Intervention and Data Collection Integral Parts of RTI

1. Intervention and Data CollectionIntegral Parts of RTI Eliana Lesser, Ph.D. Laura Dilly, Ph.D. Natalie Lussier, M.A.

2. Why? • Intervention (strategy) Because some students need additional/different strategies to learn • Data Collection (progress monitoring) • Because you need to evaluate if your strategy is helping the student achieve the pre-established goal • Because your documentation is an important part of the RTI process

3. When? • Intervention (strategy) • When a student is experiencing difficulty benefiting from the curriculum with Tier 1 strategies • When classroom and/or standardized assessment indicates that the student is below average/grade level • Data Collection (progress monitoring) • Throughout the school year • Whenever you are using a specific strategy

4. How? • Intervention (strategy) • Evaluate student’s specific need – SMART goal (specific, measurable, attainable, reasonable, timely) • Choose research-based intervention • Apply it as follows: • Tier 2: 2-3 times a week, small group • Tier 3: 3-5 times a week, individually • Data Collection (progress monitoring) • Use a probe to help determine if the student is making adequate progress towards a pre-established goal and thus closing the gap • Minimal Data Collection = Baseline (1-3 probes) + 4 Data Points (@ least 4 probes) spread over a 6 week period

5. Example • Intervention (strategy): Practice with Flash Cards • J. is a kindergarten student who is not making adequate progress towards learning letters. • His teacher, Ms. T assesses how many upper-case letters he knows and compares this value to the average of her class and/or grade expectation for that time of the year. • Ms. T makes special flashcards and practices 5-10 letters he does not know everyday for five minutes. When J. misses a letter, the teacher corrects him and he repeats the correct answer. When he becomes proficient on a letter, it is removed from the group and a new one is introduced.

6. Data Collection (progress monitoring): How many letters does Johnny know? • Probe: every week for 6 weeks, Ms. T tests J. on ALL letters of the alphabet and calculates the percent of letters he knows (what he knows/26). • She compares this value to the previous week and to her expectation/average of class

7. What’s next? • Ms. T can graph J’s progress to see if he is making adequate gains • http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php • http://nces.ed.gov/nceskids/createagraph/default.aspx • Ms. T decides if she would like to continue this strategy or attempt a different one

8. J’s progress

9. Is J’s progress closing the gap?

10. Completing CCSD RTI Documentation Student Information 5. SUMMARY OF PROGRESS MONITORING TOWARD ACHIEVING STANDARDS (Attach actual data) RTI documentation: Tier 3 progress monitoring NUMBER OF WEEKS IN TIER 3 -

15. Resources for Interventions • www.interventioncentral.org • http://www.jimwrightonline.com/php/rti/rti_wire.php • For reading: http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF • For writing: http://www.jimwrightonline.com/pdfdocs/cbmresources/cbmdirections/cbmwrit.pdf • For behavior: http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf http://www.jimwrightonline.com/pdfdocs/adhdManual.PDF • For ELL: http://www.centeroninstruction.org/resources.cfm?category=ell&subcategory=&grade_start=&grade_end • For Cobb County suggested interventions: • Go to Picasso • Click Instructional Resources • Log In • Click on I2I then Elementary School or • Click on Strategies and search specific need

16. Resources for Probes • http://www.edhelper.com • http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php • https://dibels.uoregon.edu