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Response to Instruction/Intervention (RTI2) for Alaska Schools:
Scaling Practices to Meet Local Needs
Rachel Brown-Chidsey, Ph.D.University of Southern Maine
22
Overview
• What is RTI2?
• How does RTI2 help students?
• What are the steps in RTI2?
• What are Alaska's challenges?
• Resources
© Rachel Brown-Chidsey, 2009
3© Rachel Brown-Chidsey, 2009
What is RTI2?
• RTI2 stands for Response to Instruction/Intervention
• It is a comprehensive model for supporting all students in schools
• RTI2 includes multiple tiers of support
4
Alaska's RTI Triangle:
Tier 1: Universal Instruction (80%) +
Tier 2: Targeted Instruction (15%) +
Tier 3: Intensified Instruction (5%)
5
Alaska's Definition of RTI2
© Rachel Brown-Chidsey, 2009
6
Another Triangle
© Rachel Brown-Chidsey, 2009
7
How Does RTI2 Help Students?
• RTI2 helps students by providing scientifically-based instruction for all students on a universal basis
• For students who need additional instruction, Tiers 2 and 3 include instruction matched to their needs
• This is a prevention-focused model because it puts instruction first
– No more waiting to fail
• About 95% of students in a school will be successful with Tier 1 plus Tier 2
© Rachel Brown-Chidsey, 2009
8
What Are the Steps in RTI2?
• At each Tier there are two main steps– Scientifically-based instruction– Assessment
• Tier 1 is the most important part of RTI2
• Tier 1 reaches all students • Tier 1 needs to be effective with at least
80% of students because it's not possible to provide Tiers 2 and 3 to more than 20% of students
© Rachel Brown-Chidsey, 2009
9
+
Will This Work?
Using tiers 2 and 3 to meet the needs of all students is like “bailing the Titanic with a thimble”
© Rachel Brown-Chidsey, 2009
10
Start with a Focus on Tier 1 because...
• All students participate in Tier 1• Tier 1 happens every day• Tier 1 is the least restrictive
environment• Tier 1 is the first and best opportunity
to ensure that all students have access to effective instruction
© Rachel Brown-Chidsey, 2009
11
Tier 1 Instruction
• Universal core curricula• Scientifically-based practices• Teaching fidelity• Differentiation in the
classroom
© Rachel Brown-Chidsey, 2009
12
Tier 1: Universal Core Curricula
• This is the program and/or practices adopted at the district level for use with all students
• Important because it ensures that students have equal access and opportunity to learn
• It is the building block for all other supports
© Rachel Brown-Chidsey, 2009
13
Tier 1: Scientifically-Based Practices
• The core program needs to incorporate scientifically-based teaching materials and practices
• To assist with selection and use of such practices there are a number of web-based resources
• Emerging standards for educational research will boost the quality of future programs
© Rachel Brown-Chidsey, 2009
14
Tier 1: Web Resources
• What Works Clearinghouse– http://ies.ed.gov/ncee/wwc/
• Doing What Works– http://dww.ed.gov/
• Florida Center for Reading Research– http://www.fcrr.org/
© Rachel Brown-Chidsey, 2009
15
Tier 1: Teaching Fidelity
• An important part of Tier 1 success is fidelity of instruction
• This means that the instruction happens in the way it was designed and tested in research
• Fidelity needs to be checked and verified– Teacher self-review– Peer review
© Rachel Brown-Chidsey, 2009
16
Tier 1: Differentiation
• Tier 1 needs to include ways to teach students according to their specific needs
• This ensures that the Tier 1 instruction is as effective as possible
• Examples include:– Daily small group instruction time – Peer Assisted Learning Strategies
(PALS)
© Rachel Brown-Chidsey, 2009
17
Tier 1 Assessment
• Universal screening• 3 times a year• Identifies students at risk• Points out instructional needs
© Rachel Brown-Chidsey, 2009
18
Tier 1: Universal Screening
• Includes brief assessments of every student in the school
– DIBELS– AIMSweb
• Important way to know which students need additional help
• Like taking each student's “temperature” to know how worried to be
© Rachel Brown-Chidsey, 2009
19
Tier 1: Screening 3 Times a Year
• Screenings are done in the Fall, Winter, and Spring to see how ALL students are doing
• If screenings are done less often, we lose the chance to help kids quickly
• Screening data shows whether the Tier 1 core program is working
– Are 80% of students on track?
© Rachel Brown-Chidsey, 2009
20
Tier 1: Sample Class Data
L C T S P Q W D O X K E B V J G R I U N Y H F A Z M
0
10
20
30
40
50
60
70
80
90
100
© Rachel Brown-Chidsey, 2009
21
Tier 1: Identifies Students at Risk
• Screening data helps identify which students need help
• If 20% or less of students need help, Tier 2 intervention is the next step
• If more than 20% of students need help, the Tier 1 instruction needs to be adjusted
– Tier 1 is the most important part of RTI2
© Rachel Brown-Chidsey, 2009
22
Points out Instructional Needs
• Screening data is compared with other indicators of student performance
• Tier 1 data helps teachers to group students according to their instructional needs:
– Classroom small groups– Tier 2 interventions
© Rachel Brown-Chidsey, 2009
23
Tier 2 Instruction
• Provided IN ADDITION to Tier 1 for students who need it
• Often done in small groups of 3-5 students at a time
• Usually abut 30 minute sessions• 3-5 sessions per week• Gives students ADDITIONAL instructional
time and practice
© Rachel Brown-Chidsey, 2009
24
Tier 2 Instructional Resources
• Tier 2 instruction needs to be scientifically-based just like Tier 1
• Web-based resources like WWC and DWW provide information about Tier 2 interventions as well
• Having certain materials on hand in each school ensures that intervention can happen quickly
© Rachel Brown-Chidsey, 2009
25
Tier 2 Assessment
• Students who need Tier 2 intervention need more frequent assessment
• This assessment is known as progress monitoring
• At Tier 2 progress monitoring needs to happen at least once a month
• Can be weekly or every other week
© Rachel Brown-Chidsey, 2009
26
Tier 2 Progress Monitoring
• Progress measures need to be matched to the skill being taught
– Monitor at grade level when possible– Change progress measures as needed
• A review of available progress measures is included at the website of the National Center on RTI:
– http://www.rti4success.org
© Rachel Brown-Chidsey, 2009
272009 27
Tier 2: Interpreting Data• There are two parts to interpreting the data• Level = student’s scores compared with other
students at level of instruction– If student is in second grade, but reading at K level,
progress measures are K measures until student reaches 25th percentile, then move up to grade 1 measures
• Slope = rate of progress– Indicates if student will reach goal– If slope is good, level has to be improving
© Rachel Brown-Chidsey, 2009
282009 28
Tier 2: Sample Interpretation
0
5
10
15
20
25
Fall22-Sep
27-Sep
4-Oct
11-Oct
18-Oct
25-Oct
1-Nov
8-Nov
22-Nov
29-Nov
6-Dec
15-Dec
20-Dec
Winter
Date
Dig
its C
orr
ect
Digits Correct Target
Intervention 1 Intervention 2Baseline
Both slope and level not good
Level improved but slope is weak
Slope and level both improved
Intervention is working!
© Rachel Brown-Chidsey, 2009
29
Tier 3 Instruction• Tier 3 is only needed for students who are
not successful with Tiers 1 + 2• When this happens, very intensive
intervention is provided to see if that is what the student needs
• Such instruction is often done in very small groups or 1:1
• Tier 3 intervention can replace Tier 1 core
© Rachel Brown-Chidsey, 2009
30
Tier 3 Assessment
• Tier 3 assessment includes progress monitoring just like Tier 2
• Progress needs to be checked more often and should be done at least weekly
• Another type of assessment sometimes used at Tier 3 is called Brief Educational Assessment (BEA) and compares different interventions
© Rachel Brown-Chidsey, 2009
31
What are Alaska's Challenges?
• Alaska's schools face intense challenges in making RTI2 happen
• The size differences in district populations and geography are unknown in the rest of the U.S.
• Urban and suburban Alaska districts need solutions which are efficient and work for many languages and cultures
© Rachel Brown-Chidsey, 2009
32
Needs of Rural Schools
• Rural Alaska schools often have a few students over several grades
• Grouping students for instruction is not an option
• Requires entirely different way of thinking about Tiers
– Continuum from highly programmed to more independent teaching
© Rachel Brown-Chidsey, 2009
33
Standards-Based Teaching
• Standards-based instruction is one approach that is being tried
• Focuses on student mastery of specific learning standards
• Rather than variation in grouping, Tiers are replaced by the amount of time it takes to master standards
– Frequent progress monitoring essential
© Rachel Brown-Chidsey, 2009
34
Getting Started
• RTI Blueprints• School and district teams• Start small
– It takes 3-5 years
© Rachel Brown-Chidsey, 2009
35
RTI Blueprints
• A valuable tool for school and district planning is the RTI Blueprint
• These are planning templates developed by RTI veterans across the U.S.
• Can be accessed at:– http://www.nasdse.org/Projects/
ResponsetoInterventionRtIProject/tabid/411/Default.aspx
© Rachel Brown-Chidsey, 2009
36
Role of Teams• RTI2 requires collaborative teams at the
school and district levels• Two main types of teams that support RTI2
are:– Grade level teams: all the teachers in a
grade meet regularly to review and discuss student progress data
– Problem solving teams: representatives of all grades meet regularly to review student data and help individual teachers
© Rachel Brown-Chidsey, 2009
37
Start Small
• It's best to start with consensus building and planning
• It takes 3-5 years to get multiple tiers running smoothly
• Once the system is working for one content area or grade, it can be expanded to others
© Rachel Brown-Chidsey, 2009
38
Resources
• Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.
• Intervention Central
– http://www.interventioncentral.org/
• National Center on Response to Intervention
– http://www.rti4success.org/
• RTI Action Network
– http://www.rtinetwork.org/© Rachel Brown-Chidsey, 2009