Pyramid Response To Pyramid Response To InterventionIntervention

““Teachers and Students go Teachers and Students go hand- in-hand as learners…or hand- in-hand as learners…or

they don’t go at all.” they don’t go at all.” ––Barth, Learning by Heart (2001)Barth, Learning by Heart (2001)

Time Bomb

Pyramid Response To Pyramid Response To InterventionIntervention

““The practice of providing high quality The practice of providing high quality instruction and interventions instruction and interventions matched to students needs”matched to students needs”

Professional Learning Communities use Professional Learning Communities use universal screening data to identify universal screening data to identify

students who need interventions and students who need interventions and the specific interventions required. the specific interventions required.

Professional Learning Professional Learning CommunitiesCommunities

Fundamental AssumptionFundamental AssumptionThere is conclusive, compelling There is conclusive, compelling

research stating that being a research stating that being a professional learning community is professional learning community is

the most powerful and effective the most powerful and effective process to systematically change process to systematically change

school culture and improve student school culture and improve student learning.learning.

The Three Big Ideas of Being a The Three Big Ideas of Being a PLCPLC

1) Focus on 1) Focus on LearningLearning(instead of on teaching)(instead of on teaching)

““Not what the teacher taught, but what the Not what the teacher taught, but what the student’s learned.”student’s learned.”

2) Collaborative Culture2) Collaborative Culture

““We can achieve our fundamental We can achieve our fundamental purpose of high levels of learning for purpose of high levels of learning for all students only if we work together. all students only if we work together. We cultivate a collaborative culture We cultivate a collaborative culture through the development of high-through the development of high-

performing teams!”performing teams!”

3) Focus on Results3) Focus on Results““We assess our effectiveness on the basis of results We assess our effectiveness on the basis of results

rather than intentions.”rather than intentions.”

Our results have to tell us:Our results have to tell us:

1)1) Which students did or did not master specific Which students did or did not master specific essential outcomesessential outcomes

2)2) Which instructional practices worked or did not Which instructional practices worked or did not workwork

So…So…The burning question is:The burning question is:

How do we respond when How do we respond when they don’t learn?they don’t learn?

Welcome to the World of Response to Intervention

R.T.I.

RTI Helps Us To:RTI Helps Us To:Create a systematic process that Create a systematic process that ensures every child receives the ensures every child receives the

additional time and support needed additional time and support needed to learn at high levels.to learn at high levels.

SystematicSystematic – It doesn’t matter which – It doesn’t matter which teacher a child has or which school teacher a child has or which school

they attend, they will learn.they attend, they will learn.

Traditional InterventionsTraditional Interventions• Up to each teacherUp to each teacher• Remedial ClassesRemedial Classes• Summer SchoolSummer School• RetentionRetention• Special EducationSpecial Education

““Higher effects were found for programs more Higher effects were found for programs more specifically tailored to student needs…”specifically tailored to student needs…” -Hattie, -Hattie,

Visible Learning (2008)Visible Learning (2008)

Traditional InterventionsTraditional InterventionsUp to Each TeacherUp to Each Teacher

““In a traditional school culture in which teachers work In a traditional school culture in which teachers work in isolation, it is virtually impossible for every teacher in isolation, it is virtually impossible for every teacher to possess all the knowledge, skills and time necessary to possess all the knowledge, skills and time necessary to meet the individual needs of his or her students.” to meet the individual needs of his or her students.” (Buffin, Mattos and Weber, 2009, p. 68)(Buffin, Mattos and Weber, 2009, p. 68)

““Most teachers reteach using the same instructional Most teachers reteach using the same instructional practices that failed to work the first time (the best practices that failed to work the first time (the best they had) they had) (Buffin et al., 2009, p. 68)(Buffin et al., 2009, p. 68)

Traditional InterventionsTraditional InterventionsRemedial ClassesRemedial Classes

““A traditional schools response to a student’s A traditional schools response to a student’s learning difficulty is to often assign them to a learning difficulty is to often assign them to a remedial course of study. In reality all the school remedial course of study. In reality all the school has done is to ‘has done is to ‘lower the bar,’ lower the bar,’ thus offering the thus offering the child virtually no chance of accelerating learning to child virtually no chance of accelerating learning to close the achievement gap.”close the achievement gap.”

““To assist children who need remedial instruction, a To assist children who need remedial instruction, a school that focuses on learning will design school that focuses on learning will design interventions that complement and support, not interventions that complement and support, not replace, students’ participation in rigorous replace, students’ participation in rigorous curricula.” curricula.” (Buffin, et al., 2009, p. 68)(Buffin, et al., 2009, p. 68)

Traditional InterventionsTraditional InterventionsSummer SchoolSummer School

This intervention’s underlying premise is: students This intervention’s underlying premise is: students who have failed in a regular full-day program for the who have failed in a regular full-day program for the entire year will catch up after a few weeks of entire year will catch up after a few weeks of partial-day remediation.partial-day remediation.

At best summer school allows high school students At best summer school allows high school students to make up coursework needed for graduation with to make up coursework needed for graduation with very little mastery of the essential learning they very little mastery of the essential learning they need.need.

Traditional InterventionsTraditional InterventionsRetentionRetention

Research has shown that students who repeat a grade prior to Research has shown that students who repeat a grade prior to high school have a higher drop out rate than those who are high school have a higher drop out rate than those who are continuously promoted through school. (Moller & Sterns, continuously promoted through school. (Moller & Sterns, 2008)2008)

Retention brings with it negative social consequences and in Retention brings with it negative social consequences and in many cases students receive “more of the same” which is many cases students receive “more of the same” which is some cases could be an ineffective instructional program.some cases could be an ineffective instructional program.

““Retention assumes that what did not work the first time will Retention assumes that what did not work the first time will be the answer to the students’ needs.” (Buffin, et al., 2009, p. be the answer to the students’ needs.” (Buffin, et al., 2009, p. 69) 69)

Traditional InterventionsTraditional InterventionsAlternative and Special EducationAlternative and Special Education

““Instead of looking internally to evaluate and revise Instead of looking internally to evaluate and revise the instruction program, many schools look the instruction program, many schools look externally, placing the blame for the child’s failed externally, placing the blame for the child’s failed learning on his or her inability to adjust to, learning on his or her inability to adjust to, comprehend, and function well in the school’s core comprehend, and function well in the school’s core curriculum.” (Buffin, et al., 2009, p. 70)curriculum.” (Buffin, et al., 2009, p. 70)

More than 98% of all special education students More than 98% of all special education students never reach a level of improvement that qualifies never reach a level of improvement that qualifies them for redesignation (IDEIA, 2004)them for redesignation (IDEIA, 2004)

Traditional InterventionsTraditional InterventionsDoing NothingDoing Nothing

Thousands of schools across North America do not Thousands of schools across North America do not have targeted programs for struggling students. By have targeted programs for struggling students. By just providing students with the opportunity to learn just providing students with the opportunity to learn the school holds the students alone accountable for the school holds the students alone accountable for choosing whether they succeed or fail. choosing whether they succeed or fail.

Feel they are teaching students “responsibility” for Feel they are teaching students “responsibility” for their choices and preparing them for the “real their choices and preparing them for the “real world”, when in fact they are allowing students to world”, when in fact they are allowing students to follow a destructive path with long term follow a destructive path with long term consequences. (Buffin, et al., 2009 p. 70)consequences. (Buffin, et al., 2009 p. 70)

Why Adopt an RTI Model?Why Adopt an RTI Model? At first glance, Response to At first glance, Response to

Intervention(RTI) is a method to Intervention(RTI) is a method to identify learning disabilities. But, RTI identify learning disabilities. But, RTI plays a much larger role. It has the plays a much larger role. It has the ability to transform how we educate ability to transform how we educate all students. With RTI students may all students. With RTI students may get the support they need as soon as get the support they need as soon as they show signs that they are having they show signs that they are having difficulty learning. Regardless of difficulty learning. Regardless of whether or not they have a disability.whether or not they have a disability.

Behaviour Intervention Behaviour Intervention PyramidPyramid

• Haven’t finished this yet, but we Haven’t finished this yet, but we need to add a Behaviour Pyramid need to add a Behaviour Pyramid here as well and talk about it.here as well and talk about it.

Tier One – Core ProgramTier One – Core ProgramTier 1, base, primary, or universal Tier 1, base, primary, or universal program is a program is a school’s initial instructional practices… the teaching school’s initial instructional practices… the teaching and school experiences that all kids receive every day.and school experiences that all kids receive every day.

No Intervention program can compensate for No Intervention program can compensate for ineffective core instructional practices. For this reason ineffective core instructional practices. For this reason a pyramid response to intervention must be built upon a pyramid response to intervention must be built upon a framework of a school’s core instructional program. a framework of a school’s core instructional program.

According to Buffin et al., (2009) “a school that has According to Buffin et al., (2009) “a school that has significantly less than 75% of it’s students at or above significantly less than 75% of it’s students at or above grade level proficiency has a core program problem, grade level proficiency has a core program problem, not an intervention problem” (p. 74). not an intervention problem” (p. 74).

Key Components of Tier 1Key Components of Tier 1

•Differentiated Instruction Differentiated Instruction – Most – Most important step to improve core programimportant step to improve core program

•Determine Power Standards Determine Power Standards – Most – Most important outcomes/indicators for important outcomes/indicators for studentsstudents

•Analyse Assessment Data Analyse Assessment Data – – Formative (for learning) & Summative Formative (for learning) & Summative (of learning)(of learning)

Key Components of Tier 1Key Components of Tier 1•Ensure Quality Teaching and Ensure Quality Teaching and

Focused Staff Development Focused Staff Development – Single – Single most important factor to student most important factor to student achievementachievement

•Maximize Instructional Time Maximize Instructional Time – – Marzano (2003) only 21-69% of time used Marzano (2003) only 21-69% of time used for instructionfor instruction

•Use Programs with Fidelity Use Programs with Fidelity – Follow – Follow Scope and Sequence of Scope and Sequence of Curriculum/programsCurriculum/programs

Tier Two – Supplemental Tier Two – Supplemental LevelLevel

While the foundation of PRTI is an While the foundation of PRTI is an highly effective Tier 1 core program, it highly effective Tier 1 core program, it is nearly impossible for differentiated is nearly impossible for differentiated core instruction alone to meet the core instruction alone to meet the needs of every child.needs of every child.

A learning-centered school will A learning-centered school will systematically identify students that systematically identify students that need additional time and support and need additional time and support and provide targeted interventions.provide targeted interventions.

Tier 2 – Supplemental to Tier 2 – Supplemental to CoreCoreDesigned to meet the needs of:Designed to meet the needs of:

Failed Learners Failed Learners – Students who – Students who failed to learnfailed to learn

Intentional Non-learners Intentional Non-learners – Students – Students who failed to trywho failed to try

Tier 2 – Support Failed Tier 2 – Support Failed LearnersLearners• Targeted Differentiated Targeted Differentiated

InstructionInstruction

• Additional TimeAdditional Time

• Prerequisite Skill ReviewPrerequisite Skill Review

Tier 2 – Support Non-Tier 2 – Support Non-LearnersLearners• Mandatory Study HallsMandatory Study Halls• Mandatory Homework HelpMandatory Homework Help• Frequent Progress ReportsFrequent Progress Reports• Study-Skills ClassesStudy-Skills Classes• Goal Setting and Career Planning Goal Setting and Career Planning

SupportSupport

Tier 2 – Targeting Tier 2 – Targeting InterventionsInterventions• Variety of Supplemental Variety of Supplemental

Interventions to meet diverse needsInterventions to meet diverse needs

• The more targeted the more The more targeted the more effective the intervention will beeffective the intervention will be

• Students grouped by the cause of Students grouped by the cause of their difficulty rather than the their difficulty rather than the symptomssymptoms

Tier 3 – The Intensive LevelTier 3 – The Intensive Level• IntensiveIntensive::

– Frequency: Amount of time per day (up to Frequency: Amount of time per day (up to an hour per day)an hour per day)

– Duration: Number of days per week and Duration: Number of days per week and number of weeks of instruction (per day, number of weeks of instruction (per day, 12-18 weeks) 12-18 weeks)

– Number of students receiving the Number of students receiving the intervention at one time and the consistent intervention at one time and the consistent frequent monitoring (2-3 times per week)frequent monitoring (2-3 times per week)

Tier 3 – Intensive Level Tier 3 – Intensive Level Cont.Cont.• Interventions generally last 12-18 Interventions generally last 12-18

weeksweeks

• Designed for students with low content Designed for students with low content area skills and/or lack or progress over area skills and/or lack or progress over time when provided with Tier 1 and 2 time when provided with Tier 1 and 2 InterventionsInterventions

• Problem Solving/Response to Problem Solving/Response to Intervention Team may determine Intervention Team may determine possible Special Education designationpossible Special Education designation

CORE AND MORECORE AND MORE• Students are not pulled from core Students are not pulled from core

subjects in order to do interventions subjects in order to do interventions except in Tier 3 where, after review, except in Tier 3 where, after review, a student may need a radically a student may need a radically redesigned curriculum redesigned curriculum

• Scheduling needs to be arranged so Scheduling needs to be arranged so that interventions are done outside that interventions are done outside of core instruction time.of core instruction time.

Fundamental AssumptionFundamental Assumption

““To Achieve our mission, it To Achieve our mission, it is not a ‘regular ed’ issue, is not a ‘regular ed’ issue,

nor a ‘special ed’ issuenor a ‘special ed’ issue

It’s and ‘ed’ issue!” It’s and ‘ed’ issue!”

Historical Look at Special Historical Look at Special Ed. IdentificationEd. Identification

• Carolyn, there is a section that talks Carolyn, there is a section that talks about “Why Adopt RTI” which deals with about “Why Adopt RTI” which deals with how and why students were designated how and why students were designated in the past, which is really interesting in the past, which is really interesting and right up your alley and could shed and right up your alley and could shed some light on why this needs to change. some light on why this needs to change. I have the info. you would need to flush I have the info. you would need to flush this out as I am sure you already know this out as I am sure you already know the historythe history

Role of Special Education Role of Special Education Team During InterventionsTeam During Interventions

• Carolyn this is where I thought your Carolyn this is where I thought your expertise could come in as well, but I expertise could come in as well, but I am not sure if this is the right place am not sure if this is the right place to do it or earlier. Something we can to do it or earlier. Something we can discuss on Monday.discuss on Monday.

Review of Draft RTI Model Review of Draft RTI Model for the NWSD. for the NWSD.

• Go through RTI draft model with Go through RTI draft model with principals for feedback and insights.principals for feedback and insights.

Pod Discussion on Pod Discussion on Implementation of RTI in Implementation of RTI in

some NWSD Schoolssome NWSD Schools

• Certain principals have been notified Certain principals have been notified and are willing to lead these pod and are willing to lead these pod discussions.discussions.