Our Focus Today
– Introduce RTI Concepts– Share Midway ISD’s general education
procedures for helping struggling learners– Progress Monitoring
* The examples in this power point target academic concerns, and a similar set of
procedures are in place for behavior interventions and speech issues.
Johnny is Struggling…
• Can Johnny’s problem be within-– Learning Disability
OR
• Can Johnny’s problem be with instruction-– The instruction was not delivered in a way that
he understood – Changing schools created learning gaps
The “Catch 22” of SPED
• Students are historically 2 years behind “ability” to be eligible
• No services until criteria are met• TWO years is TOO far behind!
Catching up can take a lifetime!
Enter… RtI
With RTI we immediately ask…
• How did Johnny get behind?
• Did this happen gradually?
What can be done for him?How can we help him improve?
How Does RtI Help You Know if Johnny’s Learning Problem is
Instruction or Disability?• You monitor progress of ALL students
– All subgroups should be responding
• A few students will not respond– No curriculum works for every student
• Come in with Tier 2 for those in need
• Logic of RTI: If Tier 1 is working for most, if Tier 2 is effective for most of the rest, then…
Those who do not respond may have a “problem” that is not due to instruction.
Midway’s 4 Tier Model
Designed by the Midway ISD RtI Committee, made up of Counselors, Instructional Specialists, Principals, OCIS
• Instruction at 4 levels of intensity• Students get the level they need• Intensity of services increase as student is
nonresponsive to intervention
RTI Model
Degree of Unresponsiveness to InterventionLOW HIGH
HIGH
Inte
nsi
ty o
f T
reat
men
t
Level I
Universal Interventions
Level II
Selected Interventions
Level III
Intensive Interventions
Level IV
Special Education ARD Determination
Tier 1: Universal Interventions
The teacher will:• Collect data (Universal screening, TAKS, TPRI,
classroom progress, etc.) • Implement interventions and begin progress monitoring
for at least 2 weeks• Meet with grade level/department team for initial
intervention discussion• Implement interventions and collect data for 4-6 weeks• Contact the parent(s) to share concerns and
interventions
If Johnny Doesn’t Improve…
• The teacher will meet with the Intervention Team to determine further interventions at Tier 1 or Tier 2
• The Intervention Team is made up of:– Teacher– Instructional Specialist– Other members may include the principal and/or
counselor
Tier 2: Selected Interventions
The teacher will:• Implement interventions and collect bi-monthly data for
4-6 weeks• Tier 1 & Tier 2 teachers will meet to discuss student data
and share lesson plans every 2 weeks• Reconvene the Intervention Team to analyze progress
and decide where student should be placed: Tier 1, 2,
or 3
Interventions at Tier 2
• Supplemental Instruction – Good solid instruction– Covers all the bases– Essential components of Reading / Math
• Progress Monitoring is continued• Progress evaluated frequently• Response to instruction assessed
If Johnny Still Doesn’t Improve…
• The teacher will meet with the Student Assistance Team (SAT) to determine Johnny’s placement and needed interventions in Tiers 2 or 3
• The Student Assistance Team is made up of:– Teacher– Instructional Specialist– Counselor– Administrator– Other educators as needed– Parent participation is invited and encouraged
Tier 3: Intensive Interventions
The Interventionists will:• Implement interventions and collect weekly data for 4-6
weeks• Reconvene SAT to analyze progress and decide where
student should be placed: Tier 1, 2, 3 or 4
To Summarize
• Selecting interventions– Problem solving
• Brainstorming, generating solutions, reaching consensus
– Standard Procedure• WHO does WHAT WHEN
JOHNNY… the Old Way
• Wait to fail• Test him using
– Block design– Woodcock him
• Compare to National Norms• Place in Special Services