Title: RTI: What Are Your Questions?
1RTI What Are Your Questions?
- At your tables
- Discuss the key questions that you still have
about the RTI model. - Write down the TOP 1-2 questions that you would
like to have answered (or discussed) at todays
workshop.
2Summer RTI Training Dates
3RTI for Elementary, Middle, High Schools
Introduction for Cohort 3Jim Wrightwww.interven
tioncentral.org
4Workshop Goals
5Key RTI Challenges
6The quality of a school as a learning community
can be measured by how effectively it addresses
the needs of struggling students.--Wright
(2005)
Source Wright, J. (2005, Summer). Five
interventions that work. NAESP Leadership
Compass, 2(4) pp.1,6.
7School Instructional Time The Irreplaceable
Resource
- In the average school system, there are 330
minutes in the instructional day, 1,650 minutes
in the instructional week, and 56,700 minutes in
the instructional year. Except in unusual
circumstances, these are the only minutes we have
to provide effective services for students. The
number of years we have to apply these minutes is
fixed. Therefore, each minute counts and schools
cannot afford to support inefficient models of
service delivery. p. 177
Source Batsche, G. M., Castillo, J. M., Dixon,
D. N., Forde, S. (2008). Best practices in
problem analysis. In A. Thomas J. Grimes
(Eds.), Best practices in school psychology V
(pp. 177-193).
8RTI 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.
9Essential Elements of RTI (Fairbanks, Sugai,
Guardino, Lathrop, 2007)
- A continuum of evidence-based services available
to all students" that range from universal to
highly individualized intensive - Decision points to determine if students are
performing significantly below the level of their
peers in academic and social behavior domains" - Ongoing monitoring of student progress"
- Employment of more intensive or different
interventions when students do not improve in
response" to lesser interventions - Evaluation for special education services if
students do not respond to intervention
instruction"
Source Fairbanks, S., Sugai, G., Guardino, S.,
Lathrop, M. (2007). Response to intervention
Examining classroom behavior support in second
grade. Exceptional Children, 73, p. 289.
10NYSED RTI Guidance Memo April 2008
11(No Transcript)
12The 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.
13Instruction 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.
14Written 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.
15What previous approach to diagnosing Learning
Disabilities does RTI replace?
- Prior to RTI, many states used a Test-Score
Discrepancy Model to identify Learning
Disabilities. - A student with significant academic delays would
be administered an battery of tests, including
an intelligence test and academic achievement
test(s). - If the student was found to have a substantial
gap between a higher IQ score and lower
achievement scores, a formula was used to
determine if that gap was statistically
significant and severe. - If the student had a severe discrepancy gap
between IQ and achievement, he or she would be
diagnosed with a Learning Disability.
16Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
17Secondary Students Unique Challenges
- Struggling learners in middle and high school
may - Have significant deficits in basic academic
skills - Lack higher-level problem-solving strategies and
concepts - Present with issues of school motivation
- Show social/emotional concerns that interfere
with academics - Have difficulty with attendance
- Are often in a process of disengaging from
learning even as adults in school expect that
those students will move toward being
self-managing learners
18School Dropout as a Process, Not an Event
- It is increasingly accepted that dropout is
best conceptualized as a long-term process, not
an instantaneous event however, most
interventions are administered at a middle or
high school level after problems are severe.
Source Jimerson, S., Reschly, A.L., Hess, R.
(2008). Best practices in increasing the
likelihood of school completion. In A. Thomas
J. Grimes (Eds). Best Practices in School
Psychology - 5th Ed (pp. 1085-1097). Bethesda,
MD National Association of School
Psychologists.. p.1090
19RTI Pyramid of Interventions
20Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 12
21Tier 1 Core Instruction
- Tier I core instruction
- Is universalavailable to all students.
- Can be delivered within classrooms or throughout
the school. - Is an ongoing process of developing strong
classroom instructional practices to reach the
largest number of struggling learners. - All children have access to Tier 1
instruction/interventions. Teachers have the
capability to use those strategies without
requiring outside assistance. - Tier 1 instruction encompasses
- The schools core curriculum.
- All published or teacher-made materials used to
deliver that curriculum. - Teacher use of whole-group teaching
management strategies. - Tier I instruction addresses this question Are
strong classroom instructional strategies
sufficient to help the student to achieve
academic success?
22Tier I (Classroom) Intervention
- Tier 1 intervention
- Targets red flag students who are not
successful with core instruction alone. - Uses evidence-based strategies to address
student academic or behavioral concerns. - Must be feasible to implement given the resources
available in the classroom. -
- Tier I intervention addresses the question Does
the student make adequate progress when the
instructor uses specific academic or behavioral
strategies matched to the presenting concern?
23Tier 1 Grade-Level Team or Consultant
- Who consults on the student case?
- Choice A The teacher brings the student to a
grade-level meeting to develop an intervention
plan, check up on the plan in 4-8 weeks. - Choice B The teacher sits down with a consultant
(selected from a roster or assigned to the
classroom or grade level). Together, consultant
and teacher develop an intervention, check up on
the plan in 4-8 weeks.
24Tier 1 Grade-Level Team or Consultant
- What is the next step if the student is a
non-responder? - The student case is referred to the school or
grade-level Tier 2 Data Team. The Team places the
student into appropriate Tier 2 services if
availableor may decide to refer directly to the
Problem-Solving Team.
25Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 13
26Tier 2 Supplemental (Group-Based)
Interventions(Standard Treatment Protocol)
- 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 3-5 students.
Students placed in Tier 2 interventions should
have a shared profile of intervention need. - Programs or practices used in Tier 2
interventions should be evidence-based. - The progress of students in Tier 2
interventions are monitored at least 2 times per
month.
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
27Tier 2 Data Team
- Who makes up the Data Team and what is its
purpose? - The Data Team is a school-wide or grade-specific
team that typically includes classroom teachers,
a school administrator, and perhaps other
participants. - The Data Team reviews school-wide screening data
(e.g., DIBELS NEXT, AimsWeb) three times per year
to determine which students are at risk and
require supplemental (Tier 2) intervention. - The Team continues to meet (e.g., monthly) to
review student progress and to move students out
of, into or across Tier 2 groups depending on
progress and classroom performance.
28Tier 2 Data Team
- Who makes up the Data Team and what is its
purpose? (Cont) - The Data Team can also take Tier 1 (classroom)
referrals for struggling students who were not
picked up in the academic screening(s) but are
showing serious academic difficulties.
29Scheduling 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.
30Tier 2 Data Team
- What is the next step if the student is a
non-responder? - The Data Team refers the student to the Tier 3
RTI Problem-Solving Team if the student fails to
make acceptable progress during at least one
intervention trial.
31Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 14
32Tier 3 Intensive Individualized
Interventions(Problem-Solving Protocol)
- Tier 3 interventions are the most intensive
offered in a school setting. - 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 or more. The
student-teacher ratio is flexible but should
allow the student to receive intensive,
individualized instruction. - The reading 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.
33Tier 3 RTI Problem-Solving Team
- How does a referral come in to the
Problem-Solving Team? - Referral route A The Tier 2 Data Team meets
periodically to review student progress. If a
student is found not to be making expected
progress, he or she can then be referred on to
the RTI Team. - Referral route B If the school lacks a standard
treatment Tier 2 intervention for a student
concern (e.g., behavior, math), the student may
be referred directly to the Problem-Solving Team
via a classroom teacher referral.
34Tier 3 RTI Problem-Solving Team
- Who consults on the student case?
- The RTI Problem-Solving Team is a
multi-disciplinary team that consults with the
teacher at the RTI Team Meeting. - The school may also want to have other staff
(e.g., school nurse, math title teacher)
available to attend RTI Team meetings on an
as-needed basis for specific student cases.
35Tier 3 RTI Problem-Solving Team
- What is the next step if the student is a
non-responder? - The school district should adopt uniform
decision rules that indicate when a student
should be referred on to the Special Education
Eligibility Team. Example A district decided
that across Tiers 2 and 3a student should go
through at least 3 separate interventions of 6-8
instructional weeks each before that student
could be designated a non-responder and
referred to Special Education.
36Team Activity Rate Your Elementary or Secondary
Schools RTI Readiness
- In your elbow groups
- Review the elementary or secondary version of RTI
implementation survey. - Rate your school on this survey.
- Discuss with your group how RTI ready your
school is at the present time.
37Challenge 1 Promoting Staff Understanding
Support for RTIJim Wrightwww.interventioncentra
l.org
38Tipping point any process in which, beyond a
certain point, the rate at which the process
increases dramatically. (Tipping Point, 2010).
The tipping point is the moment of critical
mass, the threshold, the boiling point.
(Gladwell, 2000 p. 12)
Sources Gladwell, M. (2000). The tipping point
How little things can make a big difference.
Little, Brown and Company NY. Tipping point
(sociology). (2010, February 17). In Wikipedia,
The Free Encyclopedia. Retrieved 0252, March 1,
2010, from http//en.wikipedia.org/w/index.php?tit
leTipping_point_(sociology)oldid344548179
39- Q What Conditions Support the Successful
Implementation of RTI? - Continuing professional development to give
teachers the skills to implement RTI and educate
new staff because of personnel turnover. - Administrators who assert leadership under RTI,
including setting staff expectations for RTI
implementation, finding the needed resources, and
monitor ingthe fidelity of implementation. - Proactive hiring of teachers who support the
principles of RTI and have the skills to put RTI
into practice in the classroom. - The changing of job roles of teachers and support
staff (school psychologists, reading specialists,
special educators, etc.) to support the RTI
model. - Input from teachers and support staff
(bottom-up) about how to make RTI work in the
school or district, as well as guidance from
administration (top-down).
Source Fuchs, D., Deshler, D. D. (2007). What
we need to know about responsiveness to
intervention (and shouldnt be afraid to ask)..
Learning Disabilities Research Practice,
22(2),129136.
40Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions
41Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions
- Lack of Skills. Teachers lack the skills
necessary to successfully implement academic or
behavioral interventions in their content-area
classrooms (Fisher, 2007 Kamil et al., 2008). - Not My Job. Teachers define their job as
providing content-area instruction. They do not
believe that providing classwide or individual
academic and behavioral interventions falls
within their job description (Kamil et al.,
2008).
42Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions(Cont.)
- No Time. Teachers do not believe that they have
sufficient time available in classroom
instruction to implement academic or behavioral
interventions (Kamil et al., 2008 Walker,
2004). - No Payoff. Teachers lack confidence that there
will be an adequate instructional pay-off if they
put classwide or individual academic or
behavioral interventions into place in their
content-area classroom (Kamil et al., 2008).
43Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions (Cont.)
- Loss of Classroom Control. Teachers worry that if
they depart from their standard instructional
practices to adopt new classwide or individual
academic or behavior intervention strategies,
they may lose behavioral control of the classroom
(Kamil et al., 2008). - Undeserving Students. Teachers are unwilling to
invest the required effort to provide academic or
behavioral interventions for unmotivated students
(Walker, 2004) because they would rather put that
time into providing additional attention to
well-behaved, motivated students who are more
deserving.
44Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions (Cont.)
- The Magic of Special Education. Content-area
teachers regard special education services as
magic (Martens, 1993). According to this view,
interventions provided to struggling students in
the general-education classroom alone will be
inadequate, and only special education services
have the power to truly benefit those students.
45Engaging the Reluctant Teacher Seven Reasons Why
Instructors May Resist Implementing Classroom RTI
Literacy Interventions
- Lack of Skills. Teachers lack the skills
necessary to successfully implement academic or
behavioral interventions in their content-area
classrooms. - Not My Job. Teachers define their job as
providing content-area instruction. They do not
believe that providing classwide or individual
academic and behavioral interventions falls
within their job description. - No Time. Teachers do not believe that they have
sufficient time available in classroom
instruction to implement academic or behavioral
interventions. - Insufficient Payoff. Teachers lack confidence
that there will be an adequate instructional
pay-off if they put classwide or individual
academic or behavioral interventions into place
in their content-area classroom. - Loss of Classroom Control. Teachers worry that if
they depart from their standard instructional
practices to adopt new classwide or individual
academic or behavior intervention strategies,
they may lose behavioral control of the
classroom. - Undeserving Students. Teachers are unwilling to
invest the required effort to provide academic or
behavioral interventions for unmotivated students
because they would rather put that time into
providing additional attention to well-behaved,
motivated students who are more deserving. - The Magic of Special Education. Content-area
teachers regard special education services as
magic. According to this view, interventions
provided to struggling students in the
general-education classroom alone will be
inadequate, and only special education services
have the power to truly benefit those students.
46RTI Challenge Promoting Staff Understanding
Support for RTI
- Provide staff with an introductory overview of
RTI before the end of the current school year. - Inventory all opportunities for staff development
in your school for the 2011-2012 school year
(e.g., faculty meetings, PD days, grade-level
meetings, etc.). - Draft a training calendar for 2011-2012 when you
can provide ongoing training to teachers in RTI.
Bring calendar to summer training.
- Review the proactive steps listed here for
promoting staff understanding and support for
RTI. - Discuss how you can accomplish these steps in
preparation for the Cohort 3 summer training.
47Challenge 2 Verifying that Strong Core
Instruction and Interventions Are Being
Delivered in ClassroomsJim Wrightwww.interventi
oncentral.org
48Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 12
49Shared Roles Interventionist
- The interventionist is a teacher or other
educator who is directly responsible for
implementing an intervention for an individual
student or small group. The role requires clear
definition of the student problem(s), selection
of evidence-based intervention strategies or
programs, use of data to determine if the
intervention is effective, and measurement of how
the intervention is carried out to ensure that it
is implemented with integrity.
50Interventionist Key Look-Fors
- Defines the student academic or behavioral
concern in clear, specific, measurable terms. - Selects interventions that are evidence-based
(i.e., intervention practices or programs that
have been demonstrated to be effective in one or
more high-quality studies in reputable peer
reviewed journals). - Selects interventions that logically match the
presenting student problem(s) (e.g., choosing a
fluency-building intervention such as Paired
Reading for a student who has acquired basic
reading skills but has delayed reading fluency).
51Interventionist Key Look-Fors
- Delivers the intervention with a high level of
integrity (e.g., ensuring that the intervention
is implemented with the appropriate frequency,
session length, steps of the intervention,
student-teacher group size, etc.). - Ensures that any accommodations included as part
of a general-education students RTI intervention
plan (e.g., preferential seating, breaking a
longer assignment into smaller chunks) do not
substantially lower the academic standards
against which the student is to be evaluated and
are not likely to reduce the students rate of
learning. - Knows which elements of the intervention are
critical (must be implemented precisely as
designed) and those that are negotiable (the
interventionist has some degree of flexibility in
how those elements are implemented).
52Interventionist Key Look-Fors
- Completes required documentation of the
intervention (e.g., writing down all necessary
details of the intervention plan before
implementing, maintaining a contact log to record
each intervention session, etc.). - Collects baseline data on student performance
prior to the intervention, sets a predicted goal
for student improvement to be attained by the
intervention checkup date, and allots an adequate
minimum period for the intervention (e.g., 4-8
instructional weeks) to adequately judge its
impact. - Collects regular progress-monitoring data during
the intervention to determine if the student is
making adequate progress (Tier 1 monitoring
frequency is at discretion of the
interventionist Tier 2 monitoring occurs at
least 1-2 times per month Tier 3 monitoring
occurs at least weekly). - Applies decision rules at the checkup date to
evaluate whether the intervention is successful
and to determine the appropriate next
intervention steps.
53(No Transcript)
54RTI Challenge Verifying that Strong Core
Instruction and Interventions Are Being
Delivered in Classrooms
- Become knowledgeable about intervention resources
available on the Internet and within your
district. - Identify people who could serve as formal or
informal intervention coaches in your school.
- Review the proactive steps listed here for core
instruction and intervention. - Discuss how you can accomplish these steps in
preparation for the Cohort 3 summer training.
55Challenge 3 Using Screening Data to Identify
Students at Risk for Academic or Behavioral
ProblemsJim Wrightwww.interventioncentral.org
56Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 8
57RTI Literacy Assessment Progress-Monitoring
- To measure student response to
instruction/intervention effectively, the RTI
model measures students academic performance and
progress on schedules matched to each students
risk profile and intervention Tier membership. - Benchmarking/Universal Screening. All children in
a grade level are assessed at least 3 times per
year on a common collection of academic
assessments. - Strategic Monitoring. Students placed in Tier 2
(supplemental) reading groups are assessed 2
times per month to gauge their progress with this
intervention. - Intensive Monitoring. Students who participate in
an intensive, individualized Tier 3 intervention
are assessed at least once per week.
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.
58Educational Decisions and Corresponding Types of
Assessment
- SCREENING/BENCHMARKING DECISIONS Tier 1 Brief
screenings to quickly indicate whether students
in the general-education population are
academically proficient or at risk. - PROGRESS-MONITORING DECISIONS At Tiers and 3,
ongoing formative assessments to judge whether
students on intervention are making adequate
progress. - INSTRUCTIONAL/DIAGNOSTIC DECISIONS At any Tier,
detailed assessment to map out specific academic
deficits , discover the root cause(s) of a
students academic problem. - OUTCOME DECISIONS Summative assessment (e.g.,
state tests) to evaluate the effectiveness of a
program.
Source Hosp, M. K., Hosp, J. L., Howell, K. W.
(2007). The ABCs of CBM A practical guide to
curriculum-based measurement. New York Guilford
Press.
59Creating a School-Wide Screening Plan
Recommendations for ALL Schools
- Ensure that any discussion about grade- or
school- or district-wide adoption of RTI
screening tools includes general education and
special education input. - When adopting a screening tool, inventory all
formal assessments administered in your school.
Discuss whether any EXISTING assessments can be
made optional or dropped whenever new screening
tools are being added. - If possible, use screening tools found by the
National Center on RTI to have technical
adequacy.
60RTI Challenge Adopting Schoolwide Screening
Measures
- Select days in fall, winter, spring of the
2011-2012 school year when school-wide screenings
will take place. - Identify members of a school team to assist in
collecting screening information. - Select screening tools to assess literacy (and
perhaps other areas) in your school. (Remember
that existing datagrades, attendance,
behaviorcan be analyzed periodically and used to
screen students at risk.)
- Review the proactive steps listed here for core
instruction and intervention. - Discuss how you can accomplish these steps in
preparation for the Cohort 3 summer training.
61Challenge 4 Establishing a Strong RTI Team for
Students Who Need a Problem-Solving ApproachJim
Wrightwww.interventioncentral.org
62Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p25
63RTI 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
64RTI Team Roles
- Coordinator
- Facilitator
- Recorder
- Time Keeper
- Case Manager
65RTI Challenge Establishing a Strong RTI Team for
Students Who Need a Problem-Solving Approach
- Review existing teams in your school and identify
teams that can be merged or eliminated to make
better use of your problem-solving resources. - Schedule sufficient time each week to hold Tier 3
RTI Team meetings for high-stakes students. - Identify people who should serve on the RTI
Problem-Solving Team (as core members or as
consultants-as-needed).
- Review the proactive steps listed here for
establishing a strong RTI Problem-Solving Team. - Discuss how you can accomplish these steps in
preparation for the Cohort 3 summer training.
66Challenge 5 Developing Implementing
Effective Tier 2/3 Intervention Programs Jim
Wrightwww.interventioncentral.org
67Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 13
68Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 14
69Scheduling 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.
70Challenge 6 Ensuring That Interventions Are
Carried Out With FidelityJim Wrightwww.interven
tioncentral.org
71Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p 42
72Assessing Intervention Integrity
73Why Assess Intervention Integrity?
- When a struggling student fails to respond
adequately to a series of evidence-based
interventions, that student is likely to face
significant and potentially negative
consequences, such as failing grades, long-term
suspension from school, or even placement in
special education. It is crucial, then, that
the school monitor the integrity with which
educators implement each intervention plan so
that it can confidently rule out poor or limited
intervention implementation of the intervention
as a possible explanation for any students
non-response.
74Intervention Integrity Check Direct Observation
- Intervention integrity is best assessed through
direct observation (Roach Elliott, 2008). - The key steps of the intervention are defined and
formatted as an observational checklist. - An observer watches as the intervention is
conducted and checks off on the checklist those
steps that were correctly carried out. The
observer then computes the percentage of steps
correctly carried out.
75Limitations of Direct Observation as an
Intervention Integrity Check
- Direct observations are time-consuming to
conduct. - Teachers who serve as interventionists may at
least initially regard observations of their
intervention implementation as evaluations of
their job performance, rather than as a
child-focused RTI quality check. - An intervention-implementation checklist
typically does not distinguish between--or
differentially weight--those intervention steps
that are more important from those that are less
so. If two teachers implement the same 10-step
intervention plan, for example, with one
instructor omitting a critical step and the other
omitting a fairly trivial step, both can still
attain the same implementation score of steps
correctly completed.
Source Gansle, K. A., Noell, G. H. (2007). The
fundamental role of intervention implementation
in assessing response to intervention. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
244-251).
76Intervention Script Builder
77Supplemental Methods to Collect Data About
Intervention Integrity
- Teacher Self-Ratings As a form of
self-monitoring, directing interventionists to
rate the integrity of their own interventions may
prompt higher rates of compliance (e.g., Kazdin,
1989). However, because teacher self-ratings tend
to be upwardly biased (Gansle Noell, 2007, p.
247), they should not be relied upon as the sole
rating of intervention integrity. One suggestion
for collecting regular teacher reports on
intervention implementation in a convenient
manner is to use Daily Behavior Reports (DBRs
Chafouleas, Riley-Tillman,, Sugai, 2007).
Sources Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.Gansle, K.
A., Noell, G. H. (2007). The fundamental role
of intervention implementation in assessing
response to intervention. In S. R. Jimerson, M.
K. Burns, A. M. VanDerHeyden (Eds.), Response
to intervention The science and practice of
assessment and intervention (pp.
244-251).Kazdin, A. E. (1989). Behavior
modification in applied settings (4th ed.).
Pacific Gove, CA Brooks/Cole..
78Intervention Contact Log
79Supplemental Methods to Collect Data About
Intervention Integrity
- Intervention Permanent Products If an
intervention plan naturally yields permanent
products (e.g., completed scoring sheets, lists
of spelling words mastered, behavioral sticker
charts), these products can be periodically
collected and evaluated as another indicator of
intervention integrity (Gansle Noell, 2007).
SourceGansle, K. A., Noell, G. H. (2007). The
fundamental role of intervention implementation
in assessing response to intervention. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
244-251).
80Intervention Integrity Verify Through a Mix of
Information Sources
- Schools should consider monitoring intervention
integrity through a mix of direct and indirect
means, including direct observation and permanent
products (Gansle Noell, 2007), as well as
interventionist self-ratings (Roach Elliott,
2008).
Source Gansle, K. A., Noell, G. H. (2007).
The fundamental role of intervention
implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns,
A. M. VanDerHeyden (Eds.), Response to
intervention The science and practice of
assessment and intervention (pp. 244-251).Roach,
A. T., Elliott, S. N. (2008). Best practices in
facilitating and evaluating intervention
integrity. In A. Thomas J. Grimes (Eds.), Best
practices in school psychology V (pp.195-208).