ENHANCING RTI

SUPPORT FOR DIVERSE LEARNERS

By Dierra Dunn

Tiffany Guiragossian

Bryan Watson

Professional Development WorkshopEDAT 7132

July 15, 2014

The purpose of this workshop is to familiarize participants with the Response to Intervention (RTI) process. After completing this workshop, participants should have a working knowledge of the RTI process. This workshop will also provide a model for implementing RTI on a system or school level.

PURPOSE OF THIS WORKSHOP

INTRODUCTION RTI SUPPORT

Introduction Definition

Purpose/ Goals

Legal Requireme

nts

Implementation

School/Teacher Roles

DEFINITION OF RTI

• Response to Intervention (RTI) is a multiple level (or tier) system designed to maximize academic achievement and reduce behavioral issues.

• RTI is a district wide early identification approach which includes assessment, research-based interventions, and progress monitoring.

• RTI is designed to identify students with academic weakness and behavioral issues and provide them with research-based interventions and monitor their progress.

• RTI takes a proactive approach to education by addressing students needs early before they struggle or fail in the classroom.

PURPOSE OF RTI

GOALS OF RTI

• Increase student academic achievement (especially in “at-risk”/ low performing students)

• Reduce expulsion, behavioral referrals, and suspension rates

• Reduce disproportional special education referral and placement rates

• The Individuals with Disabilities Education Act (IDEA) was reauthorized by Congress in 2004.

• IDEA stipulates how states and public agencies must provide early intervention, special education and related services eligible children with disabilities.

• RTI meets the IDEA 2004 requirement for Local Education Agencies (LEAs) to provide and document (monitor) researched-based interventions as part of the referral process for Special Education Services.

LEGAL REQUIREMENTS OF RTI

RTI IMPLEMENTATION OVERVIEW

Phase 1 Phase 2 Phase 3Pre-Screening

EvaluationResearched

Based Interventions

Progress Monitoring

All students are administered Universal Screening (diagnostic test) to identify possible learning or behavioral issues.

Based on Universal Screening data, students are placed on one of three tiers of intervention. Students are provided research-based academic and behavioral interventions.

Students academic and behavioral progress is monitored. Based on progress monitoring data collection, the intensity and frequency of interventions can be adjusted. Students tier placement may adjusted (up or down) based on progress.

RTI

PHASE 1TEXT

UNIVERSAL SCREENING

All students district wide are screened to identify students who are at risk academically or behaviorally.

Brief diagnostic tests are used to collect Universal Screening Data.

Example: Aimsweb Diagnostic Probes

Universal Screening are administered multiple times during the school year (e.g., fall, winter, spring)

RTI

PHASE 2TEXT

RESEARCH-BASED INTERVENTIONS

Tier 1

Tier 2

Tier 3

“Intensive Interventions”Intensive, supplemental instruction delivered to small groups or individually in general education setting. Generally, represents 5% of total student population. (Special Education depending on RTI model) “Targeted Interventions”

At-risk students are provided with targeted, supplemental instruction. Small groups model is used in the general education setting. Generally, represents 15% of total student population. “High Equality Classroom

Instruction”Students taught using district curriculum and instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction.

RTI

PHASE 3TEXT

PROGRESS MONITORING

Following students placement within the respective tiers (1-3) students are given support using research-based interventions.

Students progress using the selected research-based interventions must be monitored and data collection preformed.

Student supports (interventions) are adjusted based on progress monitoring data. Students may be moved up or down tiers.

Universal Screening are administered multiple times during the school year (e.g., fall, winter, spring)

• Provide students with high quality classroom instructional using research-based practices, differentiation, and universal design framework.

• Participate in Universal Screening process for student placement (varies depending on system/school RTI model).

• Administer researched-based interventions (academic and behavioral) in regular education setting.

• Perform progress monitoring and data collection for assigned students.

• Adjust interventions and students tier level based on progress monitoring data.

SCHOOL/TEACHER ROLES OF RTI

RTI ACTIVITIES

REASONINGS

GAMES

ASSIGNMENTS

REASONING FOR RTI FOR DIVERSE LEARNER

• Why is RTI needed especially for diverse learners?

• What would RTI models look like that foreground language and culture and are responsive and appropriate for all students?

RTI FRAMEWORK FOR CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS

RTI models for CLD students should include:

• Culturally and linguistically appropriate quality instruction at each level

• A systematic process for examining the classroom context

• A systematic process for examining the background variables of CLD students that impact academic achievement (i.e., first and second language proficiency, educational history including bilingual models, immigration pattern, socioeconomic status, and culture) information through progress monitoring and informal and formal assessments to guide instructional and intervention planning (Klinger, Sorrells & Barrera, 2007).

PYRAMID OF INTERVENTION

(BackBone, 2009)

• The foundation of the first tier should be:- culturally and linguistically responsive- quality instruction with on-going

progress monitoring (using authentic assessments) within the general education classroom.

• Tier 1 components:- A supportive, motivating learning

environment- Research-based, appropriate core

instruction - Culturally responsive teachers - Differentiation

TIER 1: NEEDS BASE LEARNING

• When students have not made adequate progress when taught using appropriate methods at the 1st tier, a second tier of intervention is warranted.

• This tier is characterized as providing a level of intensive support that supplements the core curriculum and is based on student needs as identified through progress monitoring and other means.

- Individualized assessments- Individualized interventions- Referral for specially designed

interventions as needed

TIER 2: TEAM- DRIVEN LEARNING

• This tier is special education.

• Parental consent is needed to move a child to Tier 3.

• Students will have accommodations/modifications through a Special Ed, IEP, Gifted Plan, or ESOL Plan

TIER 3: SPECIAL DESIGN LEARNING

Instructional Accommodation Categories:• Content: What the student needs to learn. The

instructional concepts should be broad based, and all students should be given access to the same core content.

• Process: Activities in which the student engages to make sense of or master the content.

• Product: Products should provide students with different ways to demonstrate their knowledge as well as various levels of difficulty, group or individual work, and various means of scoring.

• Learning Environment: How the classroom works and feels. Materials that reflect diverse cultures, and routines that allow students to get help when the teacher isn’t available.

(Olinghouse, 2008)

DIFFERENTIATION FOR DIVERSE LEARNERS

CREATE LEARNING OPPORTUNITIES FOR DIVERSE

LEARNERS:

Sample Activities

Bloom’s Taxonomy Lesson Deceleration

Layered Lessons™ Buddy Study

Anchoring Activities

Peer Teaching

Adjusting Questions

Flexible Grouping

Learning Contracts Learning Centers

Curriculum Compacting

Building Blocks

Independent Study Technology Activities

Lesson Acceleration

1. Conduct Student Inventory2. Performa a Diagnostic Assessment3. Teach skills4. Allow practice and application 5. Assess/evaluate student performance 6. Re-teach if necessary 7. Provide tier assignment and instruction

REMEDIATION FOR DIVERSE LEARNERS

 WORKSHOP ACTIVITY

Brainstorm Interventions: • Try to come up with interventions for

reading comprehension, reading fluency, writing, content area vocabulary, spelling, language, math, organizational concerns, behavioral concerns, and social concerns that caters towards the needs of diverse learners.

• Teams are determined by color on name tag Tier One Tier Two Tier ThreeBlue Team Red Team Yellow Team

What does research say about school monitoring? A school monitoring plan can focus on

tracking individual student progress for diverse learners.

The purpose of monitoring students is to progress toward proficiency in order to reach school improvement achievement goals.

SCHOOL MONITORING

Multiple MeasurementsInclude

Tests

Presentations

Oral responses to Q.’s

ALIGNMENT OF MONITORING SYSTEM

Monitoring Student Progress

Key Areas of Need

Progress monitoring is used to assess student progress or performance in areas

which are identified as being at-risk.

SCHOOL PROGRESS

MONITORING

Progress monitoring (PM): Identifies students who are not

making sufficient progress Determines if students

benefited from a particular lesson

Develops additional programs for diverse learners who are not benefiting applicably

SCHOOL PROGRESS

MONITORING

Pre-planning What is CBM?Curriculum-based measurement (CBM) is a procedure using assessments to determine initial and ongoing proficiency in a specific academic domain. It is reliable and valid, and it uses data to establish goals and progress towards goals.

IMPLEMENTATION

WITH CBM

CBM SCREENS DIVERSE LEARNERS

Monitors student progress for making

instructional decisions

Informs and supports decisions for special education referrals

Caters in the writing of IEP goals

and objectives

Data is used to determine

adjustments for diverse learners

USING CBM IN APM FOR RTI MODEL

Tier 1: PM to

assess responsiveness

•Primary Prevention

Tier 2: PM to

assess responsiveness

•Secondary Prevention

Tier 3: Sp.

Ed.; PM to set IEP

goals; Formulate indiv.

programs; Assess

responsiveness

Post-planningTasks measured by CBM for Diverse Learners: Pre-reading (phoneme segmentation

fluency, letter sound fluency) Reading (word identification fluency,

passage reading fluency, maze fluency) Mathematics (computation concepts and

applications Spelling (formation of words) Written expression (correct word

sentences)

IMPLEMENTATION WITH CBM

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3) NEXT, DOUBLE CLICK;4) LASTLY, CLICK CONTROL + CLICK

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FINAL WORD One size does not fit all!

https://www.google.com/search?q=one+size+does+not+fit+all+in+education

REFERENCES

BackBone Communications (2009). In News. Retrieved from http://backbonecommunications.com/news/arizona-rtiexample-response-

to-intervention-tier-1-2-3/

Dexter, D. D., Hughes, C. (2014). Progress monitoring within a response-

to-intervention model. RTI Action Network. Retrieved fromhttp://www.rtinetwork.org/learn/research/progress-m

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: The Guilford Press.

Flinger, J. K., Sorrells, A., & Barrera, M. (2007). Three-tiered models with culturally and linguistically diverse students. Validated reading practices for three tiers of intervention. Baltimore, MD: Brookes.

REFERENCES

Fuchs, D., & Fuchs, L. S. (2006). Introduction to responsiveness-to-intervention:

What, why, and how valid is it? Reading Research Quarterly, 4, 93–99.

Mark, A. (2008). Response to intervention [PowerPoint slides]. Retrieved from http://www.rti4success.org/resources/rti-implementer-series/rti- implementer-series-training-modules

Olinghouse, N. (2008). Designing Lessons for Diverse Learners. Retrieved from http://education.msu.edu/te/secondary/pdf/

Designing-Lessons-for-Diverse-Learners.pdf

Saenz, L. M. (2008). Using CBM to Progress Monitor English Language Learners.

Webinar for National Center on SPM. Retrieved from http://www.studentprogress.org/doc/webinars/mar08