RTI Response To Intervention

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RTI (Response To Intervention)
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What are the Tiers and How do They Work?

• Mult-tiered systems are organized around levels
  of instruction or interventions that are matched
  to the needs of students.
• Goal is the improved performance of all students.
• Basic principle the greater the needs of a
  student, the more intense the intervention

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What are the Tiers and How do They Work?

• Typically, Tier 3 is needed for a small portion
  of students.
• If prevention does not work, early
  identification-early intervention is the next
  best alternative.
• Multi-tiered systems also promote improved
  performance for all students by organizing
  educational resources efficiently, rationally,
  and effectively.

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Prevention and Early Identification-Early
Intervention

• An ounce of prevention is worth a pound of
  cure.
• Prevention is the most economical and humane
  method know to educators.
• Reduce the prevalence and severity of significant
  achievement and behaviour problems.

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Prevention and Early Identification-Early
Intervention

• When problems do emerge, interventions are
  implemented before these problems become too
  severe and too difficult to solve.

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Prevention and Early Identification-Early
Intervention

• Multi-tiered systems use early screening for
  potential problems and use progress monitoring
  against benchmarks.
• If students are achieving at or above benchmarks
  indicates that general ed. Program is
  sufficient.
• If students are below increasingly intense
  interventions are applied to improve their
  academic performance.

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Prevention and Early Identification-Early
Intervention

• Academic performance and behaviour are
  connected. Academic success or failure both
  influences and is influenced by behaviour.
• Effective, challenging instruction also
  influences and is influenced by behaviour.
• Tiered systems promote early intervention into
  both the academic and behaviour problems that
  students experience.

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Differences Across Tiers

• Tiers are linked to one another.
• They are different in several ways.
• Primary differences are in the intensity of
  students, the intensity of instruction/interventio
  n, and the precision of measuring student
  progress.

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Differences Across Tiers (cont.)

• Intensity of need
• is defined as how far below benchmark
  standards the students current performance is
  and the students rate of progress.
• the greater the gap between performance
• and rate of progress, the greater the need

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Differences Across Tiers

• Intensity of Instruction
• Defined by conditions including the size of
  the instructional group, the amount of time
  devoted to instruction in a specific area, the
  degree to which instructional objectives are
  analyzed in terms of prerequisite skills and
  whether they are taught systematically, the
  frequency of feedback about performance, and the
  use of incentives to increase and sustain
  motivation.

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Differences Across Tiers

• Measurement frequency and precision
• Example all students are screened for
  academic/behavioural problems in Tier 1.
• Progress is assessed perhaps 2-3 times a
  yr.
• Students who are below benchmarks assessed
  maybe twice a month (Tier 2).
• Tier 3 monitoring once a week or more

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Multiple Tiers of Prevention and Intervention

• Tier 1
• Involves all students
• Vast majority of students (80-85) should be on
  course to meet school/provincial standards
• If 80-85 do not meet performance level changes
  in the general education academic and behaviour
  curriculum and instruction likely are needed.

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Multiple Tiers of Prevention and Intervention

• Tier 2.
• Some students (10-15) may not respond
  sufficiently to even the most effective Tier 1
  instruction and curricula.
• Greater needs more intense intervention
• Delivered in the general classroom (some may be
  outside small-group pullout, lower
  teacher-student ratio, more systematic and
  focused instruction, more frequent assessment.
  (cont.)

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Tier 2 (cont.)

• Mastery requirements of content
• Frequency of progress monitoring (weekly)
• Duration 9-12 weeks, repeated in needed
• Instructor by trained and supervised personnel
  (not the classroom teacher)
• Results back to Tier 1
• - remains in Tier 2
• - more support required Special ed
  referral

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Multiple Tiers of Prevention and Intervention

• Tier 3.
• a comprehensive evaluation to determine special
  education needs and eligibility is required.
• instruction/interventions are expected to extend
  over a period of one or more years.

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Scientifically Based Instruction

• AKA evidence-based instruction
• To implement academic and behavioural
  interventions that have proven effective when
  matched to specific student needs
• Applying the most effective instruction/interventi
  ons possible.
• Critical factor is the preparation of educational
  professionals

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Preparation of Teachers and Professional in
Related Services

• Each Tier depends on teachers, higher Tiers
  depend on both teachers and other personnel such
  as counselors, speech/language pathologists, and
  psychologists.
• Expertise from multiple disciplines is required
  as student needs become more complex and intense.
• Expertise in evidence-based instruction and
  behavioural interventions is essential, along
  with competencies in assessing progress,
  comparing results, and applying decision rules to
  determine changes in interventions and/or goals.

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Multiple Tiers of Prevention and Intervention

• Preparation and continuing ed for teachers and
  professionals is impt.
• For example, most teachers are not well prepared
  in scientifically based reading instruction, in
  effective classroom organization and behaviour
  management, in critical competencies related to
  improved achievement, or in overcoming gaps among
  groups

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Multiple Tiers of Prevention and Intervention
(cont.)

• Also, most teachers are prepared in monitoring
  progress, graphing results, and conducting
  formative evaluation.
• Fewer have training required for delivering Tier
  1 and Tier 3 academic and behavioural
  interventions.
• Note not all teachers have to be trained to
  work in all three levels.

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School Personnel Responsibilities

• Classroom teacher
• Specialists/Support staff
• Administration

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School Personnel Responsibilities

• Classroom teachers
• Provide scientifically based core instruction
• Support implementation of school-wide screening
• Monitor student progress through curriculum-based
  measurement (CBM)
• Use data to inform instructional decision-making,
  analyze progress to determine which students are
  at risk.
• Participate in PD
• Collaborate with teams to formulate plans for
  at-risk students (students moving into Tier 2 )

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School Personnel Responsibilities

• Specialist/Support staff
• Support implementation of school-wide screening
  to identify students who may be at-risk
• Collaborate with classroom teachers to monitor
  student progress and assist in analyzing progress
  to determine which students are at-risk and
  require more intense instructional support.
• Participate in PD

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School Personnel Responsibilities

• Administration
• Ensure that scientifically based core
  instructional programs are provided for classroom
  teachers
• Ensure school-wide screening
• Ensure progress monitoring of students (CBM)
• Ensure measures to monitor Tier 1 interventions
  are in place
• Oversee analysis of the progress monitoring
  results to determine which students are at-risk
  and require more intense instructional support.
• Ensure that teachers are provided regular PD

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Summary

• Teaching and related services personnel are
  critical to successful implementation of
  multi-tiered systems.
• Student needs drive decisions regarding to what
  Tier a student belongs and what level of
  intervention may be needed.
• Emphasis is placed on prevention and early
  identification.
• Universal screening and assessment of progress
  that students make toward achieving academic and
  behavioural goals establish the data used in
  decision making about student needs.