Implementing
Response to
Intervention
in Charter Schools
Jennifer Berger, Ed.S.
Dia Davis, M.A.
Betsy Lazega, Ed.S.
Outline
 Overview of PS/RtI
 Teams and Roles
 Resource Mapping
 Using Data to Drive Instruction/Intervention
 Data- What, Why, When
 Scheduling Intervention
 Fidelity
 Parent Involvement
 Strengths and Weaknesses
RtI in Charter Schools
Includes:
Academics, Behavior, and
Enrichment
Tier III (Core + Supplemental + Intensive
Individual Instruction)
For Approx 5% of Students…to obtain (if below) or
exceed (if above) benchmarks
Tier III is considered effective if students increase
needed skills or accelerate beyond expectations.
Tier II: ( Core + Supplemental)
For approximately 20% of students…to achieve (if below) or
exceed (if at or above) benchmarks
Tier II is considered effective if at least 70-80% of students
improve performance (i.e., gap is closing towards benchmark or
students are exceeding benchmarks).
TIER I:
Goal: 100% of students achieving or exceeding benchmarks
Tier I is considered effective if at least 80% or more of the students are meeting
or exceeding benchmarks with access to Core/Universal Instruction.
4
Adapted from Brian Gaunt
Florida Law
6A-6.0331 General Education Intervention Rule
Schools must provide coordinated general
education intervention procedures for any student
who needs additional academic or behavioral
support to succeed in general education
classroom.
Tenants
Monitor the
effectiveness
Identify
Select &
implement
researchbased
interventions
Analyze
Traditional
vs.
Response to Intervention
Intervention
J
L
Intervention
Traditional
Intervention
Response to
Intervention
J
L
Monitor
Progress
Intervention
J
L
J
L
Consider ESE
Monitor
Progress
Intervention
J
General
Education
Consider ESE
If
necessary
A Shift in Thinking
The central question is not:
“What about the students is causing the
performance discrepancy?”
but
“What about the interaction of the curriculum,
instruction, learners and learning environment
should be altered so that the students will
learn?”
This shift alters everything else
Ken Howell
How do you KNOW if instruction was working for all
students?
Student
Grade Level
Jared
Standard
9
RtI…
IS NOT:
IS:
• A way to avoid
special education
placement
• A process designed
to maximize student
achievement
• A hoop to jump
through to ensure
special education
placement
• Focused on
outcomes
• About student
progress
Teams & Roles
Problem Solving Leadership Team (PSLT)
Professional Learning Community(PLC)/Teacher Team
Specialty PSLT/Tier 3 Team
Teams & Purpose
PSLT (Core):
• School-wide
universal screeners,
attendance data,
behavioral data
Teacher Teams
(Supplemental):
• Grade level
assessments, grade
level attendance,
grade level behavior
Specialty PSLT
(Intensive):
• Student
assessment,
behavior/attendance
data and
comparison data
Video- Teams
Resource Mapping
Resource Mapping
What is it?
• The process of aligning resources to achieve goals
for student success at each level of support
Why do it?
• Collaboratively establish an inventory of resources
available to our school to help students succeed
Where do we find resources?
Teachers
School
District
Community
What do you mean by
“resource”?
People
Materials
Time
Assessments
Technology
Resource Mapping
Resource
Maps are
created for
academic
areas as well
as for
behavior.
Resources
available at
each tier level
are included.
Resource Maps
Using Data to Drive
Instruction/
Intervention
Data Walls & Rooms
Purpose
Construction
• Visually track student data to
improve student academic
achievement and group students
based upon instructional need.
• Data walls are sorted by grade level
and/or subject area:
• Each teacher on the team has a
different color post-it note.
• Student data are recorded on the postit note and a representative from the
PLC moves each student’s post-it note
to reflect their progress.
..
School-wide Data Room
23
Science School-wide Goal from
School Improvement Plan
School Target
Proficiency
line
The graph is created based on the measures of the test. In this
example, we marked the proficiency line as given by the district
as well as our own “target” line.
25
26
Classroom-based DRA
Data Wall
Secondary Electronic Data Wall
INTERPRETING THE DATA WALL
Chron
Age
Under Age
for Grade
FCAT DSS Rdg
2008 - 2009
FCAT Level
FCAT DSS FCAT Level
Performance
Rdg
Math
Math
on FAIR
2008 - 2009
2008 - 2009 2008 - 2009
Rdg DSS
Ranges for Level 4 or 5
Levels 4 and 5
UnEx.
Abs
Suspensions
District
GPA
Under Age
for Grade
Math DSS
Ranges for
Levels 4 and 5
Appropriate
Age
for Grade
Math DSS
Range for
Level 3
0 to 5
0 to 5
3.0 to
3.99
4.0 or >
No
Appropriate
Rdg DSS Range
Age
for Level 3
for Grade
Level 3
PRS or FSP
≥ 85
Yes
1 Year Over Age Rdg DSS Range
for Grade
for Level 2
Level 2
PRS or FSP 1 Year Over
Between 16
Age
and 84
for Grade
Math DSS
Range for
Level 2
6 to 10
6 to 10
2.0 to
2.99
Level 1
2 Yrs or
More Over
Age
for Grade
Math DSS
Range for
Level 1
11 to 15 11 to 15
1.0 to
1.99
2 Yrs or More
Rdg DSS Range
Over Age
for Level 1
for Grade
PRS or FSP
≤ 15
Total
Credits
Earned
16 or
more
16 or
more
0 to .9
Determined by the time
of the school year.
Overage
for
Grade
Video of Virtual Data Wall Using
and Interactive Smart Board
Click..\Virtual Data Wall.wmv to Play
Setting Goals
Identify the intervention
goal or target that you
want the student to
attain.
Goals in tiers 2 & 3 should
be short term (e.g., next
benchmark assessment
period).
Goals
Goals have 2 components:
• 1. Level of performance desired.
• 2. Time within which that level
can be attained.
Goals should be ambitious
but reasonable.
SMART Goals
 Strategic
 Measurable
 Attainable
 Results based
 Time-bound
 AND with ….
 Built in Accountability
• Conzemius & O’Neill
Data
What? Why? When?
Types of Assessment
Screening and
Benchmark
• Which of our
students might
possibly need
additional
assistance in
order to be
successful
academically?
Diagnostic
• What are the
student’s
academic
strengths and
instructional
needs?
Progress
Monitoring
• Is learning
happening?
Outcome
Assessment
• Did our
students make
progress
towards
meeting the
standards?
Progress Monitoring Tools
Core
• Running Records
• DRA-2
• FCAT Weekly Practice
Tests
• Chapter tests
Intervention
• Fluency-based assessments
• FCRR OPM
• Monthly assessments from
research-based computerized
programs (e.g., istation)
• Read 180 assessments
• EasyCBM
Video- Using Data
Scheduling
Building in Time for Intervention/Enrichment
Master Schedule
Based on the least restrictive impact on core subjects
Establish a year-long timeline including:
 coordinator/interventionist meetings
 bi-weekly team meetings
 data analysis checkpoints
Video-Scheduling
Sample Schedule
Fidelity
Monitoring the integrity of implementation
Research Shows…
Lack of implementation
fidelity might result in a
practice or program being
less effective, less efficient,
or producing less predictable
responses.
(Wilder, Atwell, & Wine,
2006; Noell, Gresham, &
Gansle, 2002)
When programs
implemented with fidelity are
compared to programs not
implemented with fidelity, the
difference in effectiveness is
profound. Those
implemented with fidelity
yield average effect sizes
that are two to three times
higher.
(Durlak & DuPre, 2008)
Questions Addressing Fidelity
Who:
• is responsible for delivering the
instruction/intervention?
• is available to provide guidance or assistance?
What:
• are the roles of teachers, support personnel, school
coaches, and administrators?
• will we do when the interventionist/teacher is absent?
How:
• will we proceed if a lesson is missed or interrupted due
to schedule alterations (e.g., a fire drill, field trip,
assembly)?
Instructional Fidelity
Interventionists should:
 Be adequately trained.
 Adhere to the instructional procedures (e.g.,
implement among groups of the appropriate
size).
 Implement as frequently as recommended by the
publisher (e.g., daily, three times per week).
 Implement for the recommended amount of time
(e.g., one semester, one academic year).
 Skillfully implement the instructional procedures.
Who Conducts Fidelity Checks?
A trained:
Coordinator
Teacher
Administrator
That can:
•collect & analyze data
•observe and conduct interviews with
interventionists & students receiving
instruction/intervention
•attest to the quality of the intervention
Resource
Person
Formats of Fidelity Checks
AREAS TO
CONSIDER FOR
ASSESSMENT
FORMATS
•
•
•
•
•
•
Direct Observations
Rating Scales
Permanent Products
Interview
Self-report
“Scripted”
Interventions
•
•
•
•
Adherence
Exposure
Quality of Delivery
Program
Differentiation
• Student
Responsiveness
Parent Involvement
Parent Involvement
Meaningful and effective involvement is critical
Parents must understand that RtI:
is relevant and
beneficial to all
students,
regardless of
placement.
seeks to find out
what specific
instruction and
interventions work
best for their child.
is not a categorical
system that
students must
progress through
laterally to become
eligible for special
education.
does not override
other rights under
IDEA.
How to Involve Parents at Core
Review school-wide data and goals with
the Student Advisory Committee (SAC)
and Parent Teacher Association (PTA)
members.
Include information about school-wide
data in parent newsletters.
Post school-wide data in a visible place
on campus.
How to Involve Parents in
Intervention
Tier 2: Invite parent to attend
parent conference and/or PSLT
meeting; solicit input in a formal
manner if unable to attend.
Tiers 2 & 3: Invite parents to
participate in meetings and/or
receive any of the data that is used
by the team with a summary of the
meeting in writing accompanied by
a follow-up telephone call and/or
parent/teacher conference.
Strengths and
Weaknesses
RtI in Charter Schools
Activity
Strengths
Weaknesses
Strengths
Willingness to think outside of the box
Different models and approaches to learning
Less students, smaller staff creates a greater
sense of community
More individualized approach
More parent involvement
Flexibility in scheduling
Weaknesses
Limited resources- personnel, materials
Specificity when progress monitoring (what to use,
what to measure)
Intervention materials/resources may be less
accessible
Maintaining communication with district resources
Video-The Importance of RtI
RtI Resources
Florida Center for Reading and Research
http://www.fcrr.org
Florida Inclusion Network
http://www.floridainclusionnetwork.com
Florida Response to Intervention (sponsored by FLDOE, BEESS, & others)
http://www.florida-rti.org/
National Center for Response to Intervention (US DOE & American Institute for Research)
http://www.rti4success.org/
The IRIS Center (Vanderbilt Univ, Claremont Grad School, TA&D, IDEAS that Work)
http://iris.peabody.vanderbilt.edu/
RTI Action Network (National Center for Students with Learning Disabilities)
http://www.rtinetwork.org/
Curriculum Based Measurement
www.easycbm.com
RtI Resources
What Works Clearinghouse
www.whatworksclearinghouse.org
Positive Behavior Support
http://flpbs.fmhi.usf.edu
Guiding Tools for Instructional Support
www.florida-rti.org/_docs/GTIPS.pdf