Overview, Considerations, and Implementation

Sharon Hance Erie 1 BOCES SETRC

shance@e1b.org (716) 821-7544Information for this presentation came from NASDSE, Intervention Central, and NRCLD

Cautions…

RtI is not…

Response to Incessant…Meetings Response to Incessant…Plans Response to Incessant…Testing Response to Incessant…Sorting

Overview

• Defining RtI• Background• Legal Support for RtI• Core Principles• Critical Components

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.

Early Origins of RtI

• Bergan’s consultation model• Deno’s problem-solving model• Vaughn’s 3-tier model

[See NASDSE’s book, Response to Intervention, pages 7-8 and 21-22 for descriptions of these three models]

Common Elements

• Procedural steps followed sequentially• Implementation of scientifically based

interventions• Frequent data collection• Decision making based on student

performance

The Pushes and Pulls of RtI

Pushes (problems with the traditional system) Separation of special education from general

education Undocumented benefits Eligibility procedures unrelated to intervention Wait-to-fail model (reactive) Over-representation of some minority students Failure of traditional assumptions

The Pushes and Pulls of RtI

Pulls (findings from research supporting transition to RtI) Scientifically based instruction and interventions Multi-tier models Progress monitoring and formative evaluation Functional assessments leading to intervention Standard treatment protocol interventions

Support for RtI in Federal Law

• Initial purpose – to provide FAPE and IEPs• Late ’80s shift to outcome orientation• Language in NCLB and IDEA ’04 are similar

“…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible” (20 U.S.C. 1400(c)(5)(E)

RtI Core Principles

We can effectively teach all children Intervene early Use a multi-tier model of service

delivery Use a problem-solving methodology Unified educational system

RtI Core Principles (2)

Use research-based, scientifically validated interventions/instruction

Monitor student progress to inform instruction

Use data to make decisions Use assessments for three different

purposes: (1) screening; (2) diagnostics; and (3) progress monitoring

What observations can you make?

Look at the chart Make an observation Share your observation with a

neighbor What does the data tell us?

Attended 2 years of preschool

2 parent family College educated parents Read to daily since birth Loves drawing cartoons,

idioms, and Dave Pilkey and Judy Blume are his favorite authors

What doesn’t the data tell you?

Essential Components of RtI Implementation

1. Multi-tier model2. Problem-solving method3. An integrated data

collection/assessment system

Essential Component 1: Multi-tier Model

Essential Component 2: Problem-Solving Method

What is the problem?

Why is ithappening?

What should be done about it?

Did it work?

Essential Component 3:Integrated Assessment Systems

• Directly assess specific skills in standards• Assess “marker variables” [demonstrated to lead to the

ultimate instructional target, (e.g., reading comprehension)]

• Sensitive to small amounts of growth• Brief• Repeatable• Easy to use• Direct relationship to instructional decision- making

New York State Guidance

Part 100 Part 200 Chapter 117.1 Chapter 117.2 Chapter 117.3

Part 100

100.2(ee)Academic Intervention Services Added the language from Chapter 117 about

a district developed, uniformly applied process for screening

Applies to grades K-12

Part 200 LD Determination

… that effective on and after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.

Part 200 LD Determination cont…

(a)  does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified in this paragraph when using a process based on the student’s response to scientific, research-based intervention pursuant to section 100.2(ii) of this Title; or

(b) exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development that is determined by the CSE to be relevant to the identification of a learning disability, using appropriate assessments …

Chapter 117.1

The purpose of this Part is to establish standards for the screening of every new entrant to the schools to determine which students are possibly gifted, have or are suspected of having a disability, or may be limited English proficient …

Chapter 117.2

Defines A student who is suspected of having a disability A student who possibly is limited English

proficient A student who is possibly gifted New entrant A student with low test scores Health care provider

Chapter 117.3

Describes diagnostic screening and defines what should be done with the information Review of instructional program Parent notification Written report

Chapter 117.3 cont…

If the student is determined to be makingsub-standard progress in such areas ofstudy, instruction shall be provided that istailored to meet the student's individualneeds with increasingly intensive levels oftargeted intervention and instruction.

Web Resources http://www.rti4success.org/ http://www.nrcld.org/ http://www.jimwrightonline.com/php/rti/

rti_wire.php http://www.studentprogress.org/families.asp http://www.cast.org/publications/ncac/

ncac_curriculumbe.html http://rtinetwork.org/?gclid=CI2-

waLChJYCFR8SQQodUirqFA

Leadership and RtI

Doing this will require leadership at all levels – state, local, and building

STOPPING POINT RTI FAIR