Our RtI blog was originally designed to increase your understanding of Response to Intervention (RtI) as well as to provide valuable information on the process.   We hope that you have learned as much as we have in the process of exploring the Maryland Response to Intervention Framework.   Here are some final thoughts that we hope  you take away from this RtI blog for which you can incorporate into you own instructional role.

Top 10 Ideas to Take Away from the Response to Intervention Blog

Response to Intervention (RtI) practices are viewed as an educational reform model that emphasizes the provision of high quality teaching and learning experiences for all students, in all grades, and in all classrooms. RtI is a general education process of providing high-quality, research-based instruction and intervention matched to student need. 

A Response to Intervention process serves as an instructional framework that guides instruction for all students via supports and scientific, research-based interventions that can be embedded within school improvement efforts.  Within a systemic plan it is essential to include a data-driven decision-making process based on the individual child’s need.

Response to Intervention and current instructional research support tiered instructional delivery approaches that address the needs of struggling learners early and often as an effective approach to instruction.

The tiered instructional approach and response to intervention framework were designed to improve the quality of instruction and interventions provided for all learners, especially those who struggle meeting the same standards as their peers.

Each tier within a Response to Intervention framework defines the level, intensity and type of instruction and support required for student progress toward grade level standards and the intervention target goals. The tiered instructional approach in Maryland schools includes three instructional tiers that represent a flexible and fluid process of supplementing instruction with increased or decreased intensity based upon on-going assessment and analysis of student progress through data-based decision-making.

In the RtI process, students may receive multiple tiers of instructional support at any given time. For example, a student may be receiving general education (Tier 1) core instruction in one subject area such as reading while receiving (Tier 2) supplemental instructional support in mathematics.

A Response to Intervention process consists of universal screening of students’ academic achievement, ongoing assessment and analysis of progress toward grade level standards, use of problem-solving teams to make decisions, and implementation of scientific, research based instruction and interventions.

Universal screening within the tiered instructional approach involves administering cost-effective, short, quick, and easy to administer assessments that are aligned to the curriculum and measure specific skills a student has achieved.  Universal screening, administered at regular intervals throughout the year, enables school staff to evaluate a student’s performance relative to his or her peers and the mastery of grade level curriculum expectations. 

In the Response to Intervention framework, assessment is used to inform instructional match. The process includes evidence-based screening tools, diagnostic information, and regular progress monitoring so that students who are having difficulty will be able to achieve grade level standards.

Although other jurisdictions have used RtI to replace the I.Q. discrepancy model for determining the presence of a learning disability, CCPS does not use RtI to identify students for special education services.

Previous Information Blasts provided an in-depth look at Tier I and Tier II of the RtI 3-Tier model.  This month provides an overview of the components in Tier III.

Students not making adequate progress with Tiers 1 and 2 supports are identified by the decision-making team to receive specifically designed individualized interventions that extend beyond the instruction that has been provided. Tier 3 interventions may or may not differ from those provided in Tier 2, depending on local design of the tiered instruction; however, delivery of instruction at this level is more intense in frequency and duration. In addition, Tier 3 support involves more frequent progress monitoring (i.e., daily or as needed).

Tier 3 Components:

Tier 3 interventions can result in successful progress that makes Tier 1 or Tier 2 instruction appropriate for the individual student. If sufficient progress does not occur, continued implementation of Tier 3 instructional interventions and supports may be warranted.

Suggested School Activity:

Your school staff is made up of many individuals who may offer a variety of skills.   For this month’s activity, assess the staff in your building.   Identify any specific strengths, training, and/or knowledge of your staff and determine possible ways to utilize your staff in different roles to support classroom instruction.

Previous Information Blasts provided an in-depth look at Tier I of the RtI 3-Tier model.  This month begins an in depth examination of the components in Tier II.

For some students (5-10%), the foundational level of support provided in Tier 1 is not sufficient. These students will require supplemental interventions.  Targeted interventions with specified instructional approaches and curriculum should be implemented to develop skill mastery.  Student success is contingent on a consistent match of effective explicit instruction to student needs.  Students who continue to demonstrate learning difficulties will be discussed by a decision-making team in consideration of Tier 2 interventions and support.

Supplementary interventions are implemented in addition to core instruction.

Supplemental Interventions are:

• Implemented in addition to core instruction
• Delivered in groups of 2-4 students
• Taught in 30-60 minute time blocks, 3-5 times per week
• Progress monitored 1-3 times per week
• Provided by highly qualified teachers

When data indicate that a high percentage of students (more than 10%) are not progressing, then school-wide or group problem-solving should occur, which may include evaluating the core program to see if it should be revised or replaced.  Based upon your school’s data, are 80-90% of your students progressing?

Progress Monitoring

This month provides an overview of continuous progress monitoring  within the RtI framework.

According to the National Center for Progress Monitoring (2007), progress monitoring is a scientific, research-based practice  that is used to assess students’ academic progress and evaluate the effectiveness of instruction.  Progress monitoring can be implemented with individual students or an entire class, grade level or school.

The purpose of continuous progress monitoring is to:

1. identify the student’s current levels of performance,
2. establish educational goals for improving learning outcomes, and
3. measure the student’s academic performance on a regular basis (e.g., weekly or biweekly).

The measurements should be valid and reliable as well as quick and easy to administer. Progress monitoring data should provide a picture of the student’s performance and rate of growth to inform immediate instructional and curricular changes so that every student reaches proficiency in the targeted skill area(s).

Continuous progress monitoring, when implemented with fidelity, offers the following benefits:

• accelerated learning because students are receiving more appropriate targeted instruction;
• data-based instructional decision-making;
• documentation of student progress for accountability purposes (individual, subgroup, class, grade, content, and school);
• more timely communication with families and other professionals about students’ progress;
• clearer expectations for all students by teachers and parents/families.

Suggested School Activity: 

The CCPS RtI Task Force is committed to continuous progress monitoring of your understanding of the RtI model, specifically Tier 1.  This month’s activity is to review and discuss previous information blasts as a school team and submit your questions and comments to us by clicking on the “comments” link below.

TIER I:  UNIVERSAL SCREENING

 Universal screening  within tiered instructional delivery involves administering cost-effective, short, quick and easy to administer assessment items (probes) that are aligned to the curriculum and measure specific skills a student has achieved. 

The most useful screening measures identify students who need closer monitoring or additional interventions, are practical to administer, and accurately identify low achieving students.

The purpose of universal screening is to identify all students who may be at-risk for academic difficulties.  Universal screening is conducted at regular intervals, usually three times per year or each fall, winter, and spring.  Universal screening enables school staff to evaluate a student’s performance relative to his or her peers and the mastery of grade level curriculum expectations.

Universal screening should also address behavior since there is such a close relationship between academic difficulties and behavior difficulties.  This screening process assists in early identification and intervention for students with behavioral needs.  For example, CCPS’ implementation of Positive Behavioral Interventions & Supports (PBIS) provides school-wide data to help guide decisions about the design and management of universal behavioral supports.

Source:  Maryland’s Response to Intervention Framework

January’s Suggested Activity:

How is your school currently identifying students who may be “at-risk” for academic and/or behavioral difficulties?  How does your current practice match the definition of universal screening?

An overview of the RtI 3-Tier model was introduced in the October blog.  Discussion of Tier I components began in November. This month continues an in depth examination of the components in Tier I.

Tier 1: Core Curriculum and Differentiated Instruction

Tier 1 is high quality, scientific, research-based or evidenced-based general education classroom instruction.

Tier I Components

Size of Instructional Group: Whole class: including flexible grouping and differentiation; small needs-based groups (usually no more than 6 students); or can be individualized to meet the needs of one student

Frequency of progress monitoring:  Ongoing formative assessments offer opportunities for monitoring student achievement during daily instruction. Assessment timetables may vary depending on the age of the students and/or the skills measured;  fall/winter/spring or end-of-marking period benchmark assessments are common.  Assessment of foundation skills such as basic reading, writing, and mathematics skills should occur more frequently (e.g., weekly or bi-weekly).

Duration: Determination of duration is based on: expected rates of skill acquisition; the determined benchmarks for success; and data driven summative assessment of the student’s response to the core program of instruction or intervention when implemented with fidelity.

High Quality teachers: Tier 1 instruction is provided by teachers of core content who are “highly qualified” as defined by No Child Left Behind, and who are knowledgeable in all aspects of the curriculum.

Mastery requirements of content: Content mastery determinations are made relative to cut points identified on criterion-based screening measures and continued growth as demonstrated by routine progress monitoring.

To further gain knowledge of Tier I components, please refer to the  Maryland Response to Intervention Framework and review pages 12-14.

Suggested School Activity:  As a school, discuss where you believe you are with Tier I instruction?   You may want to use the attachment to reflect upon what is already in place at your school as well as what some next steps might be.

Tier_I_Implmentation_Chart__2[1]

An overview of the RtI 3-Tier model was introduced in the October blog (see ‘Previous Information Blasts’).

This month begins an in-depth examination of the components in Tier I.

 Tier I:  Core Curriculum and Differentiated Instruction

Tier I instruction is for ALL students.  ALL instruction begins at Tier I.

 At Tier I, core curriculum is delivered with fidelity in the general education classroom setting.  In Carroll County Public Schools, the core curriculum is the Maryland State Curriculum, formerly known as the Maryland Voluntary State Curriculum (VSC).  

 At Tier I, instruction delivered by the classroom teacher is differentiated to provide an instructional match for all students.   Differentiated instruction must be seen as the foundation of RtI.

 When planning for differentiated instruction, teachers consider:

• Instructional strategies/approaches
• Materials/resources
• Learning environment
• Groupings
• Time/scheduling
• Learner style/preference
• Student engagement

November Activity:   Have each colleague bring a recent lesson plan to share.   Identify ways that each lesson incorporates the above differentiation factors.  Think about ways that the lesson plan could be revised to better meet the needs of individual students.    You can use the attached resource to guide your discussion.

Questions_for_Teachers_Planning_DI_(BRAIN)

The RtI Task Force’s goal for the 2009-2010 school year is to create an awareness of RtI and make connections to best practices in place in CCPS that support student achievement.   The RtI process includes decision-making teams that use a problem-solving method and frequent formative assessments to assist in  the selection of appropriate instructional interventions, similar to the process already utilized by Instructional Support Teams, or IST in CCPS.

Although there may be different applications of the RtI process, RtI  is generally depicted as a 3 Tier Model approach to support achievement for all students.

 The 3 Tier Model of RtI:

Tier I – utilizes the provision of general screening and group interventions that usually represent the core instructional program.  If this instruction is adequately differentiated, it is expected that 80-90% of the students will respond and achieve established benchmarks.  Assessments typically occur three to four times per year.

Tier II – if students do not make adequate progress in Tier I, more intensive services and targeted interventions, usually in a smaller group setting, are provided in addition to the instruction in the general curriculum.   Student progress is monitored more closely, at least bi-weekly, and the selected research-based interventions could last approximately six to ten weeks if implemented with fidelity.

Tier III – students not making adequate progress with Tier I and II  supports are identified by the decision-making team to receive specifically designed individualized interventions that extend beyond the general curriculum and previous instruction that has been provided.  Tier III interventions may or may not differ from those provided in Tier II, depending on a school’s design of tiered instruction; however, delivery of instruction at this level is more intense in frequency and duration.  In addition, Tier III support involves more frequent progress monitoring – at least weekly and possibly more frequently.

Suggested School Activity:

Think about the current instructional practices and/or interventions  in your school.  How do your instructional practices and/or interventions fit into a three tier model.? 

You may wish to use the following chart to guide your discussions:  

RTI Blank Tier Chart 9.09

This RtI blog is designed to increase your understanding of Response to Intervention (RtI) as well as to provide valuable information on the process.  Questions posed on this blog may be included in the Frequently Asked Questions section or may be the subject of future blogs. 

Question:  What is RtI?
Answer:  Response to Intervention is a general education process of providing high-quality, research based instruction and intervention matched to student need.   The process includes continuous progress monitoring to assist in decision making regarding the need for academic and/or behavioral instructional change.

Key Features of RtI

• RtI is primarily a general education initiative designed to address the needs of struggling learners early in their educational experience. 
• RtI is based on a problem-solving model that uses data to inform decision-making.
• RtI interventions are systematically applied and derived from research-based practices.
• RtI is highly dependent on progress monitoring and data collection.
• RtI intervention plans are designed, implemented, and monitored by a multidisciplinary team of professionals.
• Although other jurisdictions have used RtI to replace the I.Q. discrepancy model for determining the presence of a learning disability, CCPS does not use RtI to identify a learning disability.

The RtI task force will use this blog to share information about RtI, to solicit feedback /comments about postings, and to send updates related to the progress of the RtI task force.

We invite you to join us as we embark on this journey!