Essential Components for Successful Implementation:

Resources and the Center for Student Success

Janet Graden and Rita PothCenter Co-Directors

Response to Intervention: A Framework, a System of Instruction and Intervention

• A system of instruction and data-based decision making to maximize student learning and accelerate progress

• An outcomes-driven, school and student improvement model

• Not another way to sort students (“non-responders”)• Even when students are eligible for special education,

we still are responsible for improving progress (AYP)• Not a general education or special education

responsibility – “Every Ed”

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Key Practices within a System of Instruction and Intervention

• Scientifically-based, research-based instruction and interventions, within a multi-tiered approach– Scientifically-based core instruction– Automatic, supplemental intervention– Targeted, intensive intervention

• Data-based decision making for instruction and intervention within and across tiers– Universal screening – Progress monitoring

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Key Practices within a System of Intervention (continued)

• Collaborative problem solving, using teams, at district, school, and grade levels

• Grade-level data teams• Using student performance data to guide decisions

about instruction and intervention – a scientifically-based, self-correcting decision-making model – “how do we know if we are effective, if students are learning?”

• Flexibility in use of resources • Parent involvement

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RtI Big Idea:

Matching instruction and intervention to student need in order to increase student achievement

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Core Beliefs• “All” means all - NO Child Left Behind really means “NO”; Meeting

AYP through RtI! • Student background is considered in determining how to help them,

never as an excuse • Improving the effectiveness of core instruction is basic to this

process• Assessment (data) should both inform and evaluate the impact of

instruction• Beliefs and practices must be supported by research• There is a shared responsibility for student achievement across the

entire school community.• Parents are vital members of the team to support students

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Essential Component 1:Multi-tier Model

National Association of State Directors of Special Education 2005

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Tiers of Instruction and Intervention

Academics Behavior

Adapted from OSEP Effective School-Wide Interventions

5-15% Targeted Interventions5-15% Targeted Interventions

1-5% Intensive Individualized Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Instruction

80-90% School-Wide Instruction

Decisions about tiers of support are data-based

A B

CDE

F

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How the Tiers Work• System-wide Goal: Most (80-90%) students

successful with Tier 1 support, supplement as needed

• Goal for individual students: Increase level of support (Tier level) until you identify an intervention that results in a positive response to intervention

• Greater the tier, greater the support and intensity• Tier is not a place, label, or support person – it is

intensity of support to meet success

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Instructional Decision Making at Tier 1

– What tools, methods and strategies are used to deliver the instruction?

– Are scientifically-based practices used?– Is use of time and resources (e.g., teaching

staff) effective and efficient?– Is instruction aligned with state standards?– Is there evidence that instruction is driven by

student performance data?

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Effective Intervention Practices within RtI (Research-Based and in Ohio

Guidance)• Research-based interventions• Aligned with core instruction and state standards• Correctly targeted to skill needs• Explicit instruction in the skill • Appropriate level of challenge• Sufficient opportunity to practice and respond• Immediate feedback on performance• Progress monitoring to determine effectiveness

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Necessary Components for Effective Implementation of a System of

Intervention• Effective school practices• Data system for assessment (universal screening, progress

monitoring, data-based decision making)• Collaboration in planning and implementation• Administrative leadership• High quality, imbedded professional development for

sustained implementation of practices• Participation of all key constituencies in planning• Flexible system of support – flexible use of resources,

people, schedule, etc.

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Sustained Implementation13

• Consensus Building

• Developing an Infrastructure

• Implementation

A process that takes 3-5 years for full implementation!

Blueprints guide planning (www.nasdse.org)

Necessary at district and building levels

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Are You Ready for a Comprehensive System of Instruction and Intervention?

• Do you have administrative support with collaboration of general, remedial and special education as first step?

• Do you have in place evidence-based core curricula and effective instructional practices to meet the needs of all students?

• Do you do universal screening of all students? • Do you provide flexible groupings and automatic

intervention for those not proficient in Tier 1 screening?• Do you use resources flexibly, based on student needs

(versus traditional roles, “we’ve always done it that way”)

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Readiness Questions and Indicators

• Do we believe all children can learn?– Do we have high expectations for all children?– Do we use differentiated instruction to meet

the needs of diverse learners?– Do we use “excuses” for student

achievement, such as “laziness,” “parenting,” etc.?

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Readiness Questions and Indicators

• Are we committed to scientifically-based instruction?– Do we use instruction that is based on research?– Do we use effective strategies that include

differentiation?– Do we use progress monitoring data to assess the

effectiveness of our instruction?– Do we make instructional changes based on our

analysis of student progress data?

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Readiness Questions and Indicators

• Do we have a school-wide approach to literacy?– Do we screen all students three times per year to

assess literacy proficiency?– Do we quickly identify students with deficits and

provide automatic skill instruction to them?– Do we have a school-wide (not just class-wide)

approach to literacy instruction?– Are teachers supported with high quality, sustained,

and imbedded professional development?– Do we have tiers of scientifically-based and research-

based literacy instruction and intervention?

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Readiness Questions and Indicators

• Who is involved?– Do we have representation among general educators

and special educators?– Have we included key resource staff including speech

and language pathologists, school psychologists, curriculum specialists, etc.

– Can all educators explain the approach and the rationale for it?

– Are parents involved and do they understand the key ideas?

– Do school administrators lead efforts and provide support and resources for implementation?

Support for RtI Implementation

• Center for Student Success• Overview and goals• Web tour

Professional Development

• Use of new technologies to support professional development

• E-learning opportunities

How can the Center support your needs?

• Interfacing with district needs• Building plans and local professional

development plans• Opportunity for dialogue

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Resources: Scientifically-based and Research-Based Instruction and Intervention• Research-Based Instruction

– US DOE What Works Website: www.whatworks.ed.gov

• Reading– http://reading.uoregon.edu.curricula– www.fcrr.org– www.texasreading/org

• Targeted Interventions– www.interventioncentral.org– www.fcrr.org

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Resources for Tiered Approach and RtI

• Resources and tools:– US DOE Use of Title and IDEA funds to

support RtI: www.ed.gov/programs/titleiparta/08-0398.rti.pdf

– NASDSE: www.nasdse.org– RtI Resources: www.rtinetwork.org– National RtI Center: www.RTI4Success.orgPositive Behavior Support:– www.pbis.org

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Resources: Data Systems

• DIBELS– http://dibels.uoregon.edu

• Curriculum Based Measurement– AIMSWEB – www.aimsweb.com

• Progress Monitoring– National Center on Student Progress

Monitoring– www.studentprogress.org