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VIRGINIA’S RESPONSE TO INTERVENTION (RTI) INITIATIVE•:
The Evolution of RtI in Virginia
Virginia State Reading Association ConferenceMarch 17-18, 2011
Hotel Roanoke and Conference Center, Roanoke Virginia
Susan M. TruloveOffice of Student ServicesVirginia Department of Education
WHAT IS RTI?
RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.
A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk
Alternative to the discrepancy model for the identification of students with learning disabilities
WHAT RTI IS NOT Another special education program A program run by special education A system to “track” students An out of the box “program” A quick-fix for short term improvement Another “system” to add to other categorical
systems already in place
CORE PRINCIPLES OF RTI
We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions
within a multi-tier model Use research-based instruction and interventions Monitor student progress to inform instruction Use data to make decisions Assessment drives instruction
(NASDSE, 2005)
ESSENTIAL ELEMENTS:
Scientifically sound instruction (Is there research to back it?); where 80% of students are “getting it”
Universal screening Student progress monitoring Scientifically sound interventions
- delivered in “tiered” system
KEY CHARACTERISTICS OF RTI
Universal Screening of academics and behavior
Multiple tiers of increasingly intense interventions
Differentiated curriculum-tiered intervention strategy
Use of evidence-based interventions Continuous monitoring of student
performance Benchmark assessment
WHERE’S ALL THIS COMING FROM? December, 2004 President Bush signed re-
authorized version of IDEA
July 1, 2005 that law became effective
August 16, 2006 regulations released
October 16, 2006 regulations took effect
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT
In general._Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602(29), a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in …
A child shall not be determined to be a child with a disability if determinant factor is: Lack of scientifically-based instructional practices and programs that contain the essential components of reading instruction
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT
(B) Additional authority._In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention.
Process refers to “Problem Solving Process”
Responds refers to “Response to Intervention”
LANGUAGE IN VIRGINIA’S SOA AND SOQ SUPPORT RTI Each local school board shall adopt a
division-wide comprehensive, unified, long-range plan based on data collection, an analysis of the data, and how the data will be utilized to improve classroom instruction and student achievement. (Virginia Standards of Quality; 22.2-253.13:6(B))
SIMPLY PUT…….
RtI is a method oforganizingdelivering
andmonitoring
instruction in a more systematic and predictable way, and in a way that meets the needs of more dependent students
RtI is an “instructional framework”
Academic Systems Behavioral Systems
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
FOCUS ON CORE CURRICULUM
Enter a School-Wide Systems for Student Success
3 BASIC NOTIONS
Universal screening
Progress monitoring
Tiered intervention(s)
WHAT SKILLS WOULD AN EDUCATOR NEED TO “DO” RTI? Knowledge of effective instructional
practice(s)
Ability to work with a team who will help problem solve
Data collection and graphing skills
Ability to determine the slope of a line
Ability to shift gears
Problem solving skills
UNIVERSAL SCREENING
IS THERE A PROBLEM? SCREENING MATH GRADE 5
5th Grade Math
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
101
102
103
104
105
106
107
108
109
110
Dig
its C
orre
ct T
wo
Min
utes
Fifth Grade Math
About 42% Meeting Minimum Proficiency
RE-SCREENING INDICATES… DO WE HAVE A PROBLEM NOW?
0
20
40
60
80
100
120
140
1 4 7
10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70 73 76 79 82 85 88 91 94 97
100
103
106
Digi
ts C
orre
ct T
wo
Min
utes
EXAMPLES OFUNIVERSALS SCREENING TOOLS
PALS AimsWeb Dibels
PROGRESS MONITORING
STUDENT PROGRESS MONITORING Formative Assessment (CBM: Curriculum-
Based Measurement)
Short samples of essential skills
Performed regularly…and graphed
Tells a “story”
Formative Evaluation Frequent assessment of progress Referenced to goals based on benchmarks
toward passing state tests Basis for all decisions about student needs and
instructional intensity
Characteristics of Effective Formative Evaluation Measures Must be highly correlated to skills assessed Must be research based Must be brief and easily administered Must be sensitive to small increments of change Results can be graphed in relation to goals Must have benchmarks or be predictive of future
performance
0
20
40
60
80
100ClassGoalDarrenGoal 2
Weeks
Wo
rds
Co
rre
ct
Per
Min
ute
Example #1: How is Darren progressing?
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Darren=11
Class Growth
Darren goal line
ChangeIntervention
Change Goal
0
20
40
60
80
100ClassGoalDarren
Weeks
Wo
rds
Co
rre
ct
Per
Min
ute
Example #2: Gap Not Closing: Consider Eligibility and More Intensive Interventions
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class Growth
ChangeIntervention
ClassWCM=54
DarrenWCM=32
TIERS OF INTERVENTION/SUPPORT
Interventions should be organized in Interventions should be organized in tierstiers
Layers of intervention Layers of intervention responding to student responding to student needsneeds
Each tier provides more Each tier provides more intensive and supportive intensive and supportive interventionintervention
Aimed at preventing Aimed at preventing “disabilities”“disabilities”
TIER III
TIER II
TIER I
TIER I: Core class instructionTIER I: Core class instruction
TIER I is comprised of TIER I is comprised of three elementsthree elements
Core programCore program
Benchmark testing of Benchmark testing of students to determine students to determine instructional needs at instructional needs at least three times a yearleast three times a year
TIER I Ongoing professional Ongoing professional
developmentdevelopment
TIER I: CORE CLASS INSTRUCTION
(CONT’D) CONTINUED -EXAMPLE– 3RD GRADE READING
Focus
Program
Interventionist
Setting
Grouping
Time
Assessment
General education classroom – core instruction
Scientific-based reading instruction and curriculum emphasizing the five critical elements of beginning reading
General education teacher
General education classroom
Multiple grouping formats to meet student needs
Example – Reading: 90 minutes per day or more
Benchmark assessment at beginning, middle, and end of the academic year
TIER II: Supplemental instructionTIER II: Supplemental instruction
Tier II is small-group Tier II is small-group supplemental instruction supplemental instruction in addition to the time in addition to the time allotted for core reading allotted for core reading instruction.instruction.
Tier II includes Tier II includes pprograms, strategies, rograms, strategies, and procedures and procedures designed and employed designed and employed to to supplement, enhance, supplement, enhance, and support and support Tier I.Tier I.
TIER II
TIER II: SUPPLEMENTAL INSTRUCTION continued -Example– 3rd grade reading
Focus
Program
Setting
Grouping
Time
Assessment
For students identified with marked reading difficulties, and who have not responded to Tier I efforts
Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)
Appropriate setting designated by the school;may be within or outside of the classroom
Homogeneous small group instruction (1:3, 1:4, or 1:5)
Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading instruction
Progress monitoring twice a month on target skill to ensure adequate progress and learning
Specialized, scientifically based reading program(s) emphasizing the five critical elements of beginning reading
Interventionist
TIER III: Intensive interventionTIER III: Intensive intervention
Tier III is intensive, Tier III is intensive, strategic, supplemental strategic, supplemental instruction specifically instruction specifically designed and designed and customized small-group customized small-group or 1:1 reading instruction or 1:1 reading instruction that is extended beyond that is extended beyond the time allocated for the time allocated for Tier I and Tier II.Tier I and Tier II.
TIER III
Program
Focus
Interventionist
Setting
Grouping
Time
Assessment
For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts
Appropriate setting designated by the school
Homogeneous small group instruction (1:1- 1:3)Minimum of two 30-minute sessions per day in small group or 1:1 in addition to 90 minutes of core reading instruction. Progress monitoring weekly on target skills to ensure adequate progress and learning
Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities
Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)
TIER III: INTENSIVE INTERVENTION
continued -Example– 3rd grade reading
BASED ON THE RTI TRIANGLE ….
# Students in ClassTier 1 Tier 2 Tier 3
15 15 2 1
20 20 3 1
25 25 4 1
# Students in School Tier 1 Tier 2 Tier 3
150 150 23 8
200 200 30 10
250 250 38 13
300 300 45 15
350 350 53 18
400 400 60 20
WHO BENEFITS FROM RTI?
Students experience less frustration and receive instruction based do needs
Parents are satisfied that their child is receiving timely, appropriate interventions
Teachers are able to utilize peer problem solving strategies and teaming to provide targeted instruction
Site Administrators achieve a positive school climate and improved academic outcomes
District Administrators are able to align programs and make efficient use of resources
TO SUMMARIZE Response to Intervention is about good
instruction
Basic principles: Solid core instruction Screening Student progress monitoring Tiered system of support/interventions
RTI PILOTS AND COHORTS
15 pilot school divisions selected April 2008 Initial training began July 7-11, 2008 DOE has been providing training for the pilots
20 divisions recently selected to participate in new RtI cohort Training will begin in December 2010
RTI PILOT DIVISIONS AND SCHOOLS
Alleghany County Mountain View Elementary Augusta County Beverly Manor Elementary Bath County Valley Elementary Gloucester County Petsworth Elementary Loudoun County John Tolbert Elementary Manassas Park Cougar Elementary Martinsville City Albert Harris Elementary Mecklenburg County Chase City Elementary Northampton County Occohannock Elementary Portsmouth City Simonsdale Elementary Prince Edward County Prince Edward Elementary Prince William County Mary Williams Elementary Pulaski County Pulaski Elementary Shenandoah County Sandy Hook Elementary Smyth County Marion Primary
20 NEW RTI COHORT DIVISIONS
Region 1 Powhatan
Region 3 Richmond County Spotsylvania
Region 4 Prince William Shenandoah Falls Church Clarke County
Region 5 Augusta Charlottesville Fluvanna
Region 6 Covington
Region 7 Bristol Dickenson Pulaski Scott Buchanan
Region 8 Lunenburg Mecklenburg Halifax Prince Edward
