Response to InterventionTier 1

A power point presentation fromAndrea Ogonosky, Ph.D. Principals’ Academy Workshop

July 28, 2009

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Each and All-- To teach all children to learn, we must teach each child to learn.

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Foundational Principle

Response to Intervention

The educational approach known as Response to Intervention, or RtI, began to gain momentum in 2001, when the Learning Disabilities Summit, sponsored by the U.S. Department of Education, endorsed its use for identifying learning disabilities. This endorsement-along with the subsequent passage of both the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA)—propelled RtI onto a national level in the field of education.

The Response to Intervention Handbook: Moving from Theory to Practice, Andrea Ogonosky, 2008 p.1

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GOALThe goal of RtI is to improve academic outcomes for all students

by intervening early when any student shows signs that he or she is struggling. Data are gathered so that instruction is matched to the individual student and so that research-based interventions focus on the unique needs of the struggling learner. The student’s progress—that is, his or hers response to the interventions--is monitored and is used in making decisions about strategies for the student’s success.

The Response to Intervention Handbook: Moving from Theory to Practice, Andrea Ogonosky, 2008 p.1

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What is RtI?

Response to Intervention (RtI) is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. RtI should be used for making decisions about general, compensatory and special education, creating a well-integrated system of instruction/ intervention guided by child outcome data.1

1 NASDSE and CASE White Paper on RtI (May 2006), p 2-3

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High Quality Instruction / Intervention Activity

Please close your eyes for a few moments and listen as I ask you to walk the halls of a high quality instructional/intervention campus.

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A Portrait of a High Quality Instruction and Intervention Campus

You may now open your eyes. You will work in small groups and draw a picture /

pictures that illustrate/s what you saw and heard as you walked the halls of the imaginary campus that portrayed high quality instruction and intervention

You have 5 minutes to complete this activity.When you are finished your drawing, please hang your

picture on the wall. Materials: Post-it sheet per group and colored markers

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Our Campus Definition of High Quality Instruction and Intervention

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High quality instruction/intervention is defined as:

Instruction or intervention, matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students.2

2 Response to Intervention Policy Considerations and Implementation, NASDSE, Inc (2006)

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Core Characteristics of RtI• All children can be taught using high-quality instruction in the general

education setting. This belief is communicated daily in schools across America with the slogan commonly displayed on doors and windows:” All children can learn.”

• Intervention occurs early, when learning and behavior problems are small. It is easier (and more effective) to intervene using universal, research-based strategies when a problem is first developing than to wait until larger deficits require more intense forms of intervention.

• To meet the instructional and behavioral needs of students, applying graduated levels of interventions, or tiers of interventions, is crucial.– Tier 1 applies to all students– Tier 2 and 3 apply to students who need greater levels of intervention.

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Problem- Solving MethodProblem solving method has been highly effective

in helping to clearly define student needs and to match those needs to instructional strategies and interventions. Using this method for making decisions includes asking hierarchy of questions whose answers are driven by data:

1. Is there a problem? If so, what is it, and why is it happening?2. How can we use the curriculum to solve the problem?3. What interventions can we use to solve the problem? How can

we implement them?4. Did the interventions work? Or do we need to try something

else?

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Data Based

All decisions are data-based. This is a critical feature and the one that is probably the most difficult to implement with fidelity. This feature requires that all systems for ongoing assessment be in place.

Fidelity- The degree to which something is carried out as designed, intended, or planned.

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RtI Process

The RtI process allows a district to monitor the progress of all students to ensure the effectiveness of its entire educational program and to address the needs of struggling students based on specific data. It is not just part of the pre-referral process for special education. It is a process for all students.

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Texas Commissioner’s Rules

The Texas Commissioner’s Rules require that:Referral of students for a full and individual initial evaluation for

possible special education services shall be a part of the district’s overall, general education referral or screening system. Prior to referral [to special education] students experiencing difficulty in the general education classroom should be considered for all support services available to all students, such as tutorial; remedial; compensatory; response to scientific, research-based intervention; and other academic and behavioral support services.19 TAC 89.1011.

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Congress

Like the curriculum, Congress identified the need of teacher training to be “derived from scientifically based research”.3 Teachers are expected to use peer reviewed and evidence based strategies, to recognize different learning styles and to vary their style and method of instruction to meet the needs of all students. Effective curriculum, teaching and use of resources should lead to 80-85% of the students meeting state-approved grade level standards.4 (This percentage is based on all students. Thus, the failure to screen students with Limited English Proficiency or students in special education will result in an under-estimation of students receiving adequate instruction in Tier 1.)

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What does it take to meet the needs of 100% of the students

100% of the time?Use assessment to drive instructionUse data to make decisionsMonitor student progress to inform instructionUse a problem solving approach to make decisionsIntervene earlyUse a collaborative model of service delivery

(shared responsibility)Use research-based instruction

Organizing Principles

Earlier rather than later -- Prevention and early intervention are supremely more effective and efficient than later intervention and remediation for ensuring reading success.

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Organizing Principles

• Schools, not just programs -- Prevention and early intervention must be anchored to the school as the host environment and primary context for improving student outcomes.

• Evidence, not opinion -- Prevention and early intervention theory, programs, instruction and materials should be based on trustworthy scientific evidence.

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Response To InterventionWhat it is What it is not

Represents a way of:Using data to examine the system in relation to most important results.

A cure-all

Structures thinking so that we don’t miss anything

A curriculum, an intervention, one theoretical orientation

Identifying strategies with a high probability of improving student performance and knowing if they work

One size fits all

Keeping our attention focused on the most important things

Hoops to jump through

Common sense into practice (cf. Fullan)

Easier than what came before

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Foundational Principle

Evidence, not opinion

Prevention and early intervention pedagogy, programs, instruction and materials should

be based on trustworthy scientific evidence.

We’re aiming to help children establish trajectories toward

success

P K 1 2 3 4 5 6 7 8 9 10 11 12 +

Low

HighTrajectory- “the path a projectile makes under the action of given forces such as thrust, wind and gravity.” --Encarta World English Dictionary

Established – Universal

Emerging - Strategic

Deficit - Intensive

Assessment and Instructional Grouping

Score

Time

Fall Universal Screening

Winter UniversalScreening

Spring UniversalScreening

Established - Universal

Assessment and Instructional Grouping

Score

Time

Benchmark 1 Benchmark 2 Benchmark 3

“Helping Children Learn ...Helping Teachers Teach”

Problem Solving Model in Practice

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Tier 1

Process at Tier 1 is to develop teacher skills in differentiation of instruction to

meet needs of all students in classroom.

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Tier 1

• Develop a Plan

Anecdotal documentation

• EvaluateParent and teacher determine effectiveness and need for additional resources

• Define the ProblemInformal discussion focusing on behaviors of concern

• Implement PlanParent and teacher gather information and monitor

Parent

Teacher

Consultation Between Teacher and Parent

INSTRUCTIONInstructional decision making regarding selection and use of materialsClarity of instructionsCommunication with expectations and cuesSequencing of lesson designsPace of instructionVariety of practice activities

CURRICULUMLong range direction for instructionInstructional philosophyInstructional materialsIntentStated outcomes of the content/instructionPace of the steps leading to the outcomesGeneral learner criteria as identified in the school improvement plan, LEA curriculum, and benchmarks

ENVIRONMENTPhysical arrangement of the roomFurniture/equipmentRulesManagement plansRoutinesExpectationsPeer contextTask pressurePeer and family expectations

LEARNERThis is the last domain to consider and is addressed when:The curriculum and instruction are appropriateThe environment is positive

This domain includes student performance data:AcademicSocial/emotional

InstructionSOURCE DATA OUTCOMES

Permanent Products

Nature of instructional demands reflected in paper-pencil tasks (e.g. style of demands of the task, difficulty levels, skill requirements)

CurriculumSOURCE DATA OUTCOMES

Permanent Products (books, worksheets, curriculum guides, lesson plans)

District standards & Benchmarks

Nature of instructional demands reflected in curricular materials:•Instructional approaches•Pacing•Level of difficulty•Pre-requisite skills•Scope & sequence

CurriculumSOURCE DATA OUTCOMES

Permanent Products (books, worksheets, curriculum guides, lesson plans)

District standards & Benchmarks

Nature of instructional demands reflected in curricular materials:•Instructional approaches•Pacing•Level of difficulty•Pre-requisite skills•Scope & sequence

EnvironmentSOURCE DATA OUTCOMES

Observations

School Rules

Classroom Rules/Expectations

Classroom schedulesObservation FormsPositive Behavior Supports (classroom rules, reinforcement systems, etc)Discipline rules

LearnerSOURCE DATA OUTCOMES

Permanent Products:Peers________________________________Permanent Products:Student Work Samples

Standard of performance of peers.________________________________Errors reflecting skill deficitsInterference with ability to profit from general education instructionConsistent skill and/or performance problems over timeSettings where behavior of concern is evident

LearnerSOURCE DATA OUTCOMES

Cumulative Records

Patterns of learning/behavior as reflected in teacher reports and discipline recordsOnset and duration of the problemInterference with personal, interpersonal, and academic adjustmentSettings where learning/behavior concerns have occurred

LearnerSOURCE DATA OUTCOMES

Health Records

Existence of health, vision, and/or hearing problems potentially related to the academic and/or social behavior of concern

LearnerSOURCE DATA OUTCOMES

Teacher Grade BookStudent performance inrelationship to setting demands (teacher expectations, task demands)

LearnerSOURCE DATA OUTCOMES

Teacher, Case manager, RtI Team documentation of interventions

Response to Intervention documentation as reflected in case manager notes, action plans, and progress monitoring.

Tier 1

• Observations are conducted to ensure fidelity of instruction

• Teachers are responsible for implementing strategies and interventions in the classroom

• Team reconvenes to evaluate the efficacy and fidelity of the changes

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Analyze and Review Core Curriculum

• Evaluate data trends for sub populations• Review Scope and Sequence• Is curriculum accessible to ALL students?• Fidelity of use of Core standards

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Identify Research Based Interventions

TIER I – Core Classroom Instruction ALL StudentsDIFFERENTIATED INSTRUCTION

•Foundational Research: Multiple Intelligences, Brain-Based Learning, Cooperative Learning, Marzano Classroom Instruction Techniques•Differentiate: Content, Process, Product, •and Environment•Management Strategies: Tiered Assignments, Flexible Grouping, Anchor Activities•Kilgo’s Level of Questioning•Thinking Maps•ARI/AMI

Differentiated Instruction

• Foundational Research– Multiple Intelligences (Gardner)– Brain-Based Learning (Jensen)– Cooperative Learning (Kagen & Kagen)– Classroom Instruction (Marzano)

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Differentiated Instruction• Content

– What s taught (TEKS, District Scope and Sequence)• Concentrate on concepts, thoughts, skills by increasing the

complexity of learning• Process

– How it is taught• Learning styles based upon different processing styles

• Product– How learning is demonstrated

• Tangibles, such as student reports, debates, actions• Environment

– Physical and Emotional• Behavior management. Physical arrangement, classroom

management

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Tier 1 Differentiated Assessments• Classroom

– Student products reflecting teacher feedback on student progress

• Common Assessments– Designed by campus level departments or grade level

teams

• Universal Screening– Developed and adopted by district

• State Assessments– TAKS

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Classroom Management(Tomlinson & Heathcox)

• Tiered Assignments– Lessons are designed by student readiness, ability

level

• Flexible Grouping– Grouping according to learning needs

• Anchor Activities– Independent seat work while teacher is working

with a small group

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Team Process: The Basics

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•Maintain confidentiality.•Hold meetings in a timely manner •Display agenda during meeting•Set clear time limits.•Is responsive to staff and student needs.•Access and use auxiliary personnel and other appropriate resources.•Have members that represent a variety of experience and expertise: knowledge of classroom management, curriculum and instruction, and student motivation.•Continue to stretch and grow.

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RTI TeamMeeting Process

Student Assessment

Research-Based Interventions

3 Major Considerations for Problem Solving and Data

Analysis:

1. Where in the RTI process should problem solving occur?

2. What constitutes effective problem solving?3. How does data analysis relate to effective

problem solving

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What is “quality” instruction?• Intensive• Quality• Instruction• Quality/ Individualized/

Documented/InterventionsQuality Classroom Instruction

How do we define quality instruction?

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Student

Instruction Task

Match=Success

(50-60%)

(25-35%) (5-15%)

Prior

Knowledge

Multiple Influences on Learning:(Gravois, Gickling & Rosenfield, 1999)

Student

Instruction Task

Match=Success

Prior

Knowledge

(80-90%)

(5-10%)

Influences on Learning:High Achievers

(5-10%)50

Student

Instruction Task

Match=Success

Prior

Knowledge

(10-20%)

(40-45%)

Influences on Learning:Low Achievers

(40-45%)51

Tier 1 Documentation:Core Curriculum

• 3 Times Per Year (After Universal Screening)1.Complete Curriculum-Instruction-

Environment-Learner-Documentation 2.Problem Solving Meeting Documentation

Tier 1 DocumentationStudent Support

• Case Manager Problem Solving Specification Sheet

• Tier 1 RtI Fidelity Checklist• RtI Classroom Observation Form• Baseline Social/Emotional Worksheet• Tier 1 Case Manager Update Form

ObservationsInstruction: Setting, Systematic, AnecdotalEffective teaching practices, teacher expectationsAntecedents, Behavior, ConsequencesEffective teaching practices

CurriculumImplemented with fidelity

EnvironmentSetting Analysis: Physical environment (seating

arrangement, equipment, lighting, furniture, and behavior management. Also look at demographics of peer group

Observations EnvironmentSystematic Observation: Peer performance for standard of

“situationaly and developmentally” appropriate and interaction patterns

LEARNERAnecdotal recording: nature of concern, patterns of

learning and behavior, response to interventions as reflected in progress monitoring.

Systematic observations: Nature and dimensions of target areas of concern

Response to interventions as reflected in task engagement, interaction with instructional level

Tier 1 Implementation

• Instruction and interventions are delivered with fidelity• Staff Development to enhance Tier 1 instruction is

provided• RtI team meetings are established and published• RtI team problem solves using observations and

consultations• Classroom observations with feedback are

implemented• Universal Screening is collected• RtI team reviews data

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Tier 1 Implementation

• Ensure core instruction includes effective practices for struggling students

• Assist teachers in identifying ways to adapt instructions and monitor performance

• Provide assistance and resources to teachers• Support RtI team efforts for consultation and

feedback• Use data to drive problem solving process

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Ensure Tier 1 Fidelity

• Use district-wide/AYP data to determine performance of students in same grade/class

• Is the curriculum effective?

• Determine target student level of access to curriculum

• Are research based instructional strategies being used?

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Tier 1 Fidelity

• If curriculum is effective and student had consistent access, move to Tier 2

• If curriculum is not effective, improve core curriculum

• If curriculum is effective but student has not had access (e.g, attendance, mobility), increase exposure to curriculum and monitor progress

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Identify Assessments

• What are the different types of assessments your district/campus use for decision making?

• Have teachers been trained?• What is being used to ensure fidelity?

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Accountability Must Be Accountability Must Be ReciprocalReciprocal

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Elmore, 2002

Meaning…

The system invests in capacity development in return for more accountable

performance.