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Collaborative Intervention Mapping Project - Florida Department of Education & University of South Florida

A collaborative project between the Florida Department of Education and the University of South Florida to implement Response to Intervention (RtI) practices in schools. RtI involves providing high-quality instruction/intervention and using data to make important educational decisions. The project emphasizes frequent data collection, early identification of at-risk students, multi-tiered service delivery, research-based interventions, and ongoing progress monitoring.

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Collaborative Intervention Mapping Project - Florida Department of Education & University of South Florida

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  1. Intervention Mapping A collaborative project between the Florida Department of Education and the University of South Florida FloridaRtI.usf.edu

  2. What is RtI? RTI is the practice of (1) providing high quality instruction/intervention matched to student needs and, (2) using level of performance and learning rate over a time to (3) make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005

  3. Core Principles of RtI • Frequent data collection on student performance • Early identification of students at risk • Early intervention (K-3) • Multi-tiered model of service delivery • Research-based, scientifically validated instruction/interventions • Ongoing progress monitoring - interventions evaluated and modified • Data-based decision making - all decisions made with data

  4. J J L Intervention L Consider ESE J Monitor Progress J Monitor Progress L Regular Education Intervention L Intervention Consider ESE If necessary Traditionalvs.Response to Intervention Intervention Traditional- Intervention J Response to Intervention-

  5. Beliefs:A Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” but “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else Ken Howell

  6. Beliefs:We Need A New Logic • Begin with the idea that the purpose of the system is student achievement • Acknowledge that student needs exist on a continuum rather than in typological groupings • Organize resources to make educational resources available in direct proportion to student need David Tilly 2004

  7. Three Tiered Model of School Supports: Example of an Infrastructure Resource Inventory Academic Systems Behavioral Systems Tier III: Comprehensive and Intensive Interventions ( Few Students) Students who need Individualized Interventions Tier III: Intensive Interventions ( Few Students) Students who need Individual Intervention Tier II: Strategic Interventions (Some Students) Students who need more support in addition to the core curriculum Tier II: Targeted Group Interventions (Some Students) Students who need more support in addition to school-wide positive behavior program Tier I: Universal Interventions All students; all settings Tier I: Core Curriculum All students 7

  8. Implications for Activitiesat Various Tiers More Less Instructional Time Applicable evidence-based interventions Measurement Frequency Measurement Precision Group Size Measurement Focus Depth of Problem Analysis 8 Less More

  9. The Big “BIG” Ideas • Decide what is important for students to know (academically & behaviorally) • Teach what is important for students to know (high quality instruction - academic and behavioral) • Keep track of how students are doing (CBMs and tracking system) • Make changes according to the results (hierarchy of interventions - give kids what they need) Dave Tilly

  10. Tiers of Service Delivery 1. Problem Identification-What’s the problem? Tier I Tier II Tier III 4. Response to Intervention- Is it working? 2. Problem Analysis- Why is it occurring? 3. Intervention Design/Implementation- What are we going to do about it? 10

  11. Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Intensive 1-5% weekly Small Group Differen- tiated By Skill Supplemental Standard Protocol 5-10% Behavior Academics 2 times/month Core Bench- Mark Assessment Annual Testing ODRs Monthly Bx Screening None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments 80-90% How Does it Fit Together?Standard Treatment Protocol Step 2 Step 3 Step 4 Step 1

  12. Needs Assessment • Review screening data • Review referral history • Review any other district student performance data

  13. H

  14. Needs Assessment • Aggregated teacher referrals indicate areas of professional development needs to strengthen the impact of Tier I core programs • Codifying and aggregating referrals for the past two years will predict referrals in the future, by rate and type--implications for Tiers II and III • Aggregating data on current interventions by the following will inform Tier II, standard protocol needs: • Type of intervention • Average time/day of implementation • Staff currently implementing

  15. Behavioral Systems Academic Systems Three Tiered Model of School Supports: Example of an Infrastructure Resource Inventory Tier 3: Comprehensive and Intensive Interventions Individual Students or Small Group (2-3) Reading: Scholastic Program, Reading,Mastery, ALL, Soar to Success, Leap Track, Fundations Tier 3: Intensive Interventions Individual Counseling FBA/BIP Teach, Reinforce, and Prevent (TRP) Assessment-based Intense, durable procedures 1-5% Tier 2: Strategic Interventions Students not responding to core curriculum Reading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended Day Writing: Small Group, CRISS strategies, and “Just Write Narrative” by K. Robinson Tier 2: Targeted Group Interventions Some students (at-risk) Small Group Counseling Parent Training (Behavior & Academic) Bullying Prevention Program FBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training ,Data 5-10% Tier 1: Core Curriculum All students Reading: Houghton Mifflin Math: Harcourt Writing: Six Traits Of Writing Learning Focus Strategies Tier 1: Universal Interventions All settings, all students Committee, Preventive, proactive strategies School Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior) Classroom Management Techniques,Parent Training 80-90% Students

  16. Adapted from Deb Simmons & Edward Kame'enui

  17. Adapted from Deb Simmons & Edward Kame'enui

  18. Summary Student performance data must drive a comprehensive school intervention plan Standard protocols must be chosen based upon evidence of effectiveness & matched to student need Tiers of intervention must be integrated

  19. Questions Problem Solving & Response to Intervention

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