Response to Intervention

Transcription

1 How to Write a District RTI Plan: Guidance for Administrators Jim Wright

2 How to Write a District RTI Plan: Agenda 1. Review of Requirements and Recommended Contents of the RTI Plan 2. RTI Plan: Core Instruction 3. RTI Plan: Tier 1 Intervention ti 4. RTI Plan: Tier 2 Intervention 5. RTI Plan: Tier 3 Intervention 6. RTI Plan: School-Wide Screening Tools 7. RTI Plan: Parent Notification 8. RTI Plan: RTI Leadership Team

3 Keynote PPTs and Handout Available at: php

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5 Writing an RTI Plan: District Discretion Purpose: Before a district can write an RTI plan, it must first decide what its RTI model will look like 5

6 NYSED School Requirements: A school district shall select and define the specific structure and components of the response to intervention program, including, but not limited to, the criteria for determining the levels of intervention to be provided to students, t the types of interventions, ti the amount and nature of student performance data to be collected and the manner and frequency for progress monitoring. 3. A school district shall take appropriate steps to ensure that staff have the knowledge and skills necessary to implement a response to intervention program and that such program is implemented consistent with paragraph (2) of this subdivision. Source: New York State Education Department. (July 2010). Part 100 Regulations: 100.2: General School Requirements. Retrieved from 6

7 NYSED RTI Guidance Document: October 2010 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from

8 NYSED has defined in regulation the minimum components of an RtI program but does not require a specific RtI model that must be uniformly used by all school districts. School districts have discretion to make specific decisions when designing the structure and components of their RtI program. (NYSED RTI Guidance Document, 2010; p. 40). Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

9 To begin the process it is recommended that the school convene an RtI design team that includes administrators, related service personnel, school psychologists, general education teachers, special education teachers, ESL/bilingual teachers and parents. Decisions will need to be made regarding the following components of the RtI framework: Response to Intervention Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from -oct10.pdf; pp

10 Writing a District RTI Plan: Recommendations Assemble stakeholders ( RTI Leadership Team ) to agree on the elements of an RTI model and timeline for rolling it out. Draft an internal RTI Plan to guide your district s RTI implementation efforts (with district staff and stakeholders as the audience). Edit the internal RTI Plan if necessary to serve as the NYSED-required RTI Plan. 10

11 Writing an RTI Plan: Introduction Purpose: The introduction connects the RTI plan to the school s larger mission. Also, the introduction ti can lay out the current and future scope of the RTI plan, as envisioned by the district. 11

12 RTI Plan: Introduction p

13 RTI Plan: Introduction The introduction to the RTI Plan is an opportunity to: provide a brief description of RTI as a context for readers unfamiliar with the model. state how RTI supports district initiatives or goals. describe the current scope of RTI implementation in your district. offer a district timeline for the expansion of RTI to cover additional schools, grade-levels, and/or subject areas. 13

14 RTI Plan: Introduction: 10 mins Read the brief introduction section of the sample RTI plan. pa Decide what elements should go into this section of your district RTI plan. The introduction to the RTI Plan is an opportunity to: provide a brief description of RTI as a context for readers unfamiliar with the model. state how RTI supports district initiatives or goals. describe the current scope of RTI implementation. offer a timeline for the expansion of RTI to cover additional schools, grade-levels, and/or subject areas. 14

15 Writing an RTI Plan: Tier 1 Core Instruction ti Purpose: As core instruction is the most important element of RTI, this section allows the school to describe it and to define minimum expectations for success. 15

16 RTI Plan: Tier 1 Core Instruction p

17 RTI Plan: Tier 1 Core Instruction A description of Tier 1 core instruction in the RTI Plan can: present the research-based core reading (and perhaps math and writing) programs currently in place. disclose the amount of instructional time devoted in every classroom to core instruction by subject area. provide a minimum threshold for judging the quality of core instruction (e.g., that at least 80% of students will attain benchmark on the relevant RTI school-wide screening tools). 17

18 RTI Plan: Tier 1 Core Instruction: 15 mins Read the brief Tier 1 Core Instruction section of the sample RTI plan. pa Discuss what elements should go into this section of your district RTI plan. A description of Tier 1 core instruction in the RTI Plan can: present the research-based core reading (and perhaps math and writing) programs currently in place. disclose the amount of instructional time devoted in every classroom to core instruction by subject area. provide a minimum threshold for judging the quality of core instruction (e.g., that t at least 80% of students t will attain benchmark on the relevant RTI school-wide screening tools). 18

19 Writing an RTI Plan: Tier 1 General-Education Classroom Intervention ti Purpose: The district spells out in the RTI plan the specific responsibilities of the classroom teacher as Tier 1 first responder. Most staff questions about RTI focus on classroom interventions, so careful attention to a clear description of Tier 1 is time well spent. 19

20 RTI Plan: Tier 1 General- Education Classroom Intervention pp

21 RTI Pyramid of Interventions Tier 3 Tier 2 Response to Intervention Tier 3: Intensive interventions. Students who are nonresponders to Tiers 1 & 2 are referred to the RTI Team for more intensive interventions. Tier 2 Individualized interventions. Subset of students receive interventions targeting specific needs. Tier 1 Tier 1: Universal interventions. Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. 21

22 NYSED RTI Guidance Document: October 2010 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from

23 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

24 The Key Role of Classroom Teachers in RTI: 6 Steps 1. The teacher defines the student academic or behavioral problem clearly. 2. The teacher decides on the best explanation for why the problem is occurring. 3. The teacher selects evidence-based interventions. 4. The teacher documents the student s Tier 1 intervention plan. 5. The teacher monitors the student s s response (progress) to the intervention plan. 6. The teacher knows what the next steps are when a student fails to make adequate progress with Tier 1 interventions alone. 24

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26 Tier 1: Classroom Teacher Problem-Solving Meetings. Schools have two options in setting up forums for teachers to discuss students who need Tier 1 (classroom) interventions and to schedule follow-up meetings to evaluate progress: Consultant. The school compiles a list of consultants in the school who can meet with individual teachers or grade-level teams to discuss specific students and to help the teacher to create and to document an intervention plan. Grade-Level Team. The school trains grade-level teams to conduct problem-solving li meetings. Teachers are expected td to bring students to regularly scheduled team meetings to discuss them and to create and document an intervention plan. 26

27 Tiers 1-3: Internet Sources for Research-Based Interventions p. 12

28 Tier 1 General-Education Classroom Intervention The elements of Tier 1 intervention to be presented in the RTI plan include: Tier 1: Process for Planning Interventions Tier 1: Cut-Points/Entrance Criteria Tier 1: Scheduling. Tier 1: Intervention Programs/Strategies. Tier 1: Group Size Tier 1: Length of the Intervention Tier 1: Progress-Monitoring: i Tools Tier 1: Progress-Monitoring: Frequency Tier 1: Progress-Monitoring: Adequate Progress. Tier 1: Procedures for Changing the Intervention 28

29 RTI Plan: Tier 1 Intervention: 30 mins Response to Intervention The elements of Tier 1 intervention to be presented in the RTI plan include: Tier 1: Process for Planning Interventions Tier 1: Cut-Points/Entrance Criteria Tier 1: Scheduling. Tier 1: Intervention Programs/Strategies. Tier 1: Group Size Tier 1: Length of the Intervention Tier 1: Progress-Monitoring: Tools Tier 1: Progress-Monitoring: Frequency Read the brief Tier 1 Intervention section of the sample RTI plan. Discuss what elements should go into this section of your district RTI plan. Tier 1: Progress-Monitoring: Adequate Progress. Tier 1: Procedures for Changing the Intervention 29

30 Estimating Risk and Assigning gstudents to Levels of Intervention

31 Five Levels of Instruction/Intervention (Handout Available on Conference Web Page) Tier 1: Core Instruction Tier 1: Classroom Intervention Tier 2: 'Early Response' Supplemental Intervention Tier 2: 'Advanced' Supplemental Intervention Tier 3: Intensive Intervention 31

32 Matching Students to Appropriate Levels of RTI Instruction/Intervention 32

33 Matching Students to Appropriate Levels of RTI Instruction/Intervention 33

34 Matching Students to Appropriate Levels of RTI Instruction/Intervention 34

35 Matching Students to Appropriate Levels of RTI Instruction/Intervention 35

36 Matching Students to Appropriate Levels of RTI Instruction/Intervention 36

37 Five Levels of Instruction/Intervention Tier 1: Core Instruction Tier 1: Classroom Intervention ti Tier 2: 'Early Response' Supplemental Intervention ti Tier 2: 'Advanced' Supplemental Intervention Tier 3: Intensive Intervention ti 37

38 Sample Grade-Level Cutpoints for Tier 2/3 Services p. 18

39 Writing an RTI Plan: Tier 2 Supplemental Intervention Purpose: This section of the RTI plan defines supplemental interventions: e.g., Who carries them out? When are they scheduled? What intervention programs are used?, etc. 39

40 RTI Plan: Tier 2 Supplemental Intervention pp

41 RTI Pyramid of Interventions Tier 3 Tier 2 Response to Intervention Tier 3: Intensive interventions. Students who are nonresponders to Tiers 1 & 2 are referred to the RTI Team for more intensive interventions. Tier 2 Individualized interventions. Subset of students receive interventions targeting specific needs. Tier 1 Tier 1: Universal interventions. Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. 41

42 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

43 Scheduling Elementary Tier 2 Interventions Option 3: Floating RTI :Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade. Anyplace Elementary School: RTI Daily Schedule Grade K Classroom 1 Classroom 2 Classroom 3 9:00-9:30 Grade 1 Grade 2 Grade 3 Grade 4 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 9:45-10:15 10:30-11:0011:00 12:30-1:00 1:15-1:45 Grade 5 Classroom 1 Classroom 2 Classroom 3 2:00-2:30 2:30 Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. 43

44 Supplemental Interventions in Secondary Schools: The Challenge Research indicates that students do well in targeted small-group interventions (4-7 students) when the intervention treatment is closely matched to those students academic needs (Burns & Gibbons, 2008). However, in schools: 1. students are sometimes grouped for remediation by convenience rather than by presenting need. Teachers instruct across a broad range of student skills, diluting the positive impact of the intervention. 2. students often present with a unique profile of concerns that does not lend itself to placement in a group intervention. Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. 44

45 Caution About Tier 2 Supplemental Interventions: Avoid the Homework Help Trap Group-based interventions are an efficient method to deliver targeted academic support to students (Burns & Gibbons, 2008). However, students should be matched to specific research-based interventions that address their specific needs. RTI Tier 2 intervention support should not take the form of unfocused homework help, test preparation, or reteaching of classroom content. t 45

46 What Works Clearinghouse This website reviews core instruction and intervention programs in reading/writing, as well as other academic areas. The site reviews existing studies and draws conclusions about whether specific intervention programs show evidence of effectiveness.

47 Best Evidence Encyclopedia This site provides reviews of evidence-based reading and math programs. The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE).

48 National Center on RTI Instructional Intervention Tools Chart instructiontools Sponsored by the National Center on RTI, this page provides ratings to intervention programs in reading, math, and writing. Users can streamline their search by subject and grade level.

49 Tier 2/3 Intervention Programs at a Glance p. 15

50 RTI: Creating a Data Analysis Team to Manage Tier 2 Services

51 Data Analysis Team: Definition The Data Analysis Team (DAT) is the gatekeeper for Tier 2 services. The DAT meets at least 3 times per year, after fall, winter, and spring schoolwide academic screenings, to review screening results and to select students for Tier 2 intervention ention services. Optionally, the DAT also meets periodically between screenings (e.g., once per month) to review the progress of students on Tier 2 intervention. If appropriate, students can be moved into, across, and out of Tier 2 groups between screenings if the data support such moves. 51

52 Data Analysis Team: Objectives The DAT s objectives during fall/winter/spring reviews of screening data are to: 1. Review with classroom teachers whether at least 80% of students reached benchmark/proficiency 2. Brainstorm core instructional strategies that can help to address patterns of weakness found at the Tier 1 group level. 3. Sort students found to be at risk into two groups: Mild risk: Classroom teacher can provide interventions and progress-monitor at Tier 1 More severe risk: Student is placed in supplemental (Tier 2) intervention. 52

53 Data Analysis Team: Skillset Core members serving on the DAT should be knowledgeable about: The interpretation of RTI screening and progress- monitoring i data. The range of Tier 2 programs/groups in the school (and any available slots within those programs/groups). The setting of academic performance goals for individual students. Strong instructional practices that support groups (core instruction) and individual students (classroom or supplemental intervention). 53

54 Tier 2 Data Analysis Team: Structuring Screening-Data Meetings

55 Data Analysis Team: Structure of Screening Data Meetings During screening data meetings, the DAT meets with teams of grade-level teachers to: systematically look at the impact of core instruction (goal: at least 80 percent of students reaching the screening benchmark) offer recommendations for classroom instructional practice to boost student performance at Tier 1 identify those students who need supplemental (Tier 2) intervention services. Source: Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from

56 Data Analysis Team: Meeting Structure/Scriptt t A copy of a script for Data Analysis Team meetings (Kovaleski et al., n.d.) is available on the conference web page: Data Analysis for Instructional Decision Making: Team Process. The script is in MS Word format, allowing districts to edit the document. 56

57 RTI Plan: Tier 2 Intervention: 30 mins Response to Intervention The elements of Tier 2 intervention to be presented in the RTI plan include: Tier 2: Process for Planning Interventions Tier 2: Cut-Points/Entrance Criteria Tier 2: Scheduling. Tier 2: Intervention Programs/Strategies. Tier 2: Group Size Tier 2: Length of the Intervention Tier 2: Progress-Monitoring: Tools Tier 2: Progress-Monitoring: Frequency Read the Tier 2 Intervention section of the sample RTI plan. Discuss what elements should go into this section of your district RTI plan. Tier 2: Progress-Monitoring: Adequate Progress. Tier 2: Procedures for Changing the Intervention 57

58 Writing an RTI Plan: Tier 3 Intensive Intervention ti Purpose: General-education students who receive Tier 3 services take up the greatest amount of RTI resources and are at risk for referral to special education if they fail to improve. So these high-stakes cases require a customized, team-based problem-solving approach. 58

59 RTI Plan: Tier 3 Intensive Intervention pp

60 RTI Pyramid of Interventions Tier 3 Tier 2 Response to Intervention Tier 3: Intensive interventions. Students who are nonresponders to Tiers 1 & 2 are referred to the RTI Team for more intensive interventions. Tier 2 Individualized interventions. Subset of students receive interventions targeting specific needs. Tier 1 Tier 1: Universal interventions. Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. 60

61 Tier 3: RTI Problem-Solving Team The school has established an 'RTI Problem-Solving Team' to create customized intervention plans for individual students who require Tier 3 (intensive) interventions. The RTI Problem-Solving Team: follows a consistent, structured problem-solving model during its meetings. schedules initial meetings to discuss student concerns and follow-up meetings to review student progress and judge whether the intervention plan is effective. develops written intervention plans with sufficient detail to ensure that the intervention is implemented with fidelity across settings and people. builds an intervention bank of research-based intervention ideas for common student academic and behavioral concerns. 61

62 RTI Request for Assistance pp

63 RTI Challenge: Establishing a Strong RTI Team at Tier 3 for Students t Who Need a Problem-Solving Approach

64 The Problem-Solving Model & Multi-Disciplinary Teams A school consultative process ( the problem-solving model ) with roots in applied behavior analysis was developed (e.g., Bergan, 1995) that includes 4 steps: Problem Identification Problem Analysis Plan Implementation Problem Evaluation Originally designed for individual consultation with teachers, the problem-solving model was later adapted in various forms to multi-disciplinary team settings. Source: Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2),

65 RTI Team Consultative Process Step 1: Assess Teacher Concerns Step 2: Inventory Student Strengths/Talents Step 3: Review Background/Baseline Data Step 4: Select Target Teacher Concerns Step 5: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring Step 6: Design an Intervention Plan Step 7: Plan How to Share Meeting Information with the Student s Parent(s) Step 8: Review Intervention & Monitoring Plans

66 RTI Team Roles Coordinator Facilitator Recorder Time Keeper Case Manager 66

67 RTI Plan: Tier 3 Intervention: 30 mins Response to Intervention The elements of Tier 3 intervention to be presented in the RTI plan include: Tier 3: Process for Planning Interventions Tier 3: Cut-Points/Entrance Criteria Tier 3: Scheduling. Tier 3: Intervention Programs/Strategies. Tier 3: Group Size Tier 3: Length of the Intervention Tier 3: Progress-Monitoring: Tools Tier 3: Progress-Monitoring: Frequency Read the Tier 3 Intervention section of the sample RTI plan. Discuss what elements should go into this section of your district RTI plan. Tier 3: Progress-Monitoring: Adequate Progress. Tier 3: Procedures for Changing the Intervention 67

68 Writing an RTI Plan: School-Wide Screening Tools Purpose: Academic screening tools are essential to RTI, as they help the school to estimate student risk for academic failure and to assign intervention services to match that risk. 68

69 RTI Plan: School-Wide Screening Tools p

70 Educational Decisions and Corresponding Types of Assessment SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief screenings to quickly indicate whether students in the general- education population are academically proficient or at risk. PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3, ongoing formative assessments to judge whether students on intervention are making adequate progress. INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier, detailed assessment to map out specific academic deficits, discover the root cause(s) of a student s academic problem. OUTCOME DECISIONS: Summative assessment (e.g., state tests) to evaluate the effectiveness of a program. Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press. 70

71 School-Wide Academic Screening Tools Selection of Academic Screening Measures. The school has selected appropriate grade-level screening measures for the academic skill area(s) () in which the target student struggles (Hosp, Hosp & Howell, 2007). The selected screening measure(s): Have technical adequacy as grade-level screeners and have been researched and shown to predict future student success in the academic skill(s) targeted. Are general enough to give useful information for at least a full school year of the developing academic skill (e.g., General Outcome Measure or Skill-Based Mastery Measure). Include research norms, proprietary norms developed eloped as part of a reputable commercial assessment product, or benchmarks to guide the school in evaluating the risk level for each student screened. 71

72 School-Wide Academic Screening Tools Local Norms Collected via Gradewide Academic Screenings at Least 3 Times Per Year. All students at each grade level are administered the relevant academic screening measures at least three times per school year. The results are compiled to provide local norms of academic performance. 72

73 National Center on RTI Screening Tools Chart screeningtools The National Center on RTI created this page allowing schools to compare and contrast different school-wide academic screening tools. The site also maintains a similar page rating various progress- monitoring tools.

74 NYSED List of Approved APPR Assessments teachersleaders/assessments/#assess The New York State Education Department maintains a page listing those student assessments approved for teacher and principal evaluation.

75 School-Wide Screening Tools by Grade Level p. 16

76 RTI Plan: Screening Tools: 15 mins Read the Screening Tools section of the sample RTI plan. Discuss what elements should go into this section of your district RTI plan. 76

77 Writing an RTI Plan: Parent Notification Purpose: Parents are essential stakeholders in RTI. Schools should ensure that parents have good information about the RTI model and are notified when their child is eligible for RTI services. 77

78 RTI Plan: Parent Notification p

79 NYSED RTI Guidance Document: October 2010 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from

80 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

81 RTI Plan: Parent Notification: 15 mins Read the Parent Notification section of the sample perti pa plan. Discuss what elements should go into this section of your district RTI plan. 81

82 Writing an RTI Plan: RTI Leadership Team Purpose: The RTI Leadership Team is the group that designs the district-wide RTI process. It brings consistency and consensus to the RTI process. 82

83 RTI Plan: RTI Leadership Team p

84 RTI Leadership Team: Purpose What is the RTI Leadership Team? The RTI Leadership Team creates and updates the RTI vision for the school district. It has several functions: 1. Drafting a multi-year plan. This plan guides the district in the implementation of RTI while using existing resources. The team s RTI Plan should encompass a three-year rollout schedule and be updated yearly. 2. Supervising RTI implementation. The RTI Leadership Team oversees that RTI is implemented in a uniform manner throughout the school district to ensure that each building follows similar RTI procedures and decisions rules. 3. Inventorying available resources. The RTI Leadership Team inventories materials, funding, personnel, and other resources available at each school and at the district level to carry out Response to Intervention. 84

85 RTI Plan: RTI Leadership Team: 15 mins Read the RTI Leadership Team section of the sample RTI plan. Discuss what elements should go into this section of your district RTI plan. What is the RTI Leadership Team? The RTI Leadership Team creates and updates the RTI vision for the school district. It has several functions: 1. Drafting a multi-year plan. 2. Supervising RTI implementation. 3. Inventorying available resources. 85