RTI Response to Intervention

1. RTIResponse to Intervention

2. Tier I Contents • Review • Paper work information • Procedures

3. Level IV IEP Consideration Level III Consultation with the Problem Solving Team Level II Consultation With Other Resources Level I Consultation Between Teachers-Parents Amount of Resources Needed to Solve Problem Intensity of Problem

4. RTI Procedures • Activities at Tier I • Parent and teacher working together to Define the Problem • Based on data develop an intervention plan • Evaluate • Teacher and parent use progress monitoring data to evaluate the effectiveness of interventions • Intervention should last at least 6 weeks

6. Tier I Paperwork • Consists of: • Student info • Initial Parent contact • Define Problem, What does the student Know, What do they need to Know, Set Goal • Progress Monitoring Information • Evaluation of Plan • Rational for final decisions • Decision to continue, modify, discontinue, or move to Tier II

7. Tier I Paperwork • Tier I paperwork will take the place of the old PEP paperwork • Teachers will keep copies of Tier I paperwork in a folder in their rooms • 1 folder for each student

8. Case Colleague Assignments

9. Tier I Paperwork • Teachers will keep progress monitoring data in this folder along with Tier 1 paper work

10. Ways to Enter Tier I • Students who are At-Risk based on DIBELS data will automatically enter Tier I • 3-5 students will enter based on performance on Curriculum Based Measurements • Teacher input across grade levels • EC students will also have a Tier I plan

11. Progress Monitoring for Students in Tier I • K-2 teachers will progress monitor reading progress using DIBELS • Progress monitoring using DIBELS will be done on a weekly basis • Space is provided on the Tier I and Tier II paperwork for progress monitoring data

12. Progress Monitoring for Students in Tier I • K-2 subjects other than reading and 3-5 all subjects: • Students will be monitored on a weekly basis using: • Curriculum Based Measurements • How do these things really work

13. Curriculum BasedMeasurements • CBMs are quick and usually take one minute to administer • CBM assessments can be administered frequently (daily if needed) and the results can be displayed graphically • This provides a visual representation of the student’s learning • If the student does not display progress, the instruction can be adjusted which allows for intervention before the student begins to fail (Espin et al., 2001) • DIBELS are a good example of a CBM

14. Curriculum Based Measurements • Studies have shown that CBM aids teachers in generating superior student achievement regardless of whether the students are identified as learning disabled, low achieving, or achieving in the average range (Fuchs et al., 1994)

15. Curriculum Based Measurements • Good predictors of success on EOG • Helpful in showing teachers specific skills that children are lacking and where we can begin to intervene.

16. Using CBM’s For Benchmark Data • Every student will be given select probes for each grade level • Same as we have done for K-2 with DIBELS but we will include all grades and probes dealing with reading, writing, and math

17. 3rd Grade Mid Year Scores

18. Tier I for Behavior • Students enter Tier I for behavior when a student has two office referrals for the same or similar offense • Student will also enter Tier I when a teacher feels that after an initial parent contact the student is still having significant behavior problems • Tier I interventions for behavior will last 2-4 weeks if students behavior does not improve

19. Progress Monitoring for Students in Tier I • Progress monitoring with behavior students will be done using: • Classroom behavior plans

20. Results of Tier I

28. QUESTIONS?