Response To InterventionWhat Does it Mean to Me?

Response To Instruction and Intervention

What Does it Mean to Me?

Why are you here today?

Jot down the outcomes you anticipate occurring as a result of implementing RtII.

Today we will…

• Define RtII and what it means to staff and students.

• Experience the process of looking at data and making instructional decisions.

• Discuss implications of this information.

Where are we now?Thumbs Up? Thumbs Down?

Has the number/percent of students who struggle with reading increased or decreased in recent years?

How strong is the belief in our school that all students can achieve at higher levels?

Of the students who fall behind, what percent would you say catch up as a result of current programs in our school?

How Did We Get Here?• Summative and Formative

Assessment Tools– PSSA, PVAAS– 4Sight Benchmark,

Aimsweb, other district assessments

• Scientifically research-based Reading and Math programs

• Effective Instruction– Flexible Grouping– Differentiated

Instruction– Scaffolding– Immediate Feedback

• Progress Monitoring• Data-based decision

making

RtII

Overview of

Response to

Instruction and

Intervention

So, what is RtII?

• At your tables, list characteristics describing RtII and characteristics that do not describe RtII

• Be ready to share

RtII is… RtII is NOT…

RtII is…• A school-wide approach

to comprehensively utilize resources to meet the needs of all students

• An integrative way to provide high quality instruction/intervention matched to student needs

• A preventative system of service delivery: use of assessment data (learning rate, level of performance) to make instructional decisions

• system to provide instructional intervention immediately upon student need.

• special education program

• an added period of reading instruction

• a separate, stand alone initiative

RtII is NOT…

Addressing the Priorities:A Standards-Aligned System

Core Components of RtII• Standards aligned instruction in a research-based core

program

• Universal screening– academics and behavior

• Shared responsibility for all students

• Data-based team decision making– Progress Monitoring– Benchmark Assessment – Outcome Assessment

• Tiered intervention and service delivery system

– Research-based interventions– Flexible grouping– Fidelity of Implementation

• Parental engagement

With your partner brainstorm and list the

benefits of an RtII model

Strategic Interventions for

Students at Risk of Academic Failure

Tier 3: Interventions

forA Few Students

Tier I: Foundation

Standards Aligned Instruction for All Students

Tier 2: Interventions

forSome StudentsP

enn

sylv

ania

’sResponse to Instruction and

Intervention Model

Tier 1: Potential Outcomes

• Responders - Continue effective practices

• Non-responders – – Adjust instruction, differentiate, scaffold,

monitor– Add Tier 2 OR Tier 3 intervention(s)

(depends on assessed need and rate of improvement)

Tier 2: Interventions for Some Students

• In addition to core instruction.– May include enhanced core instruction

or supplemental programs• Use of standard protocol interventions *• Scientifically research-based

interventions– Academic– Behavior

• Specialists may provide strategic instruction in general education classroom or in homogeneous skill groups

A Standard Protocol Intervention

• is scientifically research-based.• has a high probability of producing

change for large numbers of students.• is designed to be used in a standard

manner across students.• is usually delivered in small groups.• is often very structured and explicit.• can be orchestrated by a grade level

or data analysis team.

Tier 2: Interventions for Some Students (cont.)

• Increased opportunity to learn

• Increased instructional time

• Small group instruction

• Increased assessment– Data collection and analysis twice per

month– Data-based decision-making

Tier 2: Potential Outcomes

Responders Move to Tier 1 Continue Tier 2 intervention

Non-responders Adjust instruction and continue Tier 2

intervention Move to Tier 3 intervention

Tier 3: Interventions for a Few Students

• Definition: Academic instruction and behavioral strategies, methodologies and practices designed for a few students significantly below established grade-level benchmarks in the standards-aligned system or who demonstrate significant difficulties with behavioral and social competence.

Tier 3: Interventions for a Few Students

• In addition to core instruction• Use of standard protocols• Supplemental instructional materials• Small intensive, flexible groups • Can be outside the general ed.

classroom• Tutoring provided • Typically 10-20 week interventions• Increased progress monitoring

(weekly)

Tier 3: Interventions for a Few Students

Increased direct instruction time

More time on task

More immediate and corrective feedback

Increaded opportunity to respond

Functional behavior analysis (FBA), Behavior Intervention Plan (BIP)

More frequent progress monitoring (once per week)

Core curriculum and intensive intervention

Examples

Tier 3: Potential Outcomes

• Responders – Move to Tier 2– Continue Tier 3 intervention

• Non-responders– Adjust instruction and continue Tier

3 intervention– Refer for special education

evaluation

What is my role?

Roles in an RtII Framework:• Delivery of core reading instruction• Providing small group instruction• Implementing programs for targeted skill

instruction• Data manager• Facilitator of grade level meetings• Administer benchmark assessment • Monitor and document progress of individual

students• Monitor fidelity of core and intervention

programs

DATA• With your partner,

list all the assessments currently administered to students in your school

• Indicate which of these assess literacy, math, or behavior

Administer Universal Screening to all students

Screening Tool: DIBELS

Analyze data from universal screening (grade level teams)· Identify students performing at grade level expectations (benchmark), and those at risk.

· Create instructional skill groups of varying intensity based on data.

Deliver core instruction to whole group Implement programs with fidelity

Time of core block: 90 minutesScientifically Validated Core Program: Storytown

Core block includes whole group instruction, small flexible skill groups and differentiation based on needs

Benchmark assessment 3 times per yearProgress monitoring of at risk students

Intensive InterventionSmall group (1-8) May participate in parts of core programintensive intervention addressing needsProgress monitoring weekly

Strategic InterventionSmall group (8 -10)

Targeted skill(s) instruction based on assessed needs

Progress monitoring bi-weekly

Referral for MDE after data show limited response to intervention

RtII Management: Teams…

Review school-wide

student performance data

Prescribe instructional or behavioral interventions for students based on intensity of identified needs

Set short term and long term goals for the school and students to progress toward established benchmark or standards

Group all students via level of intervention based on student performance data

Monitor students’ progress toward established goals and benchmarks

Adjust interventions based on student performance data

Grade Level Teams…

Review student performance data

Design instructional interventions for students based on intensity of identified needs

Set short term and long term goals to progress toward established benchmark

Group students based on student performance data

Monitor students’ progress toward established goals

Adjust interventions based on student data

Plan collaboratively to strengthen delivery of instruction at all levels

Grade Level Meetings…What do they look like?

• Structured• Timed• Facilitated• Productive• Based on facts• Collaborative• Honest sharing

Look at the sample:

IDEAL plan

How is data used?

• As basis for discussion in grade level meetings

• As evidence of progress or lack of progress

• To identify instructional needs• To tell us something about curriculum• As part of a process leading to more

effective problem-solving and instructional decision-making

Acting out the tiers• Each teacher will follow one

student as they are placed in a three-tier instructional framework.– LNF: Letter Naming Fluency

• (indicator of letter discrimination)– PSF: Phoneme Segmentation Fluency

• (Assessment of fluency with Phonemic Awareness)

– LSF: Letter Sound Fluency• (Early phonics assessment)

– NWF: Nonsense Word Fluency• (Phonics assessment – decoding and blending

CVC words)– R-CBM (ORF): Oral Reading Fluency

• (Decoding/Phonics assessment – affected by knowledge of vocabulary and overall comprehension)

Determining SLD

• 2 Inclusionary• 2 Exclusionary

There are four criteria to consider when identifying a student as eligible for special education under the category of SLD

Four Considerations

• Three of the four are the same, regardless of which identification model used

• One of the four requires a choice– Discrepancy Model– Response to Intervention Model

Inclusionary Observation

Specific Learning Disability

Exclusionary

Failure to meet age or grade-level standards one one of eight areas:

• Oral expression

• Listening comprehension

• Written Expression

• Basic reading skill

• Reading fluency skill

• Reading comprehension

• Mathematics calculation

• Mathematics problem solving

Discrepancy: pattern of strengths and weaknesses, relative to intellectual ability, as defined by a severe discrepancy between ability and achievement, or relative to age or grade level

OR

RTII: lack of progress in response to scientifically based instruction

Rule out:

• Vision, hearing, or motor problems

• Mental retardation

• Emotional disturbance

• Cultural and/or environmental issues

• Limited English proficiency

Rule Out lack of instruction by determining:

• Appropriate instruction by qualified personnel

• Repeated assessments and appropriate interventions

Approval to use RtII

• Special Education Plan• Complete an a Self Report• Only Approving RtII for Literacy

*The most crucial work of RtII implementation

is ensuring quality teaching in the

standards aligned general education core curriculum.