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Title: RTI: Status Check Jim Wright www.interventioncentral.org


1
RTI Status CheckJim Wrightwww.interventioncent
ral.org
2
Resources from this workshop series can be
downloaded from
  • http//www.interventioncentral.org/RTI_academic.p
    hp

3
RTI Academic Interventions Shakedown Cruise
  • Definition a period of testing or a trial
    journey undergone by a ship, aircraft or other
    craft and its crew before being declared
    operational.

Source Shakedown cruise. Wikipedia. Retrieved
from http//en.wikipedia.org/wiki/Shakedown_cruise
4
RTI Institute Level 2 Team Trainings
  • October 9th, 900-300
  • December 2nd, 900-300
  • January 28th, 900-300
  • March 4th, 900-300
  • June 3rd, 900-300

5
What Works Clearinghouse Practice Guide Study
Organizational Skills
Source Pashler, H., Bain, P., Bottge, B.,
Graesser, A., Koedinger, K., McDaniel, M., and
Metcalfe, J. (2007) Organizing instruction and
study to improve student learning (NCER
2007-2004). Washington, DC National Center for
Education Research, Institute of Education
Sciences, U.S. Department of Education. Retrieved
from http//ncer.ed.gov.
6
RTI Institute Level 2 Teams Workshop Agenda
7
RTI Assumption Struggling Students Are Typical
Until Proven Otherwise
  • RTI logic assumes that
  • A student who begins to struggle in general
    education is typical, and that
  • It is general educations responsibility to find
    the instructional strategies that will unlock the
    students learning potential
  • Only when the student shows through
    well-documented interventions that he or she has
    failed to respond to intervention does RTI
    begin to investigate the possibility that the
    student may have a learning disability or other
    special education condition.

8
RTI Pyramid of Interventions
9
Complementary RTI Models Standard Treatment
Problem-Solving Protocols
  • The two most commonly used RTI approaches are
    (1) standard treatment and (2) problem-solving
    protocol. While these two approaches to RTI are
    sometimes described as being very different from
    each other, they actually have several common
    elements, and both fit within a problem-solving
    framework. In practice, many schools and
    districts combine or blend aspects of the two
    approaches to fit their needs.

Source Duffy, H. (August 2007). Meeting the
needs of significantly struggling learners in
high school. Washington, DC National High School
Center. Retrieved from http//www.betterhighschool
s.org/pubs/ p. 5
10
RTI Interventions Standard-Treatment vs.
Problem-Solving
There are two different vehicles that schools can
use to deliver RTI interventions Standard-Protoco
l (Standalone Intervention). Programs based on
scientifically valid instructional practices
(standard protocol) are created to address
frequent student referral concerns. These
services are provided outside of the classroom. A
middle school, for example, may set up a
structured math-tutoring program staffed by adult
volunteer tutors to provide assistance to
students with limited math skills. Students
referred for a Tier II math intervention would be
placed in this tutoring program. An advantage of
the standard-protocol approach is that it is
efficient and consistent large numbers of
students can be put into these group
interventions to receive a highly standardized
intervention. However, standard group
intervention protocols often cannot be
individualized easily to accommodate a specific
students unique needs. Problem-solving
(Classroom-Based Intervention). Individualized
research-based interventions match the profile of
a particular students strengths and limitations.
The classroom teacher often has a large role in
carrying out these interventions. A plus of the
problem-solving approach is that the intervention
can be customized to the students needs.
However, developing intervention plans for
individual students can be time-consuming.
11
Tier I Instruction/Interventions
  • Tier I instruction/interventions
  • Are universalavailable to all students.
  • Can be delivered within classrooms or throughout
    the school.
  • Are likely to be put into place by the teacher at
    the first sign that a student is struggling.
  • All children have access to Tier 1
    instruction/interventions. Teachers have the
    capability to use those strategies without
    requiring outside assistance.
  • Tier 1 instruction/interventions encompass
  • The schools core curriculum and all published or
    teacher-made materials used to deliver that
    curriculum.
  • Teacher use of whole-group teaching
    management strategies.
  • Teacher use of individualized strategies with
    specific students.
  • Tier I instruction/interventions attempt to
    answer the question Are classroom instructional
    strategies supports sufficient to help the
    student to achieve academic success?

12
Tier 1 Classroom-Level Interventions
  • Decision Point Student is struggling and may
    face significant high-stakes negative outcome if
    situation does not improve.
  • Collaboration Opportunity Teacher can refer the
    student to a grade-level, instruction team, or
    department meeting to brainstorm ideas OR
    teacher seeks out consultant in school to
    brainstorm intervention ideas.
  • Documentation Teacher completes Classroom
    Intervention Form prior to carrying out
    intervention. Teacher collects classroom data.
  • Decision Rule Example Teacher should refer
    student to the next level of RTI support if the
    intervention is not successful within 8
    instructional weeks.

13
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14
Tier 2 Supplemental (Standard-Protocol Model)
Interventions
  • Tier 2 interventions are typically delivered in
    small-group format. About 15 of students in the
    typical school will require Tier 2/supplemental
    intervention support.
  • Group size for Tier 2 interventions is limited
    to 4-6 students. Students placed in Tier 2
    interventions should have a shared profile of
    intervention need.
  • The reading progress of students in Tier 2
    interventions are monitored at least 1-2 times
    per month.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
15
Tier 2 Supplemental Interventions
  • Decision Point Building-wide academic screenings
  • Collaboration Opportunity After each
    building-wide academic screening, data teams
    meet (teachers at a grade level building
    principal reading teacher, etc.) At the meeting,
    the group considers how the assessment data
    should shape/inform core instruction.
    Additionally, the data team sets a cutpoint to
    determine which students should be recruited for
    Tier 2 group interventions. NOTE Team may
    continue to meet every 5 weeks to consider
    student progress in Tier 2 move students into
    and out of groups.
  • Documentation Tier 2 instructor completes a Tier
    2 Group Assignment Sheet listing students and
    their corresponding interventions.
    Progress-monitoring occurs 1-2 times per month.
  • Decision Rules Example Student is returned to
    Tier 1 support if they perform above the 25th
    percentile in the next school-wide screening.
    Student is referred to Tier 3 (RTI Team) if they
    fail to make expected progress despite two Tier 2
    (group-based) interventions.

16
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17
Scheduling Elementary Tier 2 Interventions
Option 3 Floating RTIGradewide Shared
Schedule. Each grade has a scheduled RTI time
across classrooms. No two grades share the same
RTI time. Advantages are that outside providers
can move from grade to grade providing push-in or
pull-out services and that students can be
grouped by need across different teachers within
the grade.
Anyplace Elementary School RTI Daily Schedule
Classroom 1
Classroom 2
Classroom 3
Grade K
900-930
Classroom 1
Classroom 2
Classroom 3
Grade 1
945-1015
Classroom 1
Classroom 2
Classroom 3
Grade 2
1030-1100
Classroom 1
Classroom 2
Classroom 3
Grade 3
1230-100
Classroom 1
Classroom 2
Classroom 3
Grade 4
115-145
Grade 5
Classroom 1
Classroom 2
Classroom 3
200-230
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
18
Tier 3 Intensive Individualized Interventions
(Problem-Solving Model)
  • Tier 3 interventions are the most intensive
    offered in a school setting. About 5 of a
    general-education student population may qualify
    for Tier 3 supports. Typically, the RTI
    Problem-Solving Team meets to develop
    intervention plans for Tier 3 students.
  • Students qualify for Tier 3 interventions
    because
  • they are found to have a large skill gap when
    compared to their class or grade peers and/or
  • They did not respond to interventions provided
    previously at Tiers 1 2.
  • Tier 3 interventions are provided daily for
    sessions of 30 minutes. The student-teacher ratio
    is flexible but should allow the student to
    receive intensive, individualized instruction.
    The academic or behavioral progress of students
    in Tier 3 interventions is monitored at least
    weekly.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
19
Tier 3 RTI Team
  • Decision Point RTI Problem-Solving Team
  • Collaboration Opportunity Weekly RTI
    Problem-Solving Team meetings are scheduled to
    handle referrals of students that failed to
    respond to interventions from Tiers 1 2.
  • Documentation Teacher referral form RTI Team
    minutes form progress-monitoring data collected
    at least weekly.
  • Decision Rules Example If student has failed
    to respond adequately to 3 intervention trials of
    6-8 weeks (from Tiers 2 and 3), the student may
    be referred to Special Education.

20
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21
Advancing Through RTI Flexibility in the Tiers
  • For purposes of efficiency, students should be
    placed in small-group instruction at Tier 2.
  • However, group interventions may not always be
    possible because due to scheduling or other
    issuesno group is available. (For example,
    students with RTI behavioral referrals may not
    have a group intervention available.)
  • In such a case, the student will go directly to
    the problem-solving process (Tier 3)typically
    through a referral to the school RTI Team.
  • Nonetheless, the school must still document the
    same minimum number of interventions attempted
    for every student in RTI, whether or not a
    student first received interventions in a group
    setting.

22
Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
23
NYSED RTI Guidance Memo April 2008
24
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25
The Regents policy framework for RtIDefines
RtI to minimally include Appropriate
instruction delivered to all students in the
general education class by qualified personnel.
Appropriate instruction in reading means
scientific research-based reading programs that
include explicit and systematic instruction in
phonemic awareness, phonics, vocabulary
development, reading fluency (including oral
reading skills) and reading comprehension
strategies.Screenings applied to all students
in the class to identify those students who are
not making academic progress at expected rates.
26
Instruction matched to student need with
increasingly intensive levels of targeted
intervention and instruction for students who do
not make satisfactory progress in their levels of
performance and/or in their rate of learning to
meet age or grade level standards.Repeated
assessments of student achievement which should
include curriculum based measures to determine if
interventions are resulting in student progress
toward age or grade level standards.The
application of information about the students
response to intervention to make educational
decisions about changes in goals, instruction
and/or services and the decision to make a
referral for special education programs and/or
services.
27
Written notification to the parents when the
student requires an intervention beyond that
provided to all students in the general education
classroom that provides information about the
-amount and nature of student performance data
that will be collected and the general education
services that will be provided-strategies for
increasing the students rate of learning
and-parents right to request an evaluation for
special education programs and/or services.
28
The Regents policy framework for RtIDefines
RtI to minimally include Requires each school
district to establish a plan and policies for
implementing school-wide approaches and
prereferral interventions in order to remediate a
students performance prior to referral for
special education, which may include the RtI
process as part of a districts school-wide
approach. The school district must select and
define the specific structure and components of
its RtI program, including, but not limited to
the -criteria for determining the levels of
intervention to be provided to students, -types
of interventions, amount and nature of student
performance data to be collected, and -manner
and frequency for progress monitoring.
29
RTI Intervention Key Concepts
30
Essential Elements of Any Academic or Behavioral
Intervention (Treatment) Strategy
  • Method of delivery (Who or what delivers the
    treatment?)Examples include teachers,
    paraprofessionals, parents, volunteers,
    computers.
  • Treatment component (What makes the intervention
    effective?)Examples include activation of prior
    knowledge to help the student to make meaningful
    connections between known and new material
    guide practice (e.g., Paired Reading) to increase
    reading fluency periodic review of material to
    aid student retention.

31
Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out
  • Core Instruction. Those instructional strategies
    that are used routinely with all students in a
    general-education setting are considered core
    instruction. High-quality instruction is
    essential and forms the foundation of RTI
    academic support. NOTE While it is important to
    verify that good core instructional practices are
    in place for a struggling student, those routine
    practices do not count as individual student
    interventions.

32
Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out
  • Intervention. An academic intervention is a
    strategy used to teach a new skill, build fluency
    in a skill, or encourage a child to apply an
    existing skill to new situations or settings. An
    intervention can be thought of as a set of
    actions that, when taken, have demonstrated
    ability to change a fixed educational trajectory
    (Methe Riley-Tillman, 2008 p. 37).

33
Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out
  • Accommodation. An accommodation is intended to
    help the student to fully access and participate
    in the general-education curriculum without
    changing the instructional content and without
    reducing the students rate of learning (Skinner,
    Pappas Davis, 2005). An accommodation is
    intended to remove barriers to learning while
    still expecting that students will master the
    same instructional content as their typical
    peers.
  • Accommodation example 1 Students are allowed to
    supplement silent reading of a novel by listening
    to the book on tape.
  • Accommodation example 2 For unmotivated
    students, the instructor breaks larger
    assignments into smaller chunks and providing
    students with performance feedback and praise for
    each completed chunk of assigned work (Skinner,
    Pappas Davis, 2005).

34
Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out
  • Modification. A modification changes the
    expectations of what a student is expected to
    know or dotypically by lowering the academic
    standards against which the student is to be
    evaluated. Examples of modifications
  • Giving a student five math computation problems
    for practice instead of the 20 problems assigned
    to the rest of the class
  • Letting the student consult course notes during a
    test when peers are not permitted to do so
  • Allowing a student to select a much easier book
    for a book report than would be allowed to his or
    her classmates.

35
RTI Teams Following a Structured Problem-Solving
Model Jim Wrightwww.interventioncentral.org
36
RTI Pyramid of Interventions
37
Tier 3 Targets Intervention, Curriculum, and
Environment
  • For a tier 3 intervention to be effective and
    robust, it must focus on the specific needs of
    the student. It should also address the reason
    that the student is experiencing difficulty.
    Rather than considering a student problem to be
    the result of inalterable student
    characteristics, teams are compelled to focus on
    change that can be made to the intervention,
    curriculum or environment that would result in
    positive student outcome. The hypothesis and
    intervention should focus on those variables that
    are alterable within the school setting. These
    alterable variables include learning goals and
    objectives (what is to be learned), materials,
    time, student-to-teacher ratio, activities, and
    motivational strategies. p. 95

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
38
Tier 3 Interventions Are Developed With
Assistance from the Schools RTI
(Problem-Solving) Team
  • Effective RTI Teams
  • Are multi-disciplinary and include classroom
    teachers among their members
  • Follow a structured problem-solving model
  • Use data to analyze the academic problem and
    match the student to effective, evidence-based
    interventions
  • Develop a detailed research-based intervention
    plan to help staff with implementation
  • Check up on the teachers success in carrying out
    the intervention (intervention integrity)

39
The Problem-Solving Model Multi-Disciplinary
Teams
  • A school consultative process (the
    problem-solving model) with roots in applied
    behavior analysis was developed (e.g., Bergan,
    1995) that includes 4 steps
  • Problem Identification
  • Problem Analysis
  • Plan Implementation
  • Problem Evaluation
  • Originally designed for individual consultation
    with teachers, the problem-solving model was
    later adapted in various forms to
    multi-disciplinary team settings.

Source Bergan, J. R. (1995). Evolution of a
problem-solving model of consultation. Journal of
Educational and Psychological Consultation, 6(2),
111-123.
40
Team Roles
  • Coordinator
  • Facilitator
  • Recorder
  • Time Keeper
  • Case Manager

41
RTI Team Consultative Process
  • Step 1 Assess Teacher Concerns 5 Mins
  • Step 2 Inventory Student Strengths/Talents 5
    Mins
  • Step 3 Review Background/Baseline Data 5 Mins
  • Step 4 Select Target Teacher Concerns 5-10 Mins
  • Step 5 Set Academic and/or Behavioral Outcome
    Goals and Methods for Progress-Monitoring 5 Mins
  • Step 6 Design an Intervention Plan 15-20 Mins
  • Step 7 Plan How to Share Meeting Information
    with the Students Parent(s) 5 Mins
  • Step 8 Review Intervention Monitoring Plans 5
    Mins

42
RTI Team Effectiveness Self-Rating Scale
43
RTI Problem-Solving Teams Top 5 To Do List
44
RTI Status CheckJim Wrightwww.interventioncent
ral.org
45
RTI Problem-Solving Teams Top 5 To Do List
46
Academic Interventions Top 5 To Do List
47
Assessment Progress-Monitoring Top 5 To Do
List
48
Building Teacher Support for RTI Top 5 To Do
List
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