Response to Intervention
Module #1: Teaching and Learning
Presented by:
Brent Johnson
Instructional Director
Agenda
1
Overview of Response to
Intervention
Purpose and Components of
RTI
4
Teacher Methodology of RTI
Practices
Tell Us About Yourself!
What is your name?
What is your role? (i.e.
Teacher/grade, principal, coach,
etc.)
How long have you been in
education?
Who is Brent Johnson?
Instructional Director for NAEP
Special Education Teacher for Gwinnett County Public Schools
and Atlanta Public Schools 2013-2017
B.S. Educational Studies from Bethune-Cookman University
Master of Arts in Teaching in Special Education from Georgia
College and State University
Education Specialist in Media with a concentration in
Instructional Technology from the University of West Georgia
National Academic Educational Partners
NAEP
GETS
RESULTS
National Academic Educational Partners
Our Track
Record
• NAEP has implemented its solutions all over the nation with proven
results and increased student achievement data.
Our People
• Our people have lived educational reform. Let our proven practitioners
become your greatest resource and accelerate your student outcomes.
Customization
• No educational challenge is the same. NAEP customizes its solutions to
optimize your RESULTS.
True
Collaboration
• With NAEP, you are NEVER ALONE. We don't simply deliver a solution,
we implement it WITH you side-by-side.
“An intervention without progress monitoring is just
an activity.”
― Warren Bemis
Activity: 3 minutes
•What does this quote mean
to you?
•Turn and talk with a peer to
discuss it.
•Prepare to share with the
group.
Objectives
Participants will be able to..
1
Analyze the RTI model and gain an understanding
of each tier.
2
Understand the benefits of RTI and potential
barriers to student success.
3
Define the RTI framework and key vocabulary
associated with RTI.
1
8
What were the district RTI report findings?
Areas of strength
1.Evidence of a RTI leadership team.
2.Implementation of an evidencebased universal screener
(DIBELS).
3.Conversation held around data
points used to identify at-risk
students.
4.Leadership team is in place and
each member has various roles
within the school.
Areas for improvement
1.RTI 101: Common understanding
of RTI framework.
2.Common RTI Language
3.Clear understanding of
differentiation vs. evidence-based
interventions.
4.Knowledge of fidelity of
interventions.
5.Infrastructure for supporting RTI
(Defined role of the RTI team
members).
NAEP Professional Development
Schedule Overview
Needs
Ensuring
Assessment
Equal Access
Completed 2/13-2/17
Teaching and
Learning
Whole Group: 2/27-3/3
First Individual Coaching Session: 3/13-3/17
Second Individual Coaching Session: 3/27-3/31
Ensuring
Equal Access
Whole Group: 4/10-4/14
First Individual Coaching Session: 4/24-4/28
Second Individual Coaching Session: 5/8-5/12
Assessment
Assessments
s
Whole Group: TBD
First Individual Coaching Session: TBD
Second Individual Coaching Session: TBD
2017 Calendar
Case Study #1
Read Case
Study #1
(Handout #1)
H1a
What are Jean
Paul’s
challenges?
Jean Paul is an 8th grade student at D.W. Rogers Elementary
School. He emigrated from Haiti when he was in the second
grade. Jean Paul currently reads on a 3rd grade reading level. He
has difficulty comprehending text on his grade level unless the
text is read to him. Jean Paul also has difficulty solving multistep word problems and complains that he doesn’t understand
what he is supposed to do to solve the problems. Jean Paul
does not complete assignments and does not turn in homework.
Jean Paul hasn’t received any support outside of some
differentiation from his teacher. He is currently on track to
receive a failing grade in reading and math.
What could be
some barriers to
his success?
12
Case Study #2
Read Case Study #2
(Handout #1)
H1b
What differences do you
see in the supports he
received compared to
Case Study #1?
What process do you
use to support
struggling students
like Alexander?
Alexander is a 4th grader at Mary Mcleod Bethune Elementary
School. Alexander is currently reading on a 1st grade reading
level according to the recent STAR report. Alexander’s teacher,
Ms. Clark, noticed that he takes several minutes to start
assignments, does not like to read aloud, and has challenges
reading his sight words. During her student centers, She pulls
Alexander with a small group of other struggling students or
independently to provide him more intensive instruction. She
uses her pretest and posttest data to make decisions about her
small group or individual instruction. She reports her findings to
her assistant principal and academic coach to get support with
Alexander.
13
The Purpose of “Look Fors”
Self-Assessment &
Progress Monitoring
• Teachers are able to selfassess the implementation of
newly acquired competencies
with fidelity and a real-life
understanding of what needs
to change in the classroom.
This presentation will
consist of a set of
important information
that is a connection to
the RTI district report.
Consistent Teacher
Vocabulary
Skill Transfer & Support
Allocation
• Teachers can speak to each
other with real, applicable, and
consistent practitioner
vocabulary ensuring that
department and district wide
efforts are aligned.
• District and school-site
supervisors will have a
calibrated perspective on
whether the professional
development and skills
transferred therein has actually
transferred into the classroom
allowing for optimal allocation
of additional support when
necessary.
Each of these Look
Fors were identified as
areas of growth on the
report.
A magnifying glass on
a slide means that this
is a Look For.
14
Key “Look For” for This Session
Key Look
For
3.3) All staff understand that RTI is a framework
to prevent all students, including students with
disabilities, from having academic problems.
Activity: Barriers to Success
Let’s have a RTI talk!
Select a low performing student in your class.
Consider all of the student’s areas of weakness
and strengths. Think about all of the strategies
you have used to support that student.
Share the details of that student with a partner.
Your partner will listen and come up with some
reasons that could serve as barriers to their
success.
16
Individuals with Disabilities Act
The Individuals with Disabilities Education Improvement Act of 2004
(IDEA 2004) is a United States law that mandates equity, accountability
and excellence in education for children with disabilities.
This Act changes many sections of the statute to reflect
new ideas around learning disabilities and the strategy
called response to intervention or RTI.
17
What is RTI?
H2
RTI is an assessment and
intervention model that enables
schools to deliver sound instructional
methods to students who might
otherwise “fall through the cracks.”
A data-based method to determine
the level of a student’s response to
interventions that range from
universal (those provided to all
students, e.g., core reading program,
core discipline program) to intensive
individually delivered interventions.
18
Why Should Schools Use RTI?
Nationally 30% of
students do not graduate
on time.
Every year 1.3 million
students do not graduate
with their peers. That
means every school day
we lose 7,000 students.
68% of high school
students graduate
unprepared for college
and 53% of college
students enroll in
remedial level courses.
19
Reason To Use RTI
A national survey of school psychologists found that
75% of respondents endorsed RTI as a better method for
identifying a reading disability.
RTI can be used to
identify students with
learning disabilities
(SLD) for special
education services.
RTI focuses on all
students.
Serves as an early
intervention system.
Uses data to drive
decision making and
teacher instruction.
Limits
overrepresentation
in special education.
20
Speaking the
Language
How did the Lesson Design aid in
the master of the objective?
21
The RTI Pyramid
H3
The RTI Pyramid shows
each tier, or level, of
RTI. All students start
in Tier 1.
After receiving the
Universal Screener,
students either stay in
Tier 1 or move to Tier 2
based on the findings of
the universal screener.
RTI Activity
Your envelope
contains the
steps of the RTI
process
From your
understanding of
RTI put the steps
in order
Which steps do
you feel you
would need the
most support in?
Which steps do
you feel you
would need the
most support in?
24
Implementation of RTI
Create/Update the master
schedule to reflect the
dates for the universal
screener, benchmarks,
and other tests.
Conduct
screeners/benchmarks.
Collect and interpret
universal screener data.
Group/tier students
according to the data.
Develop a monthly
schedule for
interventions for each
tier.
Identify research-based
interventions to use to
support students.
Meet with Tier 2 students
to give small group
interventions.
Progress monitor to
determine the
effectiveness of the
intervention/instruction.
Report findings to the
RTI team.
Brown-Chidsey, R. & Steege, M.W. (2011). Response to intervention: Principles and strategies for effective practice 2nd edition.
25
There are levels to this..
• All students receive tier 1
support
• Evidence-based
differentiated instruction in
the general classroom
setting
• Guided by progress
monitoring (benchmarks)
• Implemented for minimum
of 4 weeks
Tier 1
Tier 2
● Students experiencing
academic and/or
behavioral difficulties
• Identified through progress
monitoring data
• Instruction that uses
established intervention
protocols (evidence-based,
data driven)
• Frequent progress
monitoring
• Tier 1 strategies continue
• Implemented for minimum
of 6 weeks
• Students participating in the
Student Support Team
• Individualized assessment
and interventions
• More frequent progress
monitoring
• Tier 1 strategies continue
• Time/intensity of
supplemental instruction at
Tier 2 increases
• Implemented for a minimum
of 8 weeks
Tier 3
26
Scheduling
After the universal
screener, put your bottom
10% of students in Tier 2
Deliver Tier 1 and Tier 2
Interventions for 4 weeks
before adjusting the
intervention.
Support your Tier 1 and
Tier 2 students according
to your schedule
Progress monitor these
students to determine the
effectiveness of the
intervention/instruction
After collecting 8 data
points, determine
placement with the RTI
team
27
RTI Support
Using Differentiation vs. Using Evidence-Based Interventions
Differentiation
• Use of student centers: homogeneous/heterogeneous
• Lessons planned for delivering instruction designed to meet
individual student learning needs.
• Multiple resources provided for instruction
• Students are assessed in multiple ways
• Multiple student learning styles are evident.
Evidence-Based Interventions
• Ongoing assessments and diagnostic tools given to determine
learner needs.
• Supported by expert opinion as appropriate for remediation of a
deficit area.
• Targeted assistance based on progress monitoring
• Matches curricular materials and instructional level.
• Delivered by a classroom teacher, interventionist, or other
specialized teacher.
• Delivered in a small group or intensive one on one segment.
28
Activity: Classroom Observation
Video: 10 min, 56 sec. Answer questionnaire: 10 min. 5 minutes to share with a peer.
29
Modeling: Evidence-Based
Interventions
Reading
Intervention: Paired
Reading Activity
(Tier 1 or 2)
Organizational
Intervention:
Chunking (Tier 1,
2, or 3)
15 minutes
Math
Intervention:
Number Talk
(Tier 1)
30
Teacher Accountability
Data Talks
Progress
Monitoring
Delivery of
Interventions
Lesson Plans
Common
Assessments/
Planning
Fidelity of
Interventions
Communication
with the RTI
Team
Formative and
Summative
Assessments
Data Wall
31
BRINGING IT ALL TOGETHER
Next Steps: Teachers
Put your students into
homogeneous groups. Develop
differentiated student centers
for each group.
Implement one strategy you
plan to use to support their Tier
2 students.
Begin having a common
planning and creating common
assessments.
33
Feedback
Please complete the feedback
forms before you leave.
34
BRENT JOHNSON
BJOHNSON@NAEPARTNERS.ORG
Activity: Case Study Tiering 5 minutes
Review the
sample STAR
Math and STAR
Reading reports
Highlight the
bottom 10%
according to
the data.
Place the students
into Tier 1 and Tier
2 groups based on
the data.
36