RTIRTIResponse to InterventionResponse to Intervention

Tier I ContentsTier I Contents

ReviewReview Paper work Paper work

informationinformation ProceduresProcedures

Level IConsultation

Between Teachers-Parents

Level II Consultation With OtherResources

Intensity of Problem

Am

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eso

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s Needed to

Solv

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Level IIIConsultation with

the Problem Solving Team

Level IVIEP

Consideration

Define the problem

Implement Plan

Evaluate

Develop a Plan

RTI ProceduresRTI Procedures

Activities at Tier IActivities at Tier I Parent and teacher working together to Define the Parent and teacher working together to Define the

ProblemProblem Based on data develop an intervention planBased on data develop an intervention plan Evaluate Evaluate

Teacher and parent use progress Teacher and parent use progress monitoring data to evaluate the monitoring data to evaluate the effectiveness of interventionseffectiveness of interventions

Intervention should last at least 6 weeksIntervention should last at least 6 weeks

Tier I PaperworkTier I Paperwork

Consists of:Consists of: Student infoStudent info Initial Parent contactInitial Parent contact Define Problem, What does the student Know, Define Problem, What does the student Know,

What do they need to Know, Set GoalWhat do they need to Know, Set Goal Progress Monitoring InformationProgress Monitoring Information Evaluation of PlanEvaluation of Plan Rational for final decisionsRational for final decisions Decision to continue, modify, discontinue, or Decision to continue, modify, discontinue, or

move to Tier IImove to Tier II

Tier I PaperworkTier I Paperwork

Tier I paperwork will take the place of the old PEP Tier I paperwork will take the place of the old PEP paperwork paperwork

Teachers will keep copies of Tier I paperwork in a Teachers will keep copies of Tier I paperwork in a folder in their roomsfolder in their rooms1 folder for each student1 folder for each student

Case Colleague AssignmentsCase Colleague Assignments

Tier I PaperworkTier I Paperwork

Teachers will keep progress monitoring data in Teachers will keep progress monitoring data in this folder along with Tier 1 paper workthis folder along with Tier 1 paper work

Ways to Enter Tier IWays to Enter Tier I

Students who are At-Risk based on Students who are At-Risk based on DIBELS data will automatically enter Tier IDIBELS data will automatically enter Tier I

3-5 students will enter based on 3-5 students will enter based on performance on Curriculum Based performance on Curriculum Based MeasurementsMeasurements

Teacher input across grade levelsTeacher input across grade levelsEC students will also have a Tier I planEC students will also have a Tier I plan

Progress Monitoring for Students in Progress Monitoring for Students in Tier ITier I

K-2 teachers will progress monitor reading K-2 teachers will progress monitor reading progress using DIBELSprogress using DIBELS

Progress monitoring using DIBELS will be Progress monitoring using DIBELS will be done on a weekly basisdone on a weekly basis

Space is provided on the Tier I and Tier II Space is provided on the Tier I and Tier II paperwork for progress monitoring datapaperwork for progress monitoring data

Progress Monitoring for Students in Progress Monitoring for Students in Tier ITier I

K-2 subjects other than reading and 3-5 all K-2 subjects other than reading and 3-5 all subjects:subjects: Students will be monitored on a weekly basis using:Students will be monitored on a weekly basis using: Curriculum Based MeasurementsCurriculum Based Measurements How do these things really workHow do these things really work

Curriculum BasedCurriculum BasedMeasurementsMeasurements

CBMs are quick and usually take one minute CBMs are quick and usually take one minute to administerto administer

CBM assessments can be administered CBM assessments can be administered frequently (daily if needed) and the results frequently (daily if needed) and the results can be displayed graphically can be displayed graphically

This provides a visual representation of the This provides a visual representation of the student’s learningstudent’s learning

If the student does not display progress, the If the student does not display progress, the instruction can be adjusted which allows for instruction can be adjusted which allows for intervention before the student begins to fail intervention before the student begins to fail (Espin et al., 2001)(Espin et al., 2001)

DIBELS are a good example of a CBMDIBELS are a good example of a CBM

Curriculum Based MeasurementsCurriculum Based Measurements

Studies have shown that CBM aids Studies have shown that CBM aids teachers in generating superior student teachers in generating superior student achievement regardless of whether the achievement regardless of whether the students are identified as learning students are identified as learning disabled, low achieving, or achieving in the disabled, low achieving, or achieving in the average range (Fuchs et al., 1994)average range (Fuchs et al., 1994)

Curriculum Based MeasurementsCurriculum Based Measurements

Good predictors of success on EOGGood predictors of success on EOGHelpful in showing teachers specific skills Helpful in showing teachers specific skills

that children are lacking and where we can that children are lacking and where we can begin to intervene. begin to intervene.

Using CBM’s For Benchmark DataUsing CBM’s For Benchmark Data

Every student will be given select probes Every student will be given select probes for each grade levelfor each grade level

Same as we have done for K-2 with Same as we have done for K-2 with DIBELS but we will include all grades and DIBELS but we will include all grades and probes dealing with reading, writing, and probes dealing with reading, writing, and math math

3rd Grade Mid Year ScoresSkill Mean 25th%ILE 13th%ILE 10th%ILE

Blend Identification (Individual) 23.54 13 8 6.83

Sight Word Fluency (Individual) 76.66 66.75 58 56.47

Oral Reading Fluency (DIBELS) (Individual) 90.34 71.5 56.38 52.2

Maze Fluency-Reading Comprehension (Group) 13.59 9 7 6

Written Expression (Group) 21.92 15.5 10.17 8.23

Double Digit Addition with Regrouping (Group) 9.29 5 4 3

Double Digit Subtraction with Regrouping (Group) 2.68 .66 .33 .33

Multiplication (Multiply by 0-12) (Group) 11.64 4.17 2 1

Word Problems (+ and -, Sums 0-100 no Regrouping) (Group) 4.3 2.25 2 1

Tier I for BehaviorTier I for Behavior

Students enter Tier I for behavior when a Students enter Tier I for behavior when a student has two office referrals for the same or student has two office referrals for the same or similar offensesimilar offense

Student will also enter Tier I when a teacher Student will also enter Tier I when a teacher feels that after an initial parent contact the feels that after an initial parent contact the student is still having significant behavior student is still having significant behavior problemsproblems

Tier I interventions for behavior will last 2-4 Tier I interventions for behavior will last 2-4 weeks if students behavior does not improveweeks if students behavior does not improve

Progress Monitoring for Students in Progress Monitoring for Students in Tier ITier I

Progress monitoring with behavior Progress monitoring with behavior students will be done using:students will be done using: Classroom behavior plansClassroom behavior plans

Results of Tier IResults of Tier I

Tier l

Exit Continue with intervention Move to Tier II

1. No longer At-Risk2. No longer concerned Student still needs support

After intervention student isstill considered At-Risk

QUESTIONS?QUESTIONS?