An Introduction to Response to Intervention
An Introduction to Response to Intervention
Welcome Darin L. Fahrney [email protected]
About Me…. Session 1
About Me…. Session 1
My Journey – Tragedy & Triumph ● ● ● ● ● ● ●
A Military Kid Naturalist Science Teacher Assistant Principal Gifted and Talented Coordinator K-12 Support Services Coordinator Principal, Researcher & Author (Compassionate RTI)
Objectives 1. An introduction to RTI (multi-tiered systems of support) 1. Ideas for implementation 1. Supporting evidence
Representation A show of hands … ■ High school ■ Middle school ■ Elementary ■ Central administration ■ From outside? Turn and introduce yourself.
I am a crusader for this work! My Doctoral Work A story about Sue What did we learn from Sue: ■
Do not modify curriculum
■
It’s never too late … but it’s never too early either.
■
RTI can catch students up. Period.
An Introduction to RTI Response to Intervention (RTI) is a multi-tier approach for early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. http://www.rti4success.org/
RTI Essentials You Can Begin Doing Monday 1. 2. 3.
4. 5. 6.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems Understand quality intervention Implement in your PLC teams
RTI Essentials 1.
Check Mindsets
Mindset Matters
Do you believe that all kids can learn at high levels?
Foundational Work Growth vs. Fixed Mindsets – The Building Blocks for Maximizing Learning
John Hattie Visible Learning: A Synthesis Of Over 800 Meta-Analysis Relating To Achievement
The typical effect size: ● Home- .10 ● One year of instruction- .30 ● .40 total
The “Home Effect” ● Socioeconomic status = .57 ● Home environment = .57 ● Parental involvement = .51
The “Mindset Effect” ● Teacher prediction of student learning = 1.62 ● Collective staff efficacy = 1.57 ● Student self-reported grades = 1.44
Mindset Matters (Turn and Talk) What is the Mindset at your school? Reflect: Do you believe all kids can learn at high levels?
RTI Essentials 1. 2.
Check Mindsets Establish a clear grading policy
RTI Essentials
RTI Essentials 1. 2. 3.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge)
(Mattos, Buffum and Weber, 2011)
Unpacking Power Standards Template
Kramer, S. V. (2015). How to leverage PLCs for school improvement. Bloomington, IN: Solution Tree Press (p. 23)
Unpacking Learning Targets Unpacking standards allows your PLC team to identify the need to know vs. the nice to know material and skills.
RTI Essentials 1. 2. 3.
4.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems
An Introduction to RTI Taking Stock of Your Systems and Programs – The Pyramids of Intervention and Acceleration
Pyramid of Intervention The pyramid of intervention helps to organize your school’s systematic approach: ■ ■
■
There are typically three tiers. As you move down the pyramid the interventions intensify. Approximately 90% of issues are resolved in tier 1.
Review the Pyramid Review the Pyramid of Intervention ■ Circle items that your school already has in place ■ Check the items you are working on putting into place ■ What is there, what is missing, and how could it be better? ■
RTI Essentials 1. 2. 3.
4. 5.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems Understand quality intervention
Basics of Quality Intervention ▪ ▪ ▪ ▪ ▪ ▪ ▪
Proactive Universal screening Research/evidence based instructional practice Fidelity Duration Intensity Progress monitoring (Weissenburger, J., “Curriculum-Based Measures: The Formative Assessment With Technical Adequacy for RTI Purposes,” Dec. 2010)
Proactive ■
We don’t wait for students to fail.
■
Systems are built-in for intervention. ■
Should not be a punishment but ….
■
In addition to, not instead of
■
■
Acceleration block – schedules are not from on high! Mead Middle School
Universal Screening ■
Brief, targeted assessments, done by laymen, typically three times per year
■
Typically in Reading, Math, and Behavior http://www.rtinetwork.org/learn/research/universalscreening-within-a-rti-model http://www.rti4success.org/resources/toolscharts/screening-tools-chart
Research/Evidence-Based Instructional Practice President’s commission on excellence in special education (2001): “Many problems affecting students identified as having learning disabilities are not related to deficits in the student, but instead are related to inappropriate and/or ineffective instruction.” —Yell & Drasgow, “Assessment for Eligibility Under IDEIA and the 2006 Regulations,” Assessment for Effective Intervention, 32 (2007), pp. 202–213
Research/Evidence-Based Instructional Practice ■
It starts with best practice in the classroom.
■
Universal approach to ensuring this (PLC) or …
■
Teacher-specific approach through evaluation
Fidelity and Duration Fidelity: ■
Is the intervention being completed as planned?
Duration: ■
4–6 weeks, not longer than 8
■
May conduct multiple interventions together
Intensity ■
20 to 30 minutes at least three times per week, but could be more if needed
■
Small group or one-on-one instruction, e.g., Fox Elementary School
Progress Monitoring A systematic way to monitor a student’s progress during an intervention or during regular instruction.
Protocol vs. Problem Solving ■
Protocol: Pre-built interventions, classes, or programs targeted toward students who struggle.
■
Problem-Solving Based: Individually tailored interventions for students based on a student services team recommendation.
Who Does RTI? ■
Classroom teachers, support teachers, counselor, the lunch lady, …
■
Whoever is the most qualified to conduct the intervention
■
Default: always the classroom teacher (start there and work outward)
■
Good PLCs should be supporting this work.
RTI Essentials You Can Begin Doing Monday 1. 2. 3.
4. 5. 6.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems Understand quality intervention Implement in your PLC teams
Why this matters: The international “exit” kids phenomenon ■
Do you “exit” kids who are not the right fit for your school?
■
The twin’s story (Brian)
■
Tom’s story
Why this matters: The international “exit” kids phenomenon ■
Reflect - Think about a time about a time when you or your team intervened with a student and saw the student experience success
■
Walk and talk
Examples of RTI in practice
Tier 1 – Question 1
(Mattos, Buffum and Weber, 2011)
Tier 1 – Question 1
Simple classroom scaffolding techniques: • Regroup based on ability on standards • Model - Fishbowl or think alouds • Tackle material in chunks • Tap prior knowledge: What do you know, not know and want to know? • Give time to talk: Think pair share, walk and talk • Use visual aids
Tier 1 – Question 2
Classroom Standards Report Student Name
Number Correct Percent Correct
LS 2.d
LS 2.c
LS 2.a
LS 2.b
LS 2.e
Student 1
30
100%
100%
100%
100%
100%
100%
Student 2
29
96%
100%
67%
100%
100%
100%
Student 3
13
43%
33%
0%
100%
100%
100%
Student 4
30
100%
100%
100%
100%
100%
100%
Student 5
19
63%
33%
33%
100%
100%
100%
Student 6
30
100%
100%
100%
100%
100%
100%
Student 7
27
90%
100%
100%
100%
100%
100%
Student 8
28
93%
67%
67%
100%
100%
100%
Student 9
25
83%
67%
100%
100%
100%
100%
Student 10
25
83%
100%
33%
100%
100%
100%
26.2
87%
82%
78%
100%
97%
100%
Averages
Common Assessment Reflection Examine data, and identify areas for discussion. Ask: - As a team, which targets from the assessment require more attention? - As a team, which students did not master which essential learning? - As a team, which classrooms require additional support? - As an individual teacher, which area was my lowest, and how can I improve?
What will be your team's plan of action to address the results?
What happened during the conversation you just had? - How was it helpful to teacher success? - How was it helpful to student success?
Classroom Teacher Report Teacher Teacher Teacher Teacher Teacher Teacher F A B C D E LS 2.d
82%
89%
90%
90%
79%
86%
LS 2.c
100%
75%
80%
82%
71%
82%
LS 2.a
100%
100%
100%
100%
73%
95%
LS 2.b
97%
93%
96%
100%
82%
94%
LS 2.e
100%
83%
86%
91%
80%
88%
Class Averages
96%
91%
90%
88%
77%
89%
Tier 1 – Questions 3 & 4
Reteach, Extend and Intervene • Ask your PLC team for help • Direct students to help sessions • Possibly reteach to the entire class • Create ability groups in the classroom for intervention • Use differentiated homework based on areas of weakness • Collect exit slips on standards they are still missing after re-teaching (consider next steps)
Tier 2 – Question 3 & 4
Key “skill” or “will” programs Continued directed help sessions (4-6 weeks) ■ Supervised study hall / after school ■
But what if we try these as well as classroom based interventions and have been unsuccessful?
Tier 3 – Question 3 & 4
Student Services Meeting Team •
Caretakers of the pyramid
•
The SSM can help structure more pointed interventions
•
Provide in classroom support
•
Unlock additional tier two and tier three interventions
•
Chief worriers about kids –
Systematic – Run grade reports
–
Structure explained
Key “skill” and learning gap focused program options ■
Learning Support
■
Reading Language Arts Laboratory
■
Math Lab
Learning Support Class Each hour of the day ■ NOT homework club ■ Diagnostic –treating the causes (executive functioning focus) ■ Can be taken for credit or no credit ■
Reading Language Arts (RLA) Lab Our most intense intervention (RTI full) ■ Attend to community ■ Screeners ■ Progress monitoring ■ Intensive reading interventions ■ NOT an English class but supports their work ■
Math Lab Our most intense intervention (RTI full) ■ In addition to Algebra ■ Attend to community ■ Screeners ■ Progress monitoring ■ Pre-teaching, re-teaching and gap filling ■ Can be taught by learning support or a math teacher ■
Tier 3 – Question 3 & 4
But what is we have attempted every program but the student is still not catching up? The story of Rachel
Reflect – One wow and one wonder
Supporting Evidence But we can’t take time out of our schedule or classes for PLC teams, intervention or RTI to happen. Our community won’t stand for it. Our journey Our research Our results
Supporting Evidence But we can’t take time out of our schedule or classes for PLC teams, intervention or RTI to happen. Our community won’t stand for it. We did and our results have been excellent!
SAS Supporting Evidence
SAS Supporting Evidence
SAS Supporting Evidence
Implementation Ideas
Getting Started
On the blank pyramid, start listing and laying out all of the supports available at your school.
Objectives 1. An introduction to RTI 1. Ideas for implementation 1. Supporting evidence
Why RTI? • No more Sue stories • Deliver on our promise that all kids can learn at high levels • No more wasted potential in our schools
Welcome Darin L. Fahrney [email protected]
About Me…. Session 1
About Me…. Session 1
My Journey – Tragedy & Triumph ● ● ● ● ● ● ●
A Military Kid Naturalist Science Teacher Assistant Principal Gifted and Talented Coordinator K-12 Support Services Coordinator Principal, Researcher & Author (Compassionate RTI)
Objectives 1. An introduction to RTI (multi-tiered systems of support) 1. Ideas for implementation 1. Supporting evidence
Representation A show of hands … ■ High school ■ Middle school ■ Elementary ■ Central administration ■ From outside? Turn and introduce yourself.
I am a crusader for this work! My Doctoral Work A story about Sue What did we learn from Sue: ■
Do not modify curriculum
■
It’s never too late … but it’s never too early either.
■
RTI can catch students up. Period.
An Introduction to RTI Response to Intervention (RTI) is a multi-tier approach for early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. http://www.rti4success.org/
RTI Essentials You Can Begin Doing Monday 1. 2. 3.
4. 5. 6.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems Understand quality intervention Implement in your PLC teams
RTI Essentials 1.
Check Mindsets
Mindset Matters
Do you believe that all kids can learn at high levels?
Foundational Work Growth vs. Fixed Mindsets – The Building Blocks for Maximizing Learning
John Hattie Visible Learning: A Synthesis Of Over 800 Meta-Analysis Relating To Achievement
The typical effect size: ● Home- .10 ● One year of instruction- .30 ● .40 total
The “Home Effect” ● Socioeconomic status = .57 ● Home environment = .57 ● Parental involvement = .51
The “Mindset Effect” ● Teacher prediction of student learning = 1.62 ● Collective staff efficacy = 1.57 ● Student self-reported grades = 1.44
Mindset Matters (Turn and Talk) What is the Mindset at your school? Reflect: Do you believe all kids can learn at high levels?
RTI Essentials 1. 2.
Check Mindsets Establish a clear grading policy
RTI Essentials
RTI Essentials 1. 2. 3.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge)
(Mattos, Buffum and Weber, 2011)
Unpacking Power Standards Template
Kramer, S. V. (2015). How to leverage PLCs for school improvement. Bloomington, IN: Solution Tree Press (p. 23)
Unpacking Learning Targets Unpacking standards allows your PLC team to identify the need to know vs. the nice to know material and skills.
RTI Essentials 1. 2. 3.
4.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems
An Introduction to RTI Taking Stock of Your Systems and Programs – The Pyramids of Intervention and Acceleration
Pyramid of Intervention The pyramid of intervention helps to organize your school’s systematic approach: ■ ■
■
There are typically three tiers. As you move down the pyramid the interventions intensify. Approximately 90% of issues are resolved in tier 1.
Review the Pyramid Review the Pyramid of Intervention ■ Circle items that your school already has in place ■ Check the items you are working on putting into place ■ What is there, what is missing, and how could it be better? ■
RTI Essentials 1. 2. 3.
4. 5.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems Understand quality intervention
Basics of Quality Intervention ▪ ▪ ▪ ▪ ▪ ▪ ▪
Proactive Universal screening Research/evidence based instructional practice Fidelity Duration Intensity Progress monitoring (Weissenburger, J., “Curriculum-Based Measures: The Formative Assessment With Technical Adequacy for RTI Purposes,” Dec. 2010)
Proactive ■
We don’t wait for students to fail.
■
Systems are built-in for intervention. ■
Should not be a punishment but ….
■
In addition to, not instead of
■
■
Acceleration block – schedules are not from on high! Mead Middle School
Universal Screening ■
Brief, targeted assessments, done by laymen, typically three times per year
■
Typically in Reading, Math, and Behavior http://www.rtinetwork.org/learn/research/universalscreening-within-a-rti-model http://www.rti4success.org/resources/toolscharts/screening-tools-chart
Research/Evidence-Based Instructional Practice President’s commission on excellence in special education (2001): “Many problems affecting students identified as having learning disabilities are not related to deficits in the student, but instead are related to inappropriate and/or ineffective instruction.” —Yell & Drasgow, “Assessment for Eligibility Under IDEIA and the 2006 Regulations,” Assessment for Effective Intervention, 32 (2007), pp. 202–213
Research/Evidence-Based Instructional Practice ■
It starts with best practice in the classroom.
■
Universal approach to ensuring this (PLC) or …
■
Teacher-specific approach through evaluation
Fidelity and Duration Fidelity: ■
Is the intervention being completed as planned?
Duration: ■
4–6 weeks, not longer than 8
■
May conduct multiple interventions together
Intensity ■
20 to 30 minutes at least three times per week, but could be more if needed
■
Small group or one-on-one instruction, e.g., Fox Elementary School
Progress Monitoring A systematic way to monitor a student’s progress during an intervention or during regular instruction.
Protocol vs. Problem Solving ■
Protocol: Pre-built interventions, classes, or programs targeted toward students who struggle.
■
Problem-Solving Based: Individually tailored interventions for students based on a student services team recommendation.
Who Does RTI? ■
Classroom teachers, support teachers, counselor, the lunch lady, …
■
Whoever is the most qualified to conduct the intervention
■
Default: always the classroom teacher (start there and work outward)
■
Good PLCs should be supporting this work.
RTI Essentials You Can Begin Doing Monday 1. 2. 3.
4. 5. 6.
Check Mindsets Establish a grading policy Clarify standards and learning targets (The Buffum challenge) Identify your systems Understand quality intervention Implement in your PLC teams
Why this matters: The international “exit” kids phenomenon ■
Do you “exit” kids who are not the right fit for your school?
■
The twin’s story (Brian)
■
Tom’s story
Why this matters: The international “exit” kids phenomenon ■
Reflect - Think about a time about a time when you or your team intervened with a student and saw the student experience success
■
Walk and talk
Examples of RTI in practice
Tier 1 – Question 1
(Mattos, Buffum and Weber, 2011)
Tier 1 – Question 1
Simple classroom scaffolding techniques: • Regroup based on ability on standards • Model - Fishbowl or think alouds • Tackle material in chunks • Tap prior knowledge: What do you know, not know and want to know? • Give time to talk: Think pair share, walk and talk • Use visual aids
Tier 1 – Question 2
Classroom Standards Report Student Name
Number Correct Percent Correct
LS 2.d
LS 2.c
LS 2.a
LS 2.b
LS 2.e
Student 1
30
100%
100%
100%
100%
100%
100%
Student 2
29
96%
100%
67%
100%
100%
100%
Student 3
13
43%
33%
0%
100%
100%
100%
Student 4
30
100%
100%
100%
100%
100%
100%
Student 5
19
63%
33%
33%
100%
100%
100%
Student 6
30
100%
100%
100%
100%
100%
100%
Student 7
27
90%
100%
100%
100%
100%
100%
Student 8
28
93%
67%
67%
100%
100%
100%
Student 9
25
83%
67%
100%
100%
100%
100%
Student 10
25
83%
100%
33%
100%
100%
100%
26.2
87%
82%
78%
100%
97%
100%
Averages
Common Assessment Reflection Examine data, and identify areas for discussion. Ask: - As a team, which targets from the assessment require more attention? - As a team, which students did not master which essential learning? - As a team, which classrooms require additional support? - As an individual teacher, which area was my lowest, and how can I improve?
What will be your team's plan of action to address the results?
What happened during the conversation you just had? - How was it helpful to teacher success? - How was it helpful to student success?
Classroom Teacher Report Teacher Teacher Teacher Teacher Teacher Teacher F A B C D E LS 2.d
82%
89%
90%
90%
79%
86%
LS 2.c
100%
75%
80%
82%
71%
82%
LS 2.a
100%
100%
100%
100%
73%
95%
LS 2.b
97%
93%
96%
100%
82%
94%
LS 2.e
100%
83%
86%
91%
80%
88%
Class Averages
96%
91%
90%
88%
77%
89%
Tier 1 – Questions 3 & 4
Reteach, Extend and Intervene • Ask your PLC team for help • Direct students to help sessions • Possibly reteach to the entire class • Create ability groups in the classroom for intervention • Use differentiated homework based on areas of weakness • Collect exit slips on standards they are still missing after re-teaching (consider next steps)
Tier 2 – Question 3 & 4
Key “skill” or “will” programs Continued directed help sessions (4-6 weeks) ■ Supervised study hall / after school ■
But what if we try these as well as classroom based interventions and have been unsuccessful?
Tier 3 – Question 3 & 4
Student Services Meeting Team •
Caretakers of the pyramid
•
The SSM can help structure more pointed interventions
•
Provide in classroom support
•
Unlock additional tier two and tier three interventions
•
Chief worriers about kids –
Systematic – Run grade reports
–
Structure explained
Key “skill” and learning gap focused program options ■
Learning Support
■
Reading Language Arts Laboratory
■
Math Lab
Learning Support Class Each hour of the day ■ NOT homework club ■ Diagnostic –treating the causes (executive functioning focus) ■ Can be taken for credit or no credit ■
Reading Language Arts (RLA) Lab Our most intense intervention (RTI full) ■ Attend to community ■ Screeners ■ Progress monitoring ■ Intensive reading interventions ■ NOT an English class but supports their work ■
Math Lab Our most intense intervention (RTI full) ■ In addition to Algebra ■ Attend to community ■ Screeners ■ Progress monitoring ■ Pre-teaching, re-teaching and gap filling ■ Can be taught by learning support or a math teacher ■
Tier 3 – Question 3 & 4
But what is we have attempted every program but the student is still not catching up? The story of Rachel
Reflect – One wow and one wonder
Supporting Evidence But we can’t take time out of our schedule or classes for PLC teams, intervention or RTI to happen. Our community won’t stand for it. Our journey Our research Our results
Supporting Evidence But we can’t take time out of our schedule or classes for PLC teams, intervention or RTI to happen. Our community won’t stand for it. We did and our results have been excellent!
SAS Supporting Evidence
SAS Supporting Evidence
SAS Supporting Evidence
Implementation Ideas
Getting Started
On the blank pyramid, start listing and laying out all of the supports available at your school.
Objectives 1. An introduction to RTI 1. Ideas for implementation 1. Supporting evidence
Why RTI? • No more Sue stories • Deliver on our promise that all kids can learn at high levels • No more wasted potential in our schools
