporting available

Examples of Universal Screening Measures DIBELS AIMsweb STAR Reading/Math SWIS Office Discipline Referral Database Systematic Screening for Behavior Disorders [SSBD] Curriculum Based Measurement 4Sight Behavior rating scale Attendance data

Approaches to Universal Screening

Classroom or Grade Teachers and/or support staff screen all students in the

classroom or grade Advantages:

Test own students Students tested within classroom routine Excellent for group or computer administered tests

Disadvantages: Time-consuming for individually-administered subtests Requires materials for all teachers Logistically difficult for school-wide scoring and data

entry


SWAT Team Large team of administrators, unassigned teachers,

support staff, and/or trained volunteers moves through the building screening all students

Advantages: Data collected quickly and efficiently Minimal disruption to classroom routine Fewer materials needed May facilitate scoring and data entry

Disadvantages: Teachers do not test their own students May lead to lack of ownership of data and data

analysis Support services may be disrupted


Modified SWAT Team Substitute or substitutes are added to the classroom

while the students are screened. The classroom teacher then conducts the screening.

Advantages: Teachers screen their own students Increases teachers’ understanding and ownership of

screening data Less disruptive to other classes

Disadvantages: Pre-planning is required by the classroom teacher Can be disruptive of classroom routine May require more time than other two options

Universal Screening

Among your team, discuss the practice of universal screening. What data do you have that you can use? What data do you need? How are

you using the data that you are gathering?

Tier 1: Data Analysis Team (DAT)

Teams of like teachers (grade level or department level) working together to: Meet immediately after universal screening Analyze data and find groups of students not

performing at benchmark Need a structure (time, place, etc.) For Tier 1 analysis teachers talk about the

group as a whole, NOT individual students

RTI/DAT Conferencing Handout

Format for DAT Conference Ensure understanding Look at grade-level data Look at classroom-level data

Case Example – Elementary Grade Level Data Analysis• 47% At Benchmark

• 34% At Risk

• 19% At Significant Risk

What does this data tell you about the core program?

Intervene at TIER 1 with entire group

Case Example- Middle School Grade Level Analysis

Case Example- High School School Level Analysis



DAT Sets Goals & Plans

Establish the group performance goal Set a deadline or target date For example: By the Midwinter universal

screening, 80% of students will demonstrate proficiency on… (describe specific skill)

Teachers problem-solve for specific intervention ideas Choose from existing available strategies Research new strategies to implement

Focus on evidence-based strategies

Teachers Implement Strategies

Whole-group interventions delivered in the classroom

Differentiated instruction (may include small-group instruction)

Consult fellow teachers as resources Check that all team members are

implementing the core curriculum with fidelity

Case Example- Classroom-Level Data Analysis

Grade Level

Teacher1

Teacher 2

Teacher 1 Data Analysis

Teacher 1 Data – Fall

Teacher 1 Data- Midwinter

* Grade-level intervention initiated in January

Teacher 1 Data- Spring

ORF

Benefits of Tier 1 Data Analysis Teaming Promotion of evidence-based instruction on a

whole-class, whole-school level Systematic identification of lowest performing

students (rather than teacher impression or parent referral)

Eventual focusing of resources on fewer students at later Tiers

Case Example

• 83% At Benchmark

• 10% At Risk

• 7% At Significant Risk

How is the core program here?

Intervene at Tier 2 with smaller groups

From Tier 1 to Tier 2

DATs consider the appropriateness of the core curriculum and make recommendations as appropriate. If appropriate, identify the lowest performing

students (roughly 20%) and move to Tier 2 status. If not appropriate, discuss what changes to the

core curriculum or teaching strategies will be necessary to ensure success for all students.

Team identifies students who

require needs basedinstruction.

Team plans TIER 2 intervention for these students.

From Tier 1 to Tier 2

Tier 2- Needs-Based Learning

Evidence-based intervention Supplements core curriculum Layered on prior interventions Use of data to develop interventions Grade-level DAT/Problem Solving Team Small group Progress monitoring (every 2-3 weeks) Effective for 90-92% of students

RTI/DAT Conferencing Handout

Format for DAT Conference Look at classroom-level data Identify students (20%) not progressing as

expected in reading, math, writing and behavior Complete hearing and vision screening Separate into groups/subgroups Problem solve for strategies to use with these

groups Outline implementation & progress monitoring plan

How, who, when? Complete Tier 2 intervention plan forms

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Beginning date to Ending date

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Probes 11 15 16 30 39 42 48 57 67

Goal 12 68 68 68 68 68 68 68 68 68

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Baseline 9/20/07 9/30/07 10/1/07 10/8/07 10/15/07 10/22/07 10/25/02 11/2/07 11/9/07

InterventioReading Mastery 30 minutes dailysmall group 4-5 studentsPush in model EIP teacher

Intervention

Target Behavior Goal Line

Target Behavior Trend Line

Aim Line

After the first nine weeks, Suzy is not considered to be making adequate progress in order to meet the goal of 68 words correct per minute by mid year. The committee recommends a more intensive intervention be implemented.

Outcome Based Instructional Guide

Suzy Suzy will read 68 words correct per minute on a second grade passage measured by Oral Reading Fluency (ORF) on the DIBELS by mid year.

First ReportSpecific Skills Progress Monitoring

Mickey Haalman

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Goal 12 68 68 68 68 68 68 68 68 68

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Baseline 9/20/07 9/30/07 10/1/07 10/8/07 10/15/07 10/22/07 10/25/02 11/2/07 11/9/07


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Baseline 9/20/07 9/30/07 10/1/07 10/8/07 10/15/07 10/22/07 10/25/02 11/2/07 11/9/07


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It’s been several weeks on the diet and exercise plan

You’ve used the scale to monitor progress If you are making good progress, stay in Tier 2

(diet and exercise) If you are not making adequate progress, then

your doctor might suggest a more intensive intervention (Tier 3)

You begin a Tier 3 intervention Join Weight Watchers Begin taking Alli (weight loss medication) Continue Tier 2 interventions (diet and exercise)

Monitor progress more frequently (weekly weigh in with Weight Watchers)

Transitioning from Tier 2 to Tier 3

DAT analyzes progress monitoring data In cases of inadequate progress, DAT

recommends administrative review Administrative Review

Checks for adequate data points Assesses fidelity of intervention

interventions are implemented as specifically outlined using the schedule and duration as set by the committee.

Makes a recommendation Continue/adjust at Tier 2 Refer to Tier 3

Tier 3- Committee-Driven Instruction

Refining interventions based on data Not a substitute, but layered on prior interventions More intensive intervention

Increased time (min/day or days/wk) More individualized intervention

Decreased teacher student ratio Progress monitoring (every 1-2 weeks) Effective for 92-96% of students Committees may be SST, tribunal, eligibility teams,

etc.

Case Example

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It’s been two months in Weight Watchers and on Alli (Tier 3 interventions)

You’ve been doing frequent progress monitoring If you are making good progress, stay in Tier 3 If you are not making adequate progress, then

your doctor might suggest a more intensive intervention (Tier 4)

A surgical procedure Like gastric bypass or lap-band surgery

Monitor progress intensively

** this is not meant to be advice regarding how to lose weight

The Problem with Building Infrastructure

It takes time!

If I work in the ER… and a man comes in with Chest pains, a gray complexion, difficulty

breathing, & pains in his left arm

Should I start by weighing him first? Then send him home for several weeks of

diet and exercise?

Let’s NOT Leave Students Out in the Cold While We Build Our House. We are willing to wager that: You can name two kids in your building who will

demand a lot of resources (time, personnel, energy, etc) because of their behavior.

You can name 5 or 6 children who need academic help right now.

Even one child can mean the difference between making AYP and not making it.

And CLEARLY the data show that just identifying them as SPED is not the answer.

Let’s NOT Leave Students Out in the Cold While We Build Our House. How?

Meet with a team of people (anyone you think can help with the problem)

Using the tools you get in this training, get baseline data and come up with a plan

Decide who’s going to do it and when Decide how you’re going to tell (with data) if it’s

working Look at the plan you’ve developed…How intense is it?

… How many resources will it take?… Is it like a Tier 2 plan would be or more like a Tier 3 plan?

Transitioning from Tier 3 to Tier 4

Committee assesses intervention fidelity If intervention fidelity was insufficient, steps should be

taken to remedy the problem and the intervention may be tried for an additional period.

If the intervention was implemented with fidelity and the student did not progress:

Consider extending current intervention/s Consider gathering additional data

Did the intervention target the right skill? Is there something that we missed?

Consider additional Tier 3 intervention/s Consider requesting review by the Intervention Review Team

(IRT)

Tier 4- Specially Designed Instruction

Refining interventions based on data Not a substitute, but layered on prior

interventions Even more intensive intervention

Increased time (min/day or days/wk) More individualized intervention

Decreased teacher student ratio Progress monitoring (every 1-2 weeks) Effective for 100% of students

Instruction that is targeted and specialized to meet individual students’ needs

Not a place, location, or specific classroom May be provided in a regular education class or

in a separate setting May include special education and related

services

Just because you get a Tier 4 service doesn’t mean you can’t access Tier 2 or 3 Interventions.

Tier 4- Specially Designed Instruction

Eligibility Determinations

A child shall not be determined to be a child with a disability if determinant factor is: Lack of scientifically-based instructional

practices and programs that contain the essential components of reading instruction.

Lack of instruction in math Limited English Proficiency§614(b)(6)(B)

Flexibility of Tier 4 Services

Reconceptualize Special Education Services Services every day may not be necessary Students may not need a given service for

the entire year Program may be reorganized from month to

month and from year to year Program organization follows needs of

students, not a “model”

Unless commitment is made, there are only promises and hopes... but no plans.

- Peter Drucker

Every School is at a DIFFERENT PLACE…School A (Elementary) Current Status

Universal screening in reading Reading data being used, but not consistently Some Tier 2 and 3 plans being monitored

Consensus Goals Increase staff knowledge level of RTI Get key stakeholders involved in planning

Infrastructure Goals Establish and increase skills of DATs Increase faculty capacity with evidence-based

intervention Get writing and math universal screeners in place

Every School is at a DIFFERENT PLACE…School A (Elementary) Current Status Consensus Goals Infrastructure Goals Implementation Goals

Schedule a needs-based instruction period Train parapros to run direct instruction reading

groups Consistency in Tier 3 plans

80% of plans using evidence-based intervention 80% of plans with weekly progress monitoring

Every School is at a DIFFERENT PLACE…School B (Middle or High) Current Status

SWIS data system used, but not on a designated schedule

The SRI is given, but the data are not used Consensus Goals

Increase staff knowledge level of RTI Get key stakeholders involved in planning

Infrastructure Goals Implementation Goals

Every School is at a DIFFERENT PLACE…School B (Middle or High) Current Status Consensus Goals Infrastructure Goals

Look at the data we already collect– how can that help identify students for more intensive intervention?

Consistently analyze the SWIS data and create school/class/individual behavior intervention plans where needed

Create DATs, build data analysis skills and schedule time for data review

Implementation Goals Identify 3-5 children in need of academic intervention

plans– collect baseline, create plan, monitor Identify 3-5 children in need of behavior plans- collect

baseline, create plan, monitor

Self-Assessment of RTI Implementation (SARTII)

Discuss and complete the SARTII to assess your school’s present level of

implementation of RTI.

Collecting Baseline Data

Where is your school in terms of implementing the RTI process?

Level 1: Awareness – “What? We don’t do that (but maybe we should).”

Level 2: Planning – “We know it’s important and have started the planning process.”

Level 3: Initial Implementation – “We’ve started to build our system but we’re not there yet.”

Level 4: Advanced Implementation – “We’re doing it and have evidence that it’s effective.”

(Hauerwas & Woolman, 2005; Hock, 2005)

Questions?

Documents

RTI: Overview Module Sharon Rinks, Psy.D. Lisa Sirian, Ph.D. Michelle Bolling, Ed.S