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/[email protected]