Responsiveness to Instruction RtI

1
Responsiveness to InstructionRtI

• Tier III

2
Before beginning Tier III

• Review Tier I Tier II for
• Clear beginning ending dates
• Intervention design

3
Tier I

• Focus Ongoing monitoring and adjustments of
  instruction are designed to meet the needs of
  students.
• Design
• Specific to the students learning profile
• Utilization of flexible grouping for
  differentiation of instruction based on skill
  level
• Research-based classroom interventions designed
  to achieve grade-level content expectations
• Minimum 2 to 3 intervention sessions per week
• Interventionist Primarily the classroom teacher
  and parent. Other school personnel may be
  involved in rare cases, when identified by need.
• Setting Intervention sessions should be
  occurring primarily in the general education
  classroom.
• Progress Monitoring Must take place a minimum
  of once a month

4
Tier II

• Focus Student receives supplementary
  instruction, in addition to the core instruction.
  The intention of the supplementary instruction
  is to provide time-limited interventions with the
  goal of accelerating student learning to meet
  grade level expectations.
• Design
• Specific to the students learning profile
• Minimum of 2 interventions per area of need
• Minimum 3 to 4 intervention sessions per week
• At least one intervention session per week must
  be provided in a small group setting (maximum of
  5 to 7 students)
• Interventionist Classroom teacher and other
  school personnel as identified by need.
• Setting Appropriate setting as determined by
  the need can be conducted in and out of the
  general education classroom.
• Progress Monitoring Must take place a minimum
  of once every two weeks.

5
Before beginning Tier III

• Review Tier I Tier II for
• Clear beginning ending dates
• Intervention design
• Implementation evidence

6
Reflective Questions

• Implementation
• Did the delivery of interventions follow the plan
  with consistency and accuracy?
• Is progress monitoring of the intervention used
  and adjustments made as needed.
• Did the intervention match the students specific
  need?
• If the answer is no to any of the above
  questions, you must first make adjustments to the
  plan before considering moving the student to
  Tier III

7
Reflective Questions

• Evidence
• Does the instruction or the intervention decrease
  the students learning gap (learning rate)?
• Does the intervention reduce the problem behavior
  and/or increase the desired behavior?
• Does progress monitoring data determine the
  intervention to be effective?
• Does student performance improve as measured by
  assessment(s)?

8
Activities at Tier III

• Steps of cyclical problem-solving model repeat
  but in a more formal and systematic way and with
  the RTI team.

9
(No Transcript)
10
RTI Team

• A collaborative team of general and special
  educators, including parents, who implement the
  RtI/problem-solving process for student at risk
  for school failure.
• Recommended Team Participants consists of
  referring teacher, parent, administrator,
  psychologist, EC staff member, counselor, regular
  education representative, anyone else needed.

11
Tier III Forms

• Tier
  III

Tier III
12
Define the Problem

• In general - Identify initial concern
• General description of problem
• Prioritize and select target behavior
• Describe what is known about problem and generate
  questions
• Environment
• Instruction
• Curriculum
• Learner

13
Four Domains

• Environment
• How environment effects learning - arrangement of
  classroom, material, media equipment
• Curricular
• Is curriculum appropriate for student? Consider
  sequence of objectives, teaching methods, and
  practice materials provided
• Instructional
• Manner in which teacher uses curriculum
• Consider instructional techniques, presentation
  style, questioning, feedback techniques
• Learner
• Student skill - necessary prerequisite skills
• Student process - capacity to learn and problem
  solving techniques

14
RIOT

• Review, Interview, Observe, Test
• Review records and work samples, interview staff
  and parents, testing involves CBM
• Proceed from general to specific
• Global
• Specific questions aimed at answering assessment
  questions

15
Analysis of Assessment Plan

• Review data - cant do or wont do
• Calculate discrepancy between baseline and
  acceptable level of performance
• Baseline is median of three measures
• Indicate standard
• Make an informed statement as to why the problem
  is occurring
• Make a prediction regarding intervention
• Chart and set goal

16
Prediction and Goal Setting

• Without goal setting, it is impossible to judge
  progress and determine effectiveness of
  intervention
• Goal statements are based on baseline data
• Written in specific and measurable terms

17
Goal Statement Definition

• Specific description of change you expect to see
  in students behavior as a result of the
  intervention
• Includes behavior to change
• Conditions that will bring about change
• Level of behavior that is expected

18
Definition Continue

• Short-term goals describe progress student is
  expected to make in a short period of time -
  during the intervention phase
• Long-term goals describe progress student is
  expected to make in a year - often associated
  with a program, sometimes with intervention phase

19
Goal Statement

• Behavior needs to be measurable, observable, and
  specific - focus on increasing positive
  behaviors, rather than decreasing negative ones
• For academic issues conditions include
• timeline, measurement, situation, and measurement
  materials used
• For behavior issues conditions include
• timeline, setting, environmental stimuli that
  will elicit behavior
• Level of behavior that is expected

20
Ways to Establish Expected Level of Behavior

• Norms/percentile cutoffs
• Gap Analysis
• Realistic/ambitious growth
• Growth rates

21
Develop Intervention Plan

• Procedures (Instructional Strategies)
• Arrangements
• Timeframe
• Person(s) Responsible
• Measurement Strategy
• Evaluation Plan

22
Tier III

• Focus Student receives supplementary
  instruction that consists of intensive
  individualized interventions.
• Design
• Specific to the students learning profile.
• At least one intervention session per week must
  be provided in a small group setting (maximum of
  1 to 5 students)
• Time Before a student can move to Tier IV, the
  student must be receiving interventions for a
  minimum of
• One skill area - Two hours per week
• Two skill areas - Three hours per week
• Three or more skill areas - Five hours per week
• Interventionist Classroom teacher and other
  school personnel as identified by need.
• Setting Appropriate setting as determined by
  the need can be conducted in and out of the
  general education classroom
• Progress Monitoring Must take place a minimum
  of two to three times a week.

23
Evaluation Plan

• Frequency of data collection
• Strategies to be used to summarize data for
  evaluation
• Number of data points or length of time before
  data analysis/decision rule

24
Key to Tier III

• Progress Monitoring
• Frequent- 2 to 3 times a week
• Standard against which progress can be compared
  (Trend Line)
• Allows for aim line to be established
• Graph
• Decision Making Plan

25
Decision Making Plan

• If the graph shows scores are increasing above
  the aimline
• Raise the Performance Goal
• When at least 6 scores and at least 3 weeks have
  passed since goal was set, examine the 4 most
  recent scores.
• When all scores are above the aimline, then
  raising the goal is recommended.

26
Decision Making Plan

• If the graph shows scores have not significantly
  changed or that they fall below the aimline
• Change the Intervention
• Examine the most recent 3 to 4 data points to
  help you make the decision.

27
Other Possible Decisions

• Student is performing at/around goal line
• Continue with same goal
• Student is performing below goal line despite
  modifying interventions
• Consider entitlement

28
Decision Making Plan

• If the decision is to adjust an intervention,
  small changes or refinements are recommended
  before major changes.
• Changes should be substantial enough that it has
  a possibility to result in improved student
  performance
• If making an adjustment, do not make two at the
  same time. It may result in the team being
  unable to determine what caused increased student
  performance.

29
Decision Making PlanConsidering Eligibility

• Three complete phases of intervention plan
• Rule for altering intervention (3 to 4 data
  points below the aim line)
• Consideration of goal
• What level of performance would be acceptable?
• Consideration of intervention effort
• What resources does the intervention take?
• Consideration of dual discrepancy
• Performance discrepant from peers (below grade
  level)
• Performance rate discrepant from peers (rate of
  learning - trend lines)

30
End of Intervention Time

• Complete the evaluation section on page 4.
• Be sure all screenings have been completed.
• Review the data and make a decision.

31
Decision

• Continue with Tier III interventions
• Back the student down to Tier II
• Recommend Tier IV