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Transcript of National Center on Response to Intervention OSPI & National Center on Response to Intervention...
National Center on Response to Intervention
OSPI & National Center on Response to Intervention
November 1, 2011
Implementer SeriesModule 3: Multi-level Prevention
System
National Center on Response to Intervention
Session Agenda Welcome and Introductions Review What Is Multi-level Instruction? Selecting Evidence-Based Practices Wrap-Up: Review, Questions, and Resources
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National Center on Response to Intervention
Upon Completion Participants Will Be Able To: Use screening and progress monitoring data
to make decisions at all levels of the multi-level prevention system, including movement between levels.
Develop a multi-level prevention system. Select evidence-based interventions and
practices.
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National Center on Response to Intervention
REVIEW: SCREENING AND PROGRESS MONITORING
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National Center on Response to Intervention 5
Response to intervention (RTI) integrates assessment and intervention within a schoolwide, multi level prevention system to ‑maximize student achievement and reduce behavior problems.
Defining RTI
(NCRTI)
National Center on Response to Intervention 6
With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions based on a student’s responsiveness; and
RTI may be used as part of the determination process for identifying students with specific learning disabilities or other disabilities.
Defining RTI
(NCRTI)
National Center on Response to Intervention
RTI as a Preventive Framework RTI is a multi-level instructional framework
aimed at improving outcomes for ALL students. RTI is preventive and provides immediate
support to students who are at risk for poor learning outcomes.
RTI may be a component of a comprehensive evaluation for students with learning disabilities.
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National Center on Response to Intervention
Essential Components of RTI Screening Progress Monitoring Schoolwide, Multi-level Prevention System
• Primary Level• Secondary Level• Tertiary Level
Data-Based Decision Making for• Instruction • Evaluating Effectiveness• Movement within the multi-level system• Disability identification (in accordance with state law)
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National Center on Response to Intervention
Essential Components of RTI
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National Center on Response to Intervention
Screening PURPOSE: Identify students who are at risk for poor
learning outcomes FOCUS: ALL students TOOLS: Brief assessments that are valid, reliable, and
demonstrate diagnostic accuracy for predicting learning or behavioral problems
TIMEFRAME: Administered more than one time per year (e.g., fall, winter, spring)
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National Center on Response to Intervention
Progress Monitoring PURPOSE: Monitor students’ response to primary,
secondary, or tertiary instruction in order to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction
FOCUS: Students identified through screening as at risk for poor learning outcomes
TOOLS: Brief assessments that are valid, reliable, and evidence based
TIMEFRAME: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)
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National Center on Response to Intervention
Data-Based Decision Making Analyze data at all levels of RTI implementation (e.g.,
state, district, school, grade level) and all levels of prevention (e.g., primary, secondary, or tertiary).
Establish routines and procedures for making decisions. Set explicit decision rules for assessing student progress
(e.g., state and district benchmarks, level and/or rate). Use data to compare and contrast the adequacy of the
core curriculum and the effectiveness of different instructional and behavioral strategies.
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National Center on Response to Intervention
Review Activity What is the difference between a mastery measure and a
general outcome measure? T or F: All progress monitoring tools are created equal. Where can I find evidence of the reliability and the validity of
progress monitoring tools? Name three uses of progress monitoring data. What is a trend line? What are three ways to establish progress monitoring goals? Describe two ways to analyze progress monitoring data.
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National Center on Response to Intervention
WHAT IS A MULTI-LEVEL PREVENTION SYSTEM?
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National Center on Response to Intervention
Essential Components of RTI
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National Center on Response to Intervention
Levels, Tiers, and Interventions
FRAMEWORK:3 levels of intensity• Primary• Secondary (Targeted/Strategic) • Tertiary (Intensive)
Secondary Level of
Prevention(~15% of students)
Tertiary Level of
Prevention(~ 5 % of students)
Primary Level of Prevention
(~80% of students)
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National Center on Response to Intervention
Levels, Tiers, and Interventions
MODEL:Minimum of 3 tiers representing each level of intensity
Tier II (secondary)
Tier I (primary)
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Tier III (tertiary)
National Center on Response to Intervention
Levels, Tiers, and Interventions
Interventions are provided at each level and within each tier.
Secondary Level of Prevention
Tertiary Level of Prevention
Primary Level of Prevention
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National Center on Response to Intervention
NCRTI recommends different evidence standards across intervention levels.
Research-based curricula• Recommended for
primary prevention across subjects.
• Components have been researched and found to be generally effective.
• Curriculum has not been rigorously evaluated.
Evidence-based intervention • Recommended for
secondary and tertiary prevention
• Evaluated using rigorous research design
• Evidence of positive effects for students who received the intervention
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National Center on Response to Intervention
PRIMARY PREVENTION LEVEL
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National Center on Response to Intervention
FOCUS: ALL students INSTRUCTION: District curriculum and instructional
practices that are research based; aligned with state or district standards; and incorporate differentiated instruction
SETTING: General education environment ASSESSMENTS: Screening, continuous progress
monitoring, and outcome measures or summative assessments
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National Center on Response to Intervention
Primary Prevention Focus ALL students Includes students with disabilities, learning
differences, or language barriers Increase access through
• Differentiated instruction.• Practices that are linguistically and culturally responsive.• Accommodations.• Modifications.
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National Center on Response to Intervention
Primary Level Instruction Research-based curriculum materials for students
(including sub groups) Implementation fidelity Articulation of teaching and learning within and
across grades Differentiation of instruction based on data Ongoing professional development
See NCRTI Integrity Rubric
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National Center on Response to Intervention
What Is Core Curriculum in RTI? Grade level standards Usually mandatory for all students of a school or a
school system Often instituted at the elementary and secondary
levels by local school boards, departments of education, or other administrative agencies charged with overseeing education
May or may not include instructional materials
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National Center on Response to Intervention
What Are Differentiated Learning Activities? Offers students in the same class different teaching
and learning strategies based on• Student assessment data and knowledge of student
readiness
• Learning preferences,
• Language and culture
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National Center on Response to Intervention
What Are Differentiated Learning Activities? Involves
• Mixed instructional groupings,
• Team teaching,
• Peer tutoring,
• Learning centers, and
• Accommodations to ensure that all students have access to the instructional program
Is NOT the same as providing more intensive interventions to students with low achievement or learning disabilities
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National Center on Response to Intervention
Primary Prevention Setting General education environment Various grouping strategies
• Whole class • Cooperative learning groups
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National Center on Response to Intervention
Primary Prevention Assessment Universal screening to determine students’ current
level of performance Continuous progress monitoring to confirm risk
status and monitor progress of at-risk students Outcome measures or summative assessments for
accountability
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National Center on Response to Intervention
Progress Monitoring and Screening Data Within Primary Prevention Screening data
• Identify students who need additional assessment or instruction.
• Evaluate the effectiveness of primary prevention for all students.
Progress monitoring data• Confirm and disconfirm risk.
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National Center on Response to Intervention
Screening: Identify Students Who Need Additional Assessment and Instruction
10
60
50
30
40
20
70
Fall
Above average
Average
Below average
Student
Benchmark Scores for Grade 2 Screening Measure
Sco
re
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National Center on Response to Intervention
Screening: Evaluate Effectiveness of Primary Prevention
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120
100
60
80
40
140
Fall SpringWinter
Target score
General population.
Title ISpecial educationS
core
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National Center on Response to Intervention
Progress Monitoring: Confirming Risk Status
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Weeks of Instruction
Dig
its
Co
rrec
t in
3 M
inu
tes
X
X
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0
5
10
15
20
25
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Weeks of Instruction
Pro
ble
ms
Co
rrec
t in
3 M
inu
tes
XX
Progress Monitoring: Confirming Risk Status
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National Center on Response to Intervention
Team Activity: Primary Prevention Complete Primary prevention (column 2) in
Appendix C “Developing an RTI Model”:• Tier(s)• Focus• Instruction • Setting• Assessment• Data-based decision making• Other
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National Center on Response to Intervention
SECONDARY PREVENTION LEVEL
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National Center on Response to Intervention
FOCUS: Students identified through screening as at risk for poor learning outcomes
INSTRUCTION: Targeted, supplemental instruction delivered to small groups
SETTING: General education classroom or other general education location within the school
ASSESSMENTS: Progress monitoring, diagnostic
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National Center on Response to Intervention
Secondary Prevention Focus Students identified through screening as at risk for
poor learning outcomes Typically 15% of entire population
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National Center on Response to Intervention
Secondary Level Instruction Evidence based Aligns with and supports core instruction Implementation fidelity based on developer
guidelines. Delivered by well-trained staff in optimal group sizes Decisions are based on valid and reliable data and
criteria are implemented accurately. Supplements core instruction
See NCRTI Integrity Rubric
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National Center on Response to Intervention
Secondary Prevention Setting General education classroom or similar setting Adult-led instruction Small group rather than whole class
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National Center on Response to Intervention
Secondary Prevention Assessment Decisions about responsiveness to intervention
• Are based on reliable and valid progress monitoring data.
• Reflect judgment based on the slope of improvement or final status at the end of the intervention period.
Decision-making rules are applied accurately and consistently
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National Center on Response to Intervention
Secondary Prevention Assessment Progress monitoring
• Monitor student response to secondary instruction.• Evaluate the efficacy of the secondary system.• Conduct at least monthly.
Diagnostic assessment• Match students needs to interventions.
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National Center on Response to Intervention
Secondary Prevention Goal Setting End-of-year benchmarking National norms for weekly rate of improvement
(slope)
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National Center on Response to Intervention
Progress Monitoring Data Within Secondary Prevention Progress monitoring data
• Determine response to secondary interventions using The four-point rule. Trend-line analysis.
• Compare efficacy of secondary interventions .
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National Center on Response to Intervention
Progress Monitoring: Determining Response Using the Four-Point Rule
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Goal line
National Center on Response to Intervention
Progress Monitoring: Determining Response Using Trend Line Analysis
X
Goal line
Trend line
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National Center on Response to Intervention
0
10
20
30
40
50
Week 1 Week 2 Week 3 Week 4
Intervention A
Intervention B
Intervention C
Growth by Intervention Type
Progress Monitoring: Compare Efficacy of Secondary Interventions
46
Wor
ds R
ead
Cor
rect
ly
National Center on Response to Intervention
Progress Monitoring: Evaluate Efficacy of Secondary System Data should indicate the following:
• 70%-80% of students in secondary interventions demonstrating adequate progress
• Implementation fidelity for interventions and data-based decision rules
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National Center on Response to Intervention
Team Activity: Secondary Prevention Complete secondary prevention (column 3) in
Appendix C “Developing an RTI Model”:• Tier(s)• Focus• Instruction • Setting• Assessment• Data-based decision making• Other
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National Center on Response to Intervention
TERTIARY PREVENTION LEVEL
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National Center on Response to Intervention
Tertiary Prevention Level FOCUS: Students who have not responded to
primary or secondary level prevention INSTRUCTION: Intensive, supplemental instruction
delivered to small groups or individually SETTING: General education classroom or other
general education location within the school ASSESSMENTS: Progress monitoring, diagnostic
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National Center on Response to Intervention
Tertiary Prevention Focus Students who have not responded to primary or
secondary level prevention Typically 3%-5% of the entire population
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National Center on Response to Intervention
Tertiary Level Instruction Evidence based or based on validated progress
monitoring methods for individualizing instruction More intense than secondary Implementation fidelity Delivered by well-trained staff in optimal group sizes Decisions are based on valid and reliable data, and
criteria are implemented accurately. Address general education curriculum in appropriate
manner for students.
See NCRTI Integrity Rubric
52
National Center on Response to Intervention
Tertiary Prevention Setting General education setting or other appropriate
setting Decisions are made on a case-by-case basis. Optimal group size is chosen for ages and needs of
students.
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National Center on Response to Intervention
Tertiary Prevention Assessment Decisions about responsiveness to intervention
• Are based on reliable and valid progress monitoring data.
• Reflect judgment based on the slope of improvement or final status at the end of the intervention period.
Decision-making rules are applied accurately.
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National Center on Response to Intervention
Tertiary Prevention Assessment Progress monitoring
• Frequent progress monitoring (at least bi-weekly) is recommended.
• Regularly monitor based on established learning trajectories indicated by the goal line.
Diagnostic• Match instruction to needs.• Inform individualized instructional planning.
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National Center on Response to Intervention
Tertiary Prevention: Goal SettingThree goal-setting options: End-of-year benchmarking National norms for weekly rate of improvement
(slope) Intra-individual
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National Center on Response to Intervention
Progress Monitoring Data Within Tertiary Prevention Progress monitoring data
• Determine response to secondary interventions using The four-point rule. Trend line analysis. Trend line analysis and slope.
• Compare efficacy of tertiary interventions.
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Progress Monitoring: Determining Response Using Four-Point Rule
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Goal line
National Center on Response to Intervention
Progress Monitoring: Determining Response Using Trend Line Analysis
59
02468
101214161820
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Weeks of Instruction
Wor
ds
Rea
d C
orr
ectl
y
X XGoal line
Trend line
National Center on Response to Intervention
Progress Monitoring: Determining Response Using Trend Line Analysis and Slope
60
XStudent’s new goal and slope:
(28 – 6) ÷ 11 = 2.0 slope
02468
1012141618202224262830
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Weeks of Instruction
Wo
rds
Rea
d C
orr
ectl
y
X
Goal line
Trend line
National Center on Response to Intervention
Progress Monitoring: Evaluate Efficacy of Tertiary System Data should indicate the following:
• Majority of students in tertiary prevention are demonstrating adequate progress (e.g., eventually move from tertiary to secondary)
• Implementation fidelity for interventions and data decision rules
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National Center on Response to Intervention
Team Activity: Tertiary Prevention Complete tertiary prevention (column 4) Appendix C
“Developing an RTI Model”: • Tier(s)• Focus• Instruction • Setting• Assessment• Data-based decision making• Other
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National Center on Response to Intervention
Changing the Intensity and Nature of Instruction Intervention Duration Frequency Interventionist Group size
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National Center on Response to Intervention
IDEA AND MULTI-LEVEL PREVENTION SYSTEM
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What About Special Education?
Two groups to consider: Students with disabilities who are currently receiving
special education Students being referred for special education eligibility
consideration
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National Center on Response to Intervention
What About Students with Disabilities?
66
~15%
~5% Tier III (tertiary)
Specialized individualizedsystems for students with
intensive needs
Tier II (secondary) Supplemental group
systems for students with at-risk response to
primary level
Tier I (primary)Schoolwide
instruction forall Students, including
differentiated instruction
~80%
National Center on Response to Intervention
Disability IdentificationTo ensure that underachievement in a child suspected of having a specific learning disability is not due to a lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation, what is described in 34 CFR 300.304 through 300.306:Data demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel.Data-based documentation of repeated assessments of achievement at reasonable intervals reflect formal assessment of student progress during instruction, which was provided to the child’s parents.
67
(www.idea.ed.gov)
National Center on Response to Intervention 68
When Do We Refer to Special Education?
~15%
~5% Tier III (tertiary)
Tier II (secondary)
Tier I (primary)
~80% of students
Example 1: After nonresponsiveness to two secondary interventions
National Center on Response to Intervention 69
When Do We Refer to Special Education?
~15%
~5%
Tier III (tertiary)
Tier II (secondary)
Tier I (primary)
~80% of Students
Example 2: After nonresponsiveness to one secondary and one tertiary intervention
National Center on Response to Intervention
Recommendations Collaborate with special education to develop an
inclusive multi-level instruction model Create written guidance on the following:
• How do special education services “fit” in the model?• What are the roles and responsibilities of special
education staff?• When should students be referred for eligibility
consideration?
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National Center on Response to Intervention
Prereferral Model Versus RTI
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National Center on Response to Intervention
SELECTING EVIDENCE-BASED PRACTICES
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National Center on Response to Intervention
Selecting Evidence Based Practices: Definitions
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Evidence-based intervention • Data demonstrates (or empirically validates) efficacy
through scientific, rigorous research designs. Research-based curricula
• May incorporate design features that have been researched generally.
• The curriculum or program as a whole has not been studied using a rigorous research design. See Training
Manual Page 9
National Center on Response to Intervention
Selecting Evidence-Based Practices1. Identify needs and priorities.2. Select practices to address needs.
• Resources for identifying evidence-based practices3. Evaluate evidence claims.
• Standards of evidence across intervention levels/tiers within RTI
4. Implement practices.5. Evaluate effectiveness. See Training
Manual Page 9
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National Center on Response to Intervention
1) Identifying Needs and Priorities
1. Gather a team.2. Conduct a “needs assessment.”
• Gather information from multiple sources.• Compile and summarize data.
3. Determine priorities. See Training
Manual Page 9 and Instructional
Intervention Tools Chart
User’s Guide
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National Center on Response to Intervention
1) Identifying Needs and Priorities Evaluate existing data to determine baseline
performance on indicators of interest.• Academic achievement• Discipline referrals• Attendance/truancy data
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National Center on Response to Intervention
1) Identifying Needs: Interventions For what skills do we need a secondary intervention
instructional program? Is there a specific academic outcome or measure we are interested in providing supplemental instruction for?
For what grades do we need an instructional program? Will this program be used with all students who are not
progressing in the core curriculum or only with specific sub groups of students? Tier I? Tier II? Tier III?
Which sub groups? English language learners (ELLs)? Special education?
77
See Instructional Intervention Tools Chart
User’s Guide
National Center on Response to Intervention
1) Identifying Priorities: Interventions Is it a program that can be purchased for a reasonable cost? Is it a program with a reasonable implementation time? Is it a program that does not require specialized expertise or
lengthy training to administer? Is it a program that offers ready access to training and technical
support for staff? Is it a program that has documented evidence of efficacy
through the most rigorous research? Is it a program whose effectiveness has been studied and
demonstrated in our district or state?
78
See Instructional Intervention Tools
Chart User’s Guide
National Center on Response to Intervention
Selecting Evidence-Based Practices1. Identify needs and priorities.2. Select practices to address needs.
• Resources for identifying evidence-based practices3. Evaluate evidence claims.
• Standards of evidence across intervention levels/tiers within RTI
4. Implement practices.5. Evaluate effectiveness.
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National Center on Response to Intervention
2) Selecting Evidence-Based Practices Screening and progress monitoring Data-based decision making Instruction/interventions
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National Center on Response to Intervention
2) Selecting Evidence-Based Practices: Screening and Progress Monitoring NCRTI: Screening Tools Chart NCRTI: Progress Monitoring Tools Chart IES practice guide: RTI for mathematics and reading IRIS Center webinars and RTI/assessment training
modules
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National Center on Response to Intervention
2) Selecting Evidence-Based Practices: Data-Based Decision Making
IES Practice Guide: Using Student Achievement Data
U.S. Department of Education: Doing What Works and the American Recovery and Reinvestment Act
IRIS Center Case Study Unit RTI: Data-based Decision Making
82
National Center on Response to Intervention
2) Selecting Evidence-Based Practices: Instruction/Intervention What Works Clearinghouse
Best Evidence Encyclopedia
NCRTI Instructional Intervention Tool Chart
Florida Center for Reading Research
IES Practice Guide: RTI for Mathematics and Reading
IRIS Center Learning Strategies Modules
83
National Center on Response to Intervention
Selecting Evidence-Based Practices1. Identify needs and priorities.2. Select practices to address needs.
• Resources for identifying evidence-based practices3. Evaluate evidence claims.
• Standards of evidence across intervention levels/tiers within RTI
4. Implement practices.5. Evaluate effectiveness.
84
National Center on Response to Intervention
3) Evaluating Evidence Where can I find evidence? What type of evidence exists? What is the quality of the evidence? What were the desired outcomes? What are the effects of the intervention? Is the sample population similar?
85
See Training Manual Page
10
National Center on Response to Intervention
3a) Evaluating Evidence: Where? Curriculum websites (use with caution) Peer-reviewed journals (various)
• ERIC (www.eric.ed.gov/)• Google Scholar (www.scholar.google.com/)• Education Abstracts (Education Full Text) • Psychological Abstracts
See Training Manual Page 10
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National Center on Response to Intervention
3a) Evaluating Evidence: Where? What Works Clearinghouse Best Evidence Encyclopedia NCRTI Instructional Intervention Tools Chart Florida Center for Reading Research
87
See Training Manual
Appendix B
National Center on Response to Intervention
3b) Evaluating Evidence: Type? What type of evidence is available?
• Research study• Summary of existing research• Technical report• Peer/publisher claims• Other methods?
See Training Manual Page
11
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3b) Evaluating Evidence: Type?
89
Randomized control trial* Quasi-experiment Single-case design Quantitative research synthesis
* Most rigorous form of research See Training Manual Page
11
National Center on Response to Intervention
3c) Evaluating Evidence: Quality? How was the program implemented? Is it realistic under
normal circumstances?• Who implemented the intervention?• Was the intervention described?• Was there a manual or a script?• How often did the intervention occur?• Was fidelity evaluated in the study? If so, how?• What phase of research? (exploratory, pilot, efficacy, scale-
up)See Training
Manual Page 11
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3d) Evaluating Evidence: Desired Outcomes? Were the outcomes assessed relevant to your outcomes?
• What outcome measures were used to evaluate the intervention?
• Do the outcome measures seem reasonable?
• Are they relevant to your concerns?
• Are they reliable and valid?
• Is it feasible to implement with your
population?See Training Manual Page
12
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3e) Evaluating Evidence: Effects? Are the effects large enough to be meaningful?• Significance of differences • Interpretation of effect sizes
92
Practitioners can use this information to compare programs and identify those most likely to meet their specific needs.
See Training Manual Page
12
National Center on Response to Intervention
3f) Evaluating Evidence: Population? For which population does the evidence show an
effect?• Is the sample described? • Can you tell who was studied?• Is the participant similar to or representative of your
student population?• Are there different effects for different population groups?
See Training Manual Page 12
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National Center on Response to Intervention
Demonstration What Works Clearinghouse Best Evidence Encyclopedia NCRTI Instructional Intervention Tools Chart
94
National Center on Response to Intervention
Click here to select a topic area
What Works Clearinghouse
National Center on Response to Intervention
You can use search terms to search for interventions here
You can also click on the Find what works link for a more extensive search feature
What Works Clearinghouse
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What Works ClearinghouseWhat outcome are you focused on?
What grade level are you looking for?
Is there a specific focus or population?
National Center on Response to Intervention
What Works Clearinghouse
98
Click here to create a report
What level of effectiveness are you looking for?
What is the extent of evidence you are looking for?
How will the intervention be delivered?
Are you looking for a curriculum, a supplemental intervention, or a practice?
National Center on Response to Intervention 99
•Use the filter to select your interest
•Look at the results provided for the student outcome, the improvement index, the effectiveness rating, and the extent of evidence.
•Click the link to learn more about the intervention and research
National Center on Response to Intervention
Evaluating Evidence
100
Click here to learn more about the interventions
National Center on Response to Intervention
Evaluating Evidence
101
National Center on Response to Intervention
Evaluating EvidenceAccelerated Reader™ (Reviewed for Beginning Reading)
102
National Center on Response to Intervention 103
Evaluating Evidence
Accelerated Reader™ (Reviewed for Beginning Reading)
National Center on Response to Intervention
Evaluating Evidence
104
Accelerated Reader™ (Reviewed for Beginning Reading)
National Center on Response to Intervention
Evaluating Evidence
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Program Information
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Team Activity: What Works Clearinghouse
1. What effective supplemental (Tier II/III), small group, and reading comprehension programs are available for eighth-grade students?
2. How many programs show a positive improvement index for mathematics achievement?
3. Identify a program used in your district/school• What is the improvement index, the evidence rating, and the
extent of evidence?
• What additional information is available about the evidence in the program report?
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National Center on Response to Intervention
Best Evidence Encyclopedia
Click to select the topic:• subject matter• grade level• focus area (e.g., ELLs, struggling readers)
National Center on Response to Intervention
Finding an Evidence-Based ProgramFind programs that show high or moderate levels of effectiveness
Find programs that show limited evidence of effectiveness
Find programs with insufficient evidence or no qualifying studies
See the key findings, the summary and, the methods
National Center on Response to Intervention
Best Evidence Encyclopedia
110
National Center on Response to Intervention 111
Reviewcriteria
Studies are rated based on the effect size, the type of study, and the size of study
National Center on Response to Intervention 112
Selecting an
Evidence-Based
Program
National Center on Response to Intervention
Evaluating Evidence
113
National Center on Response to Intervention
Determine the Type of Program
114
The type of program is defined as
National Center on Response to Intervention
Learn About the Program
115
The program name, a brief description, and contact information for more information are provided.
National Center on Response to Intervention
Team Activity: Best Evidence Encyclopedia1. What programs show strong or moderate levels of
effectiveness for eighth-grade reading?2. Were any small group tutorials (SGT in Column 3)
shown to have a strong level of effectiveness for struggling readers?
3. Identify a program used in your district/school:• What level of evidence is reported for the program?
116
National Center on Response to Intervention 117
www.rti4success.org
NCRTI Instructional Intervention Tools Chart
National Center on Response to Intervention
NCRTI Instructional Interventions Tools Chart
118
The tools chart lists instructional programs that can be used as secondary interventions within an RTI context.
The technical review committee (TRC) does not rate instructional programs; instead the TRC rates studies of program efficacy.
National Center on Response to Intervention
Instructional Intervention Tools Chart
NCRTI definition of instruction: Additional or alternative intervention programs to
the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the core program.
119
National Center on Response to Intervention
Instructional Intervention Tools Chart Purpose: help consumers identify secondary
programs that• Have been evaluated through rigorous design.• Have shown positive, meaningful treatment effects.
120
National Center on Response to Intervention
Search by Content: Reading, Math, or Writing
Search by Grade: Elementary or Secondary
National Center on Response to Intervention
Comparing ToolsNarrow search selection to programs that fit your needs
National Center on Response to Intervention 123
Comparing Tools
Compare them side by side
National Center on Response to Intervention
Instructional Intervention Tools Chart
Click on the name of the program to see the implementation requirements.
National Center on Response to Intervention
Implementation Requirements
National Center on Response to Intervention
Technical Rigor of the Study
126
Study Quality
National Center on Response to Intervention
Participants
127
National Center on Response to Intervention
Design
128
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Fidelity of Implementation
129
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Measures
130
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Technical Rigor of the Study
131
Effect Size
Adjusted posttest: corrects for differences in groups on pretest
National Center on Response to Intervention
Technical Rigor of the Study
132
Effect Size
Unadjusted posttest: does not account for differences in groups on pretest
National Center on Response to Intervention
Effect Size: Sample 1
133
Developer was unable to provide necessary data for NCRTI to calculate effect sizes.
National Center on Response to Intervention
Effect Size: Sample 2
134
Mean for proximal and distal measures
National Center on Response to Intervention
Effect Sizes
135
National Center on Response to Intervention
Disaggregated Data
The column reports effect size data that have been disaggregated for sub groups, if available.
• Students with disabilities• ELLs• Students from diverse racial-ethnic groups
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Team Activity: Instructional Intervention Tools Chart1. What secondary instruction programs are available
for elementary mathematics students?2. Which study has the highest average adjusted effect
size? 3. What are the average unadjusted effect sizes for
SSRD Writing Strategies?4. Identify a program used in your district/school
• What level of evidence is reported for the program?
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Team Activity Appendix D: Selecting Evidence-Based Practices As a table group, choose one of the following
examples Think of intervention materials you have or may
considering adopting to support the student Using the three websites, investigate the evidence
for that program (or programs) We’ll reconvene in 20 minutes to report decisions
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Appendix D, Example 1: Bell Top Elementary School
Ms. Jones, a third-grade math teacher, has noticed that Jack, Bobby, and Jane seem to be struggling with word problems despite the strong research-based core curriculum. In looking at their scores on the screening measure, Ms. Jones noticed that they are all below the cut score. After monitoring their progress over a number of weeks she continued to see no progress. Can you identify an intervention that might help Jack, Bobby, and Jane improve? Why did you select that intervention?
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Appendix D, Example 2: Lake Ridge Middle School
Mr. Morris has identified that Jessica does not have a strong grasp on the basic skills of reading and is therefore struggling in his class. After looking at her screening data and monitoring her progress, he has decided to implement an intervention to help her with basic reading skills. Is there an intervention available that Mr. Morris might use to help Jessica? What questions might he ask in selecting an appropriate intervention?
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Selecting Evidence-Based Practices1. Identify needs and priorities.2. Select practices to address needs.
• Resources for identifying evidence-based practices3. Evaluate evidence claims.
• Standards of evidence across intervention levels/tiers within RTI
4. Implement practices.5. Evaluate effectiveness.
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4) Implement Practices Provide initial recommended training and
professional development. Plan for initial implementation (e.g., scheduling,
materials). Provide ongoing coaching and professional
development. Monitor and evaluate fidelity of implementation.
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What is Fidelity of Implementation?
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4) Implement Practices: Fidelity
The best way to monitor fidelity is to measure it. Consider adherence to schedule, protocols, and
intervention plans Self-Report Data Observation Logs/Lesson Plans
Training Manual Page 11
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Evaluating Implementation: Monitoring Fidelity
Self-Report DataQuestionnaires, surveys, interviewsMay provide an indicator of teacher knowledge, context of implementation Often unreliable when used alone
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Evaluating Implementation: Monitoring Fidelity
Evaluating fidelity through observation Develop checklists of critical implementation components Record and listen to sessions at random Spot checksPeer observationsPeer coaching
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Evaluating Implementation: Monitoring Fidelity Logs/lesson plans
Student work
Allows for evaluation of what was done
Content covered
Student progress
Provides less information about:
Delivery
Dosage
Adherence to scripts (if applicable)
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6) Evaluating Implementation Using Fidelity Data
Distinguish curriculum/intervention vs. quality of implementation when problems occur
Identify implementation strengths (people, potential coaches, parts of intervention)
Target areas in need of improvementCoachingProfessional DevelopmentRetraining
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Selecting Evidence-based Practices1. Identify needs and priorities.2. Select practices to address needs.
• Resources for identifying evidence-based practices3. Evaluate evidence claims.
• Standards of evidence across intervention levels/tiers within RTI
4. Implement practices.5. Evaluate effectiveness.
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5) Evaluate Effectiveness Evaluate general intervention effectiveness. Evaluate effectiveness for individual students.
• Ongoing, graphed progress monitoring data• Reviewed at least every 4-6 weeks• Evidence-based decision-making criteria• General outcome measure versus mastery measure
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0
10
20
30
40
50
Week 1 Week 2 Week 3 Week 4
Intervention A
Intervention B
Intervention C
Growth by Intervention Type
Compare Efficacy of Interventions
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Wor
ds R
ead
Cor
rect
ly
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Intervention Effectiveness
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Intervention A
Goal line
Trend line
Trend line Intervention B
Indicates Change
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CLOSING
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Things to Remember Good data IN … Good data OUT
• Know where your data came from and the validity of that data
Focus on the big picture or ALL students• Are most students making progress?
ALL instructional and curriculum decisions should be based on DATA.
Keep it SIMPLE and EFFICIENT!
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Implementing the RTI Framework Select and implement research and evidence-based
practices and procedures. Implement essential components with integrity. Ensure cultural, linguistic, and socioeconomic factors
students bring to the classroom are reflected in tool selection and implementation.
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Review Activity Why does the NCRTI use levels instead of tiers? Where can districts and schools find evidence of an
intervention’s effectiveness? How can schools monitor the fidelity of intervention
implementation?
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Next Steps Develop a district/school multi-level prevention
framework model (e.g., guidance document). Develop an RTI district implementation plan.
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National Center on Response to Interventionwww.rti4success.org
RTI Action Networkwww.rtinetwork.org
IDEA Partnershipwww.ideapartnership.org
Need More Information?
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www.rti4success.org
Questions?
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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326E07000.4 Grace Zamora Durán and Tina Diamond served as the OSEP project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: www.rti4success.org.
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DISCLAIMER
The opinions and positions expressed herein are not intended to ensure compliance with any particular law or regulation pertaining to the provision of educational services for eligible students. This presentation and/or materials should be viewed and applied by users according to their specific needs. This presentation and/or materials represent the views of the presenter(s) regarding what constitutes preferred practice based on research available at the time of this publication. The presentation and/or materials should be used as guidance. Any references specific to any particular education product are illustrative, and do not imply endorsement of these products by OSPI, or to the exclusion of other products that are not referenced in the presentation materials. OSPI, Special Education, is not responsible for the content of those educational product(s) referenced in this presentation.
Douglas H. Gill, Ed.D.,Director, Special Education
WA OSPI