Response to Intervention: School-Wide Multi-Level
Prevention
Carriage Crest Elementary
Core Components of RtI
~ National Center on Response to Intervention
What is RtI?
Response to Intervention (RtI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems.
~ National Center on Response to Intervention
Core Characteristics of RtI• Universal screening: All students are screened to
determine academic and behavior status against grade-level benchmarks
• • Standards-aligned instruction: All students receive high quality, research-based instruction in the general education standards-aligned system
• • All staff (general education teachers, special education teachers, Title I, ESL) assume an active role in students’ assessment and instruction in the standards-aligned system
• • Multi-Leveled Intervention: Students receive increasing intense levels of targeted scientifically, research-based interventions dependent upon student need
Core Characteristics of RtI (contin.)
• • Research-based Interventions: Implementation of research-validated interventions based on level of need
• • Progress Monitoring: Continuous progress monitoring of student performance and use of progress monitoring data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals
• • Benchmark and Outcome Assessment: Student progress is benchmarked throughout the year to determine level of progress toward monitoring and assessing the fidelity of intervention implementation
Core Characteristics of RtI
• Universal Screening• Progress Monitoring• School-Wide Multi-Leveled
Prevention System• Data-Based Decision-Making
RtI Is . . .
• A general education led effort implemented within the general education system, coordinated with all other services including special education, Title I, ESL, Migrant Education, etc.
• A system to provide instructional intervention immediately upon student need
• An alternative approach to the diagnosis of a Specific Learning Disability. Instead of using the well-known discrepancy model, local education agencies may now use this diagnostic alternative
• A process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures
RtI Is Not . . .
RTI
• A pre-referral system • An individual teacher • A classroom • A special education program • An added period of reading instruction • A separate, stand-alone initiative
RtI
• RtI requires the re-engineering of general, remedial, and special education resources to create a seamless service delivery system to better meet the needs of all students
• RtI does not prevent referral for special education evaluation
School-Wide Multi-Level Prevention System
Levels of Intervention
Tertiary Level
Primary Level
Secondary Level
A School-Wide Multi-Level Prevention System is one of the components of Response to Intervention (RtI)
A School-Wide M-LPS Is . . .• 3 Levels• Primary (Formerly, Tier 1) • Secondary (Formerly, Tier 2)• Tertiary (Formerly, Tier 3)
• A focus is on ALL students• Instruction includes the district curriculum and instructional practices that are research-based; aligned with state or district standards; incorporate differentiated instruction; planned/implemented w/ fidelity, capacity, intention, and rigor• Takes place in the General Ed. Classroom• Assessments include screening, continuous progress monitoring, and outcome measures
A School-Wide M-LPS Is Not . . .• “Take my low kids”• Student pull out• Done on the fly• Taking place in a special education
classroom• The responsibility of the Special
Education teacher• Part of a Special Education
Initiative• Just for some students
M-LPS
Intervention vs. Accommodation
Intervention• Multi-Level Prevention
System• Instruction• Duration• Frequency• Progress-Monitoring• Fluid, not finite groups• Small group instruction• Evidence-based resources• Screening• Data-Driven Decision-
Making
Accommodation• Seating preference• Extra time for tests• Scribe• Chunking assignments• Peer helper• Repeated directions• Redirection to task• Frequent breaks during
testing• Teacher proximity to
student during instruction
M-LPS at Carriage Crest
GE TeachersPLC
Intervention
Susan/Cindy/Susanne
ELL
Danielle/Wendy/Julie
IP
Rebecca
Psychologist
Laura
Volunteer CadreParents
Intervention Team PLC
M-LPS at Carriage Crest: GE Teacher
As a Grade Level PLC:
• Provide Core Instruction• Provide Differentiated Instruction/Core• Plan/Implement/Intervention• Progress Monitor all instruction and all interventions• Provide Accommodations• Administer/Record/Evaluate Common Assessments• Establish SMART Goals• Collaborate/Communicate w/Intervention Team
weekly
M-LPS at Carriage Crest: Intervention Team
As an Intervention PLC:
• Collaborate with Grade Level PLCs weekly• Co-Plan Intervention/Instruction with GL PLCs• Administer assessments/evaluations, as
requested• Maintain a CC Data Notebook • Conduct data-driven collaboration • Support students in small groups and/or one-on-
one (IP, ELL, GE, and combined groups)• Monitor and meet IEP minutes for IP students• Facilitate CARE Meetings/SST Meetings• Meet weekly as a PLC (Tuesday mornings)
M-LPS Collaboration Schedule• Grade Level PLCs meet every Monday,
2:55-3:35 PM (Not during conference week or other designated non-meeting times mandated by KSD) for data-driven collaboration with Intervention PLC:• Pre-arranged collaborative agenda• Record meeting notes• Share notes with Intervention Team• Planning/Evaluating/Reflecting Meetings• Review student work• Review progress monitoring data• Decide options for CARE Team referral
Questions and Lingering Thoughts