RtI Refresher: YAFA Focus and approach

Corey Pierce, Ph.D.

Response to Intervention (RTI)

What is it?• a problem-solving philosophy• an intervention system• a way to monitor progress • a shared responsibility• in some cases, part of special education referral

Core Principles of Effective RtI/MTSS Systems

1. We can teach all children effectively

2. Intervene early

3. Use a continuum model of service delivery

4. Use a problem-solving method to make decisions within a continuum model

5. Use research-based, scientifically validated interventions/instruction to the extent available

6. Monitor student progress to inform instruction

7. Use data to make decisions. A data-based decision regarding student response to intervention is central to practices in Effective Educational Systems

4

How it fits

5

Level IVIEP

Consideration

• ImplementPlan

• Evaluate

• Define the Problem

• Develop a Plan

Am

ou

nt

of

Reso

urc

es

Need

ed t

o S

olv

e P

rob

lem

The Problem Solving Approach

INTENSITY OF NEED

Level IIIConsultation WithExtended Problem

Solving Team

ConsultationLevel I

BetweenTeachers-Parents

Level IIConsultation withOther Resources

Frequ

ency

of

Colle

ctio

n o

f A

ssess

men

t D

ata

RTI: a problem solving philosophy

If a student isn’t performing as expected, we will change what WE’RE doing …

and continue problem solving until we find what works.

What is problem-solving?

1. Problem Identification

2. Problem Analysis

3. Plan Development

4. Plan Implementation

5. Plan Evaluation

ReviseModify

IntensifyWith Expanding Support

A decision making process

What is the discrepancy between what is expected and what is occurring?

1. Problem Identification

Why is the problem occurring?

2. Problem Analysis

What is the goal?What is the intervention plan?How will progress be monitored?

3. Plan Development

How will implementation fidelity be ensured?

4. Plan Implementation

Did the student(s) respond to the intervention?

5. Plan Evaluation

CELEBRATE?

REVISE?MODIFY?INTENSIFY?WITH EXPANDED SUPPORT?

Next steps:

1. Problem Identification

2. Problem Analysis

3. Plan Development

4. Plan Implementation

5. Plan Evaluation

ReviseModify

IntensifyWith Expanding Support

Comprehensive Approach

Curriculum What we teach

Instruction How we teach

Environment Learning context_____________________________________

Student Improved Student Outcome

RTI: a shared responsibility of a TEAM of Education Professionals

This is about each and every …› Student, class, school and

district

• For school-wide success, it needs to be everybody’s business

Expanding Circle of Support

School-Based Problem Solving TeamELL Teacher

Special EducatorsSchool Psychologists-Diagnosticians

Special Education

StudentsTeachersParents

Reading SpecialistCounselor

Other Specialists

Systemic Problem Solving Data on all students analyzed Data on comprehensive program analyzed Where are our gaps?

Is the core program meeting needs of majority of students?

Are needs of strategic and intensive learners being met?

Why are there gaps? Develop plans

Improvements to core instructional program Group interventions for strategic learners Individual interventions for intensive learners

Implement the plan Formatively and summatively evaluate 17

18

Keys to Good Meetings

1. Share and review information prior to the meeting

2. Have an agenda and stick to it3. Designate roles, have a person who

will make final decision4. Talk only about what you can have a

direct impact on › No whining or gossiping!

RtI Implementation Checklist

1. Implement scientifically based general education instructional methods.

› Verify accuracy of instructional procedures with integrity assessment.

2. Collect benchmarks of all students’ performance 3 times during the school year.

3. Identify which students scored below benchmark target(s).

4. Provide daily scientifically based small-group instruction to students with scores below benchmark target(s) for at least 3 weeks

› Verify accuracy of instructional procedures with integrity assessment.

5. Monitor student progress toward benchmark(s), using daily assessments and data graphing for 3 school weeks.

Brown-Chidsey & Steege, 2005

RtI Implementation Checklist

6. Review, revise, and/or discontinue small-group instruction based on student performance and progress toward the benchmark at the end of 3 weeks.

7. For students not yet showing evidence of progress toward meeting the benchmark(s) by the end of the first 3 weeks, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 3 weeks.

8. Review, revise, and/or discontinue small-group instruction, based on student performance and attainment of benchmark at the end of the second 3 weeks.

9. For students not yet showing evidence of meeting the benchmark(s) by the end of the school year, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services.

10. IEP team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program.

Brown-Chidsey & Steege, 2005

22

Eligibility Testing

Not Eligible Eligible

SPED IntensiveTreatment

Non Responders Responders

?

General Ed.-Scientifically Validated -Supplemental Treatments: T2 - 3

Non Responders Responders

SPED Eligibility Evaluation

Not Eligible Eligible

SPED Intensive Treatment

Monitor

Monitor

Non Responders Responders

Non - SPED Intensive Treatment

Recycle

ReferralHistorical System

Universal ScreeningEffective Educational Systems

Adapted from Fletcher, ’05, Used with Permission