Response

to

Intervention

( AKA: RtI )

A Little History…

• Pre-Referral Teams (Ducks in a row)• Care Teams (Problem admiration Society)• Teacher Support Teams (“Laundry List,” Accommodations, “It ain’t over until somebody cries”)• Problem Solving Teams (Agenda, Problem Statement, Intervention vs. Accommodation, Data• Standard Treatment Response Teams

Beth Wood

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

3-tiered model in both academics and behavior

Behavioral SystemsAcademic Systems

What is RtI?

Response to Intervention is the use of high quality instruction matched to student need using

level of performance and

learning rate

over time

to make educational decisions.

What is RtI?

Response to Intervention is the use of high quality instruction matched to student need using

level of performance and

learning rate

over time

to make educational decisions.

How are these students doing?

0102030405060708090

100

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Gen Ed

at risk

Level? Rate? Time?

How are these students doing?

0

10

20

30

40

50

60

70

80

90

100

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Rea

din

g G

row

th

Gen Ed

at risk

Level ? Rate? Time?

Critical Questions

• What do we expect students to learn?

• How will we know when they have learned it?

• How will we respond when they don’t?

• What will we do with the students who have already learned it?

Whatever It Takes DuFour et. Al.

Problem Solving Features

• Designed for individual students

• Isolate, identify, and define the problem(s)

• Target the behavioral/ academic performance or skill deficit with student-specific interventions

• Frequent progress checks

• Instructional decisions based on data

Beth Wood

Standard Treatment Response•Based on Benchmark/Universal Screening for ALL students in the fall, winter, and spring•Reading, Math, Writing, Attendance, Performance•Grade Level or Department Meetings•Supplemental instruction for groups of students with similar skill defects or fragile skills (Tiers)•Intensive instruction for chronic non-responders•Progress Monitoring•Decision-making on live data•Frequent review of data

STEP ONE

Pick a target !

A Very Good Place to Start

Take an inventory:

Current instructional initiatives?

Professional Learning Communities (PLC)

Positive Behavior Schools (PBS)

Reading First

Are current systems working?

If so, integrate initiatives. Remember circuits

in systems can overload!

#1 PLC Question

• What do we expect students to learn?

GLE, Curriculum

Benchmark, Skill

Evidence of Mastery Prerequisite Skills

Assessment

Target Date

Describe the principles of federalism, separation of powers, checks and balances, purpose of majority rule, and dual sovereignty.

Decode VC, CV,CVC, VCC, CVCV combinations

Students will be able to describe how the legislative branch checks the executive branch of government.

25 nonsense words read correctly in 1 minute

Knowledge of the 3 branches of government and concept of checks and balances.

Letter sound fluency

Formative-

Graphic Organizer

Summative-

Constitution Test

AIMSweb probes

End of 2nd quarter

End of 2nd Quarter

Step Two

Data analysisand makingconnections

Three-tiered Intervention Model

Tier 1: Curriculum-based assessments used to determine

appropriate interventions and strategically designed

instruction provided to all students (80-90%)

Tier 2: Targeted prevention or remediation for students whose performance and rate of progress lag behind the norm (5-10%)

Tier 3: Specialized intervention protocol for students with the most intense needs (1-5%)

Universal Screening

Pyramid construction through…

• Frequent and efficient measurements- Curriculum-Based Measurement (CBM) AIMSweb DIBELS Common Assessments

• Cyclical standardized/normed group testing- Fall/Spring (i.e. ITBS/MAP)

Universal Screening

• Administered Early Fall, Winter, Late Spring

• “Big Picture” of intervention effectiveness adjustments

• Pyramid adjustment

STEP THREE

Interventions

*

Implementation in classroom setting

Instruction based on data

Delivery based on data

Grouping based on data

Scientifically Research-based, Evidence-

Based, or (minimally) Promising

Practice status

Tier One Interventions

High Quality Classroom Instuction

• Focus on the established curriculum• Effective lesson design• Proven instructional practices, strategies and

resources• Researched-based group/individual interventions• Communication/collaboration among instructional

staff• Guiding principle of student-centered decision-

making

More Intervention Strategies

• Non-linguistic reps• Metaphors, analogies• Mnemonics• Concept association• Recognizing effort• Practice & homework• Cooperative Learning• Summarizing

• Note taking• Generate/test hypotheses • Advance organizers• Cueing & Questioning• Teaching vocabulary• Teaching details• Organizing ideas• Teaching skills/processes

Tier One Intervention Tips

• Flexible grouping

• Differentiated Instruction

• Classroom Learning Centers

Tier Two Interventions

Individual and small group for targeted skill, concept, and behavior instruction

Continues only until the specific skill, concept, or behavior is in place (Usually short term)

Typically occurs 2-3x per week

Different interventions than Tier 1

Tier Three Interventions

• Similar to Tier Two

• Formalized Written Plan

• Longer and more frequent delivery of focused instruction

Standard Treatment Protocol • A set of evidence based practices (standard

treatment)• Designed to be used in a

systematic manner• Often scripted or highly structured• High probability of producing change• Replaces less precise brainstorming

sometimes associated with problem solving.• Allow decision-making teams to be more

efficient and effective!

The 3 MOST important factors for instructional interventions:

Fidelity

Fidelity

Fidelity

Strategy Websites

• http://www.interventioncentral.org • http://www.aimsweb.com• http://www.specialconnections.ku.edu• http://www.resourceroom.net• http://rti4success.org “National Center on RtI”• http://its.guilford.k12.nc.us/act/strategies • http://iris.peabody.vanderbilt.edu/• http://edweb.sdsu.edu/triton/guides/sfa.html • http://www.enchantedlearning.com • http://www.graphicorganizers.com• http://rtinetwork.org• http://www.fcrr.org “Florida Center for Reading Reseach”

*

STEP FOUR

Relevant/ReliableProgress Monitoring

Monitoring of Implementation

Tier 1: Defines necessary instructional modifications; Provides proficiency level data; Identifies students in need of Tier 2 interventions; Serves all students; 3x per year

Tier 2 : Determines the effectiveness of intense intervention protocol; Provides rate of progress data; Serves targeted students; 2x per week

Tier 3 : Determines proficiency of targeted skills and rate of progress; generates decisions for need of 504 plans or IEPs; _x per individual plans

Curriculum-Based Measurement

Data from CBM measures serve as indicators of academic proficiency in subject areas such as math, reading, and writing, just like…– Temperature in degrees serves as an indicator of

overall wellness– Weight in pounds serves as an indicator of overall

health– A litmus test serves as an indicator of a solution’s

acidity Erika Lempke

Curriculum-Based Measurementfor

Universal Screening

• Technical Characteristics– Predict performance

• Reliable• Valid

– Reflect progress• Reliable• Valid

– Tied to other measures of academic proficiency

• Practical Characteristics– Inexpensive– Easy to use– Time efficient– Sensitive to small

changes in performance

– Easy to understand

Erika Lempke

The Glue

RtI is a team

sport

The Glue

Codified Processes and Procedures

• Schedule and Timelines• Team Activities• Data Collection Protocols• Common Assessments• Assessment Calendars• Staff roles and responsibilities• Staff Training

Plan Plan

Problem Solving Core Membership

Student-specific Issue

Support Plan

TechnicalSupport Personnel

Building-wide Issue

Building Leadership Classroom Teacher

Roles Responsibilities

Data Collection

System

or

Bui

ldin

g Le

ader

ship

Tech

. Sup

port

Per

sonn

elTech. Support P

ersonnel

Teacher

School Community Student

Problem Solving Team Process

At the meeting…

• Students are identified through the distribution report or other data

• Interventions are discussed and selected• Groups are created• Implementers are pinpointed• Blocks of intervention time are identified• Realistic and ambitious goals developed• Progress Monitoring measures and schedules

are selected

At the meeting…

• Plans are made to collect and graph data

• Fidelity of Implementation checks are planned for upfront

• Follow up meetings to review data and make decisions are scheduled

• Materials, resources, and any needed professional development are provided

• And later, progress is published and celebrated!

Resources/Acknowledgements

Steve Belden

Beth Wood

Erika Lempke