"Sample Continuing Logistics Professional Development Plan"
Response to Intervention (RtI) Keeneyville District 20 January 16, 2009 Marjorie Cave & Lenore Johnson DuPage Regional Office of Education RESPRO Services Session Objectives Participants will: Understand the what and why of RtI Connect current practices to RtI process Have tools and resources to support continuing conversations at the building level Be clear on next steps ACTIVITY Turn to a neighbor a share one thing you know and one question you have about Response to Intervention (RtI). Defining Response to Intervention (RtI) RESPONSE to INTERVENTION is… 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. (NASDSE, 2005) Problem-solving is the process that is used to develop effective instruction/interventions. Response to Instruction (responsive teaching) RtI: Good “IDEA” Policy Approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant and durable for all students, families and educators NOT a program, curriculum, strategy, intervention NOT limited to special education NOT new What is Response to Intervention? Response to Intervention (RtI) consists of Three Essential Components: Providing high quality, evidence-based instruction/intervention matched to student needs Using data regarding learning rate over time and level of performance Making educational decisions based upon student‟s response to instruction/intervention Why Use RtI? RtI enables educators to target instructional interventions in response to children‟s specific areas of need as soon as those needs become apparent Before, the education system waited for a student to fail before attempting more intensive instructional interventions Current research demonstrates that early intervention is crucial to a student‟s success Why Else Should We Use RtI? RtI allows special and general educators to collaborate in order to educate all students RtI creates an educational system that focuses on success for all learners RtI identifies struggling learners early RtI requires data-driven educational decision-making for all learners Basic Elements of RtI – A Primer Consensus: Essential Beliefs No child should be left behind It is OK to provide differentiated service across students „Academic Engaged Time‟ must be considered first Student performance is influenced most by the quality of the instruction and interventions we deliver and how well we deliver them -- not on preconceived notions about child characteristics Decisions are best made with data Our expectations for student performance should be dependent on a student‟s response to instruction and intervention, not on the basis of a “score” that “predicts” what they are “capable” of doing. Core Principles of RtI Educators will: Design a quality core curriculum Identify learning targets based on the core Intervene early Use a problem-solving method Use a multi-tier model of instruction Use scientific, evidence-based interventions/instruction Monitor student progress to inform instruction Use data to make decisions Use assessments for screening, diagnostics and progress monitoring Effectively teach all children Common Elements in RtI Problem-Solving Model – The Circle Multi-Tier Model – The Dual-Sided Pyramid Problem Solving Process Define the Problem Defining Problem/Directly Measuring Behavior Evaluate Problem Analysis Validating Problem Ws It Effective? Identify Variables that Contribute to Problem Develop Plan Implement Plan Implement As Intended Progress Monitor Modify as Necessary What is Problem-Solving? Problem Solving including RtI Problem Solving Model Data-Based Decision Making 3-Tier Model Scientifically-Based Scientifically-Based Interventions Data Systems Problem-Solving/Response to Intervention – Key Issues: • Effective Core Instruction is the basis for this model. • The model cannot “fix” core instruction issues through student removal • Academic Engaged Time (AET) is the treatment “dosage” for this model – Cannot do “more” in “same” time frame • The “unit of analysis” is the school building, not the district – Role of the building principal is critical to the success of the model Problem-Solving/Response to Intervention – Key Issues: • Supplemental instruction is best delivered through “standard protocols” of intervention to groups of students with common needs • Data drive decisions - RATE is the key • Severity versus Intensity • Time is our ally and our enemy - Early intervention • Its all about the rate of student progress in the amount of time remaining • Data collection WITHOUT intervention integrity is useless • Staff, resources and time must match the demand The Link Between RtI, Problem-Solving and Specific Learning Disabilities (SLD) RtI is the problem-solving method for identifying a student‟s strengths and weaknesses both academically and behaviorally RtI matches instructional resources to educational needs RtI provides the historical data needed to determine what the school needs to do to ensure a student‟s success in the general education curriculum Building Level Intervention Team Problem-Solving Actions Promote collaboration in the decision-making process Analyze building and classroom level data Collaboratively develop individual intervention plans for struggling learners Assist teachers in selecting evidence-based interventions Support teachers in implementing interventions with integrity Multi-Tier Model Academic Systems Behavioral Systems Tier 3 Tier 3 Individual Students/Very Small Group Individual Students/ Very Small Group Assessment-based Assessment-based High Intensity Intense, durable procedures Tier 2 Tier 2 Some students (at-risk) Some students (at-risk) High efficiency High efficiency Rapid response Rapid response Tier 1 Tier 1 All students All settings, all students Preventive, proactive Preventive, proactive What Does RtI Look Like? Tier 1: Core curriculum meets the needs of 80%* or more of the students Tier 2: 20%* of the students may be identified as at-risk and require supplemental instruction and/or intervention in addition to the core curriculum Tier 3: 5%* of those students may be identified as needing more intensive, small group or individual interventions to supplement the core curriculum *Percentages will vary by district/school Tier 1 Core Instruction All Students Receive: District curriculum that is evidenced-based and aligned to Illinois Learning Standards Curriculum-based measures and assessments for screening, diagnostic and continuous progress monitoring Differentiated instruction designed to meet the broad range of their needs Tier 1 Core Instruction – Share Practices Tier 1 Instructional Practices: Differentiated Instruction Scaffolding Instruction Providing models Using student assessments to design instruction Providing descriptive feedback to student related to a learning target Guided Reading Cooperative Learning Flexible Grouping “Universal Interventions” Core instructional programs Reading curriculum Mathematics Curriculum Student progression requirements/benchmarks Core behavioral programs School-based discipline policies Core home/community programs Attendance program Wellness curricula Tier 2 Intervention Some Students Receive: Core curriculum in the large group Individualized Intervention Plan Supplemental interventions in the small group inside the general education classroom or outside of the general education classroom Interventions targeted to remediate a specific skill Interventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to an individualized intervention plan Tier 2 Interventions – Share Practices Tier 2 Instructional Interventions: Small group instruction In classroom or out of classroom extra time Individual teacher-student meeting Co-teaching or co-planning with support personnel or grade level meet individual student needs Buddy Reading Community Member support - volunteers Morning meetings, Lunch study group After school support “Supplemental Interventions” Increased time and focus in academic instruction (differentiated instruction) Classroom-based behavioral interventions Building-based interventions for issues such as attendance Activate existing peer support programs, mediation Tier 3 Intervention – Share practices Very Few Students Receive: Individualized Intervention Plan Integrated instruction from all three tiers to strengthen the accumulated impact of the interventions and instruction Interventions delivered to very small groups of 2-3 students or individual students Interventions focused on narrowly defined skill areas identified from the results of frequent progress monitoring Interventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to an individualized intervention plan Tier 3 Intervention Very Few Students Receive: Individualized Intervention Plan Title I reading / math support Interventions delivered to very small groups of 2-3 students or individual students Increased time on the intervention IEP driven support “Intensive Interventions” Specialized academic interventions Intensive acceleration classrooms 180+ minutes of instruction Social skills training, anger control training, parent education groups Behavior intervention plans Alternative education programs Assessment Sample – Grade 3 What specific skill do we How is this What assessment What subject do How often should need to know more assessment will give us we need to know this assessment about? used? Universal, information about more about? be administered? Diagnostic or the students Monitoring performance related to that skill? Word Recognition D Dolch 220 list Literacy As appropriate Com prehens ion D Guided Reading Checklis ts Literacy As appropriate for Mos aic Strategies Com prehens ion U ITBS Reading Literacy 1 X a year Com prehens ion Com prehens ion, Writing U ISAT Reading Extended Literacy 1 X a year Res pons e Englis h Language Proficiency D - ELL ELL-eligibility s creener Literacy Initial enrollm ent Englis h Language Proficiency U - ELL ACCESS Literacy 1 X a year Fluency U, M CBM Oral Reading Fluency Literacy 3 X a year for Pas s ages benchm arking. Frequency for progres s m onitoring determ ined by building problem s olving proces s . Integrated U Rigby Benchm ark Literacy 2 X a year Integrated D IRI-Inform al Reading Literacy As appropriate Inventory Vocabulary U ITBS Vocabulary Literacy 1 Xa year Vocabulary, Com prehens ion U ISAT Reading Literacy 1 Xa year Writing U ISAT Writing Literacy 1 Xa year (s tarting 2009) Writing U Dis trict Writing As s es s m ent Literacy 2 Xa year Writing - Conventions M Writing CBM Literacy Frequency for progres s m onitoring determ ined by building problem s olving proces s . U CogAT Verbal Literacy 1 X a year Example of Tier Level Interventions Reading Tier I Tier 2 Tier 3 Time 90 120 180 Curricular Focus 5 areas Less than 5 2 or less Core Core + Curricular Core + Supplemental Breadth Supplemental + Intensive Frequency of Yearly or Monthly Progress greater or Weekly Monitoring greater Indian Prairie School District 204 – Reading Interventions (Spring 2007) Field Testing Spring 2007 Programs - Available at all buildings Programs – Available at limited buildings *Strategic Reading Plus - a subclass of Strategic Reading in which students are struggling with decoding issues Programs – Supported Ed Initiative Programs TIER 3 Edmark Edmark Edmark Lexia Lexia Lexia Read Naturally Read Naturally Read Naturally Reading Milestones Reading Milestones Reading Milestones Rewards Rewards Rewards Strategic Reading Plus* Strategic Reading Plus* Strategic Reading Plus* Wilson Wilson Wilson TIER 2 AMP Reading System Level 1 AMP Reading System Level 2 AMP Reading System Level 3 Compass Learning Compass Learning Compass Learning ELL Reading ELL Reading ELL Reading McDougal Littell’s Bridges to Literature McDougal Littell’s Bridges to Literature McDougal Littell’s Bridges to Literature Read Naturally Read Naturally Read Naturally Soar to Success (Levels 5 & 6) Soar to Success (Level 7) Soar to Success (Level 8) Strategic Reading – Grade 6 Strategic Reading – Grade 7 Strategic Reading – Grade 8 TIER 1 6th Grade Reading Curriculum 7th Grade Reading Curriculum 8th Grade Reading Curriculum Materials: McDougal Littell’s Literature & Materials: McDougal Littell’s Literature & Materials: McDougal Littell’s Literature & Language Grade 6 and Language Grade 7 and Language Grade 8 and Vocabulary Workshop Introductory Course Vocabulary Workshop First Course Vocabulary Workshop Second Course Fiction and Non-fiction trade book texts Fiction and Non-fiction trade book texts Fiction and Non-fiction trade book texts Tier I Field Testing Spring 2007 Programs - Available at all buildings Programs – Available at limited buildings *Strategic Reading Plus - a subclass of Strategic Reading in which students are struggling with decoding issues Programs – Supported Ed Initiative Programs 6th Grade Reading 7th Grade Reading 8th Grade Reading Curriculum Curriculum Curriculum Materials: Materials: McDougal Materials: McDougal McDougal Littell’s Littell’s Literature & Littell’s Literature & Literature & Language Grade 7 and Language Grade 8 Language Grade 6 Vocabulary Workshop and and First Course Vocabulary Vocabulary Fiction and Non- Workshop Second Workshop fiction trade book Course Introductory Course texts. Fiction and Non- Fiction and Non- fiction trade book fiction trade book texts texts Tier 2 AMP Reading AMP Reading AMP Reading System Level 1 System Level 2 System Level 3 Compass Learning Compass Learning Compass Learning ELL Reading ELL Reading ELL Reading McDougal Littell’s McDougal Littell’s McDougal Littell’s Bridges to Bridges to Bridges to Literature Literature Literature Read Naturally Read Naturally Read Naturally Soar to Success Soar to Success Soar to Success (Levels 5 & 6) (Level 7) (Level 8) Strategic Reading – Strategic Reading Strategic Reading – Grade 6 – Grade 7 Grade 8 Tier 3 Edmark Edmark Edmark Lexia Lexia Lexia Read Naturally Read Naturally Read Naturally Reading Milestones Reading Milestones Reading Milestones Rewards Rewards Rewards Strategic Reading Strategic Reading Strategic Reading Plus* Plus* Plus* Wilson Wilson Wilson Grade 6 Grade 7 Grade 8 K-12 Reading Intervention Sample Differentiation Grade Level Area targeted by Tier Strategies Intervention embedded within the Phonemic Awareness core curriculum Phonics Vocabulary Fluency Comprehension K-2 3-5 6-8 9-12 Shared Reading X X X 1 Repeated Reading X X X 1 Guided Reading X X X 1 Independent Reading X X X 1 Targeted Skills Groups X X X 1 CRISS X X 1 Partner Reading X X X 1 volunteers older student peer K-12 Reading Intervention Sample Differentiation Grade Level Area targeted by Tier Strategies embedded Intervention within the core Phonemic Awareness curriculum Phonics, Vocabulary Fluency, Comprehension Time in Text K-2 3-5 6-8 9-12 1 At school X X X X (using appropriate instructional/independent text for literacy settings and across content areas) At home (provide support to families that encourages routine reading at home) Partner with parents X X X 1 (partner with parents to strengthen the importance of literacy outside of school) NNHS Literacy Center/ X 1 NCHS Writing Center K-12 Reading Intervention Sample Intervention Grade Level Strategies to Tier Comprehension consider in Vocabulary Awareness Phonemic Fluency Phonics addition to the curriculum K/2 3/5 6/8 9/12 *K Leap X X X X X X 2 *LEAP X X X X X X 2 *Reading Support X X X X X X X 2/3 Study Skills X X X X X X X X 2/3 Academy *K Leap X X X X X X 2 Jolly Phonics X X X 2 PALS X X X X X 2 Learning Readiness X X X 2 PE (NC) RtI – Legislation, Rules and State Plans Illinois and Response to Intervention (RtI) – Background IDEA Regulations effective October 13, 2006 Illinois Part 226.130 Rules adopted June 28, 2007 IDEA Regulations- October 13, 2006 The State must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability must permit the use of a process based on the child‟s response to scientific, research- based intervention IDEA Regulations- October 13, 2006 The Team must document how the child responds to scientific, evidence-based interventions must document that the child does not achieve adequately or make sufficient progress in state- approved grade-level standards must consider data that demonstrates appropriate instruction delivered by qualified personnel and documentation of repeated assessments of achievement at reasonable intervals Illinois Part 226.130 Rules Require: use of a process that determines how the child responds to scientific, evidence-based interventions as part of the evaluation procedure described in 34 CFR 300.309 development and distribution of a State RtI Plan by January 1, 2008 by the State Superintendent in collaboration with professional organizations outlining the professional development that is necessary and other activities and resources that are essential for implementation Illinois Part 226.130 Rules Require: Illinois districts to complete a plan for transition to the use of a process that determines how the child responds to scientific, research-based intervention as part of the evaluation procedure by January 1, 2009 Illinois districts to implement RtI as part of their evaluation procedure for making SLD determinations by the 2010-2011 academic year Plan Components Introduction/belief statements for RtI Definition of RtI and Problem Solving Link between RtI and specific learning disability eligibility determination Process for Implementation Implementation Timelines Funding Considerations ISBE Evaluation Plan Supporting Resources Three Phases of RtI Consensus Building (Commitment) Infrastructure Development Implementation RtI System: Seven Areas of Implementation 1. Consensus Building and Collaboration 2. Standards-Based Curriculum & Research-Based Instruction 3. Research-Based Assessment Practices 4. Student Intervention/Problem Solving Team Process 5. Intervention Strategy Identification 6. Resources Allocation 7. Ongoing Professional Development for Effective RtI Questions to Ask Yourself What does the research say? What might be the unintended consequences? Are there any? How do we know if our Tier I curriculum is rigorous? Does it meet standards? Are achievement targets clear in the Universal Curriculum? What are our options for assessment? What do we already have? Do we need to change our current assessment tools? How often is often enough to assess? Too often? Does RtI look different at different levels? How can we maintain our local control and provide greater flexibility? How do we keep regular education in the lead? In our school is it “Response to Intervention” or “Response to Instruction”? Is there a difference? Important Points about Data The purpose of this analysis is understanding Important to establish – We all own all of the data Do NOT use these data in an evaluative way with individual staff or groups of staff as you set off on this journey This is to establish the need and motivation to make a difference Examining Your Data If you are hitting all of your AYP targets If you core curriculum is operating equitably, and all of your subgroups are performing at high levels Your trajectories for all subgroups are positive and at or above expectation All of your students with supplemental and intensive needs are making meaningful, significant and acceptable growth Then, you don‟t need RtI District Assessment Plan Shift District approach from: Assessment OF Learning to Assessment FOR Learning. Shift Thinking to “EVERYONE” What road do we take? How do we get there? Training Process, Eligibility, Leadership Team & Intervention & Coaches Changing Data Roles 3 Components of Implementation Progress 27 Buildings Monthly monitoring of 10 Monitoring remedial students per Rdg Teacher Weekly monitoring of 5 IEP students per SpEd Teacher Frequent monitoring of 3 “at- risk”/TAT cases Benchmarking 13 Buildings Assessing all students in grade level(s) at least 2x this year Problem 10 Buildings Begin using 3-tier problem solving Solving process How Long Will It Take to Implement this Effectively? 3-6 years Take it one step (e.g., skill) at a time Develop your district core beliefs regarding RtI before you begin the journey Determine what currently is in place will remain and what will be change; eliminated, or tweaked and why Model the regular education and special education alignment with this belief Start with young students Consider Tier 1 issues – is your current curriculum standards-based; Does it follow best-practice? Are you going to include all range of students in your RtI plan? At risk; academically talented; and RKs Create Tier 2 options with existing staff and resources Develop a 5 year plan Use networks-avoid “reinventing” the wheel. What we have learned There are predictable components in successful RtI implementation Some of these components conflict with historical structures and practices in schools Some tough things are predictable Knowing what they are, and being ready for them is half the battle in addressing them Tough Reality #1 RtI requires everyone to own the results for all kids - not just in word, but in deed - whatever it takes No more “your kids” and “my kids” They‟re all “our kids” We all have to accept both the successes and failures of all of all our kids Tough Reality #2 People who do not have a history of working together and collaborating will have to begin doing so Collaboration is an unnatural act for some People need to learn the skills needed for success Tough Reality #3 Professional development must focus on getting RtI going and supporting it for a minimum of 2 to 3 years… Tough Reality #4 RtI requires behavior change on the part of teachers… Teachers must accept student performance data as a basis for changing instruction Teachers must have or learn the skills related to data-based decision making in instructional decision making Staff MUST have a deep understanding about effective instruction Staff MUST have a deep understanding of assessment- WHYs and Hows Big Tough Reality #5 We have to expand the range of instructional options (amount and intensity) available to all kids This may mean more and different instructional minutes Logistics of it all is one of the biggest hurdles you will face Tough Reality #6 Motivation issues- both for staff and kids. RtI is hard work. Beproactive and celebrate/share success stories Belief Examination – Do you believe children can learn at high levels? Your answer to this is grounded in your fundamental beliefs about what children can learn. Take a minute to reflect on your beliefs about student learning. RtI Consensus Building Tool All children can learn Backat your school, consider discussing these questions: Do we believe that children can learn what is needed for the future? How prepared is our school? How prepared are we to support them? All Kids Can Learn Charles Darwin School All kids can learn… based on their ability. Extent of learning is based on innate ability that is relatively fixed Our job is to create multiple programs that address different levels of ability. DuFour, etal. 2004 All Kids Can Learn Pontius Pilate School All kids can learn… if they take advantage of the opportunity we give them to learn. All students can learn if they choose to put forth the effort. It is our job to provide students with opportunities to learn and their responsibility to learn. DuFour, etal. 2004 All Kids Can Learn Chicago Cub Fan School All kids can learn… something, and we will help all students experience academic growth in a warm and nurturing environment. Extent of learning is based on a combination of ability and effort, both of which we have little control over. It is our job to help students demonstrate some growth. DuFour, etal. 2004 All Kids Can Learn Henry Higgins School All kids can learn… and we will work to help all students achieve high standards of learning All students can and must learn at relatively high levels of achievement. It is our job to continue to work with students to meet standards and help them master challenging academic material. DuFour, etal. 2004 ACTIVITY Turn to a neighbor a share two things you learned about Response to Intervention (RtI). RESOURCES National Center on Response to Intervention www.rti4success.org Intervention Central www.interventioncentral.org RtI Action Network www.rtinetwork.org Thank you for all you do to support student learning