Response to Intervention

1. Response to Intervention

2. RTI Basics • Response to intervention (RtI) is an early intervention and prevention model that addresses the needs of all students. • With RtI, students who show signs of learning difficulty receive the benefit of an inquiry-based approach, changes in instruction, an increase in intensity of instruction, and frequency of progress monitoring.

3. Purpose of RTI • Model for preventing failure • Framework for improving schools • Specific learning disability identification • With RtI, students who show signs of learning difficulty receive the benefit of an inquiry-based approach, changes in instruction, an increase in intensity of instruction and frequency of progress monitoring.

4. Accommodations and Modifications vs. Interventions • Accommodations & Modifications allow students fair and equal access to education; they do not teach NEW skills • Interventions use scientific, research-based techniques to teach new skills. • Changes in how the instruction is delivered • Ex: different curriculum, different teaching/learning strategies, smaller group instruction, direct instruction, etc.

5. Accommodations & Modifications OR Intervention? 1. Preferred seating 2. Shorter assignments 3.Small group tutoring 4. Classroom observations 5. Simplified material 6. Copies of instructional notes given to students

6. Accommodations & Modifications OR Intervention? 1. Preferred seating -Accommodation/modification 2. Shorter assignments--Accommodation/modification 3.Small group tutoring-Intervention 4. Classroom observations-neither; data collection 5. Simplified material-Accommodation/modification 6. Copies of instructional notes given to students-Intervention

7. Multi-Tiered Model Tier 3: Intensive Level Tier 2: Targeted Level Tier 1a: Universal Level Tier 1: Universal Level

8. Tier 1 • Universal screening of all students. • DRAII, MAPS, etc • Data driven & research based instruction • Use of curriculum to meet the needs of 80-90% of students. • Viable, Relevant, Rigorous classroom instruction, provided by the classroom teacher, is critical. • Key: Good first/differentiated instruction is the best intervention with best practices and researched based instructional strategies.

9. Tier 1a • Increase in frequency of assessment and monitoring of progress • Use of strategies, such as increased conferencing, more specific feedback, use of small groups, etc. • Interventions delivered by the classroom teacher • Teachers are encouraged to confer with grade-level partners or other teachers to identify what interventions to implement • DOCUMENTED • Teachers should implemented & document at least 2 Tier 1a interventions

10. Instructional Support Team (IST)Who it is: • Classroom teacher of the student • General education teachers of varying grades and expertise • Parent/Guardian of the student • Special education teacher • Director of Student Support (behavioral) • Instructional Guide (academic) • Others as needed

11. Instructional Support Team (IST)What does it do? • Meets in order to • Focus on targeted instruction (not fixing the student) • Generate interventions that are data driven, student centered, team inquiry based, and around student’s instructional/behavior needs • Ensure frequent monitoring of progress • Ensure interventions are followed through with fidelity

12. IST Meetings • When at least two Tier 1a interventions have been implemented with fidelity, but do not produce adequate progress, the classroom teacher begins the IST process by submitting a “Request for IST Assistance”

13. Progress Monitoring • Define up to two academic or behavioral problems • Describe the intervention to be used • What is it? • Who is delivering it? • How often is it occurring, for how long? • When and where? • Determine a tool to progress monitor the targeted skills • easyCBM.com • Reading Fluency & Comprehension • Math Number Sense and Skills

14. Progress Monitoring • The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently.

15. Tier 3 • When at least two Tier 2 interventions have been implemented & documented but student achievement has not improved, submit another Request for IST Assistance • Intensive level: teachers need support from outside their classroom to implement interventions • Students are typically significantly below grade level • Progress monitoring and data collection occurs 2-3 times a week • Intervention can include: small groups or one-on-one instruction, either in or outside the classroom, extended scaffolding of skills, supplemental curriculum, more opportunities for practice and review

16. Special Education Referral • When at least one Tier 3 interventions have been implemented and little to no student progress is seen • Need a Body of Evidence to support referral • Documentation of repeated assessments of achievement (DRAII, MAPs, classroom assessments) • Data that demonstrates academic skill deficit and insufficient progress in response to at least 2 scientific and research-based interventions at Tiers 2 & 3 • Medical information • English Language Proficiency data

17. Behavioral RTIs • Same process as Academic RTIs • Tier 1 & 1a: • School-wide assembly • Crew building/Character building activities • Anti-Bullying • Family involvement • Classroom behavior-management systems • Tier 2 & 3 • More intensive behavior/reward systems • Counseling • One-on-one or small group interventions (social skills)