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RTI Problem Solving Model

Intervention & Strategies Support Program. Professional Development. RTI Problem Solving Model. Tiered Interventions. Universal Screening. Data Driven Decision Making. Research Based Programs. Multi-tier Intervention Model. 80%. 15%. Tier 3: Intensive Interventions.

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RTI Problem Solving Model

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  1. Intervention & Strategies Support Program Professional Development RTI Problem Solving Model Tiered Interventions Universal Screening Data Driven Decision Making Research Based Programs

  2. Multi-tier Intervention Model 80% 15% Tier 3: Intensive Interventions • Intensive remediation • In-depth assessments • Intense progress monitoring • All decisions are data driven • Consideration to referral for SpEd. • Refined Individualized Instruction 5% Student Population Tier 2: Targeted Interventions • Interventions tailed to student needs • Increased learning time • Targeted Progress Monitoring • Focused small grp & 1:1 learning • Problems solving process & data analysis Tier 1: Performance Based Instruction for ALL Students • Strategies Instruction • Universal Screenings • Differentiated Instruction • Standards based curriculum • Curricula offers Universal Design for Learning features • Instruction is guided by progress monitoring & assessment

  3. Data Driven Decision Making • Tier 3 Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2 Targeted Grp Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 1 Core Instructional Interventions • All settings, all students • Preventive, proactive

  4. Universal ScreeningSample Screening for Possible Reading Risk

  5. Research Based Programs Things to consider in new intervention programs 1. Is the Intervention backed by “strong” evidence of effectiveness such as pre-post studies. 2. If the intervention is not backed by “strong” evidence, is it backed by “possible” evidence of effectiveness 3. If the answer to both questions are NO then the intervention is not supported by meaning full evidence. • What do researchers in the field say? • Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B. (2001). Estimating risk for future reading difficulties in kindergarten children: A research-based model and its clinical implications. Language, Speech, and Hearing Services in the Schools, 32, 38-50. • Compton, D.L., Fuchs, D., Fuchs, L.S., & Bryant, J.D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394-409. • O’Connor, R.E., & Jenkins, J.R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197. • Severson, H.H., Walker, H.M., Hope-Doolittle, J., Kratochwill, T.R. & Gresham, F.M. (2007). Proactive, early screening to detect behaviorally at-risk students. Journal of School Psychology, 45, 193-223. • Commissioned Reports and National Centers such as www.studentprogress.org

  6. RTI Problem Solving Model RTI model vs Stat Model Nebraska Dept of Ed.

  7. Professional Development Cycle

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