RTIRTIResponse to Response to InstructionInstruction

Better to be safe than..............Punch a 5th Better to be safe than..............Punch a 5th gradergrader

Strike while the .....................Bug is closeStrike while the .....................Bug is close It's always darkest before......... Daylight It's always darkest before......... Daylight

Savings TimeSavings Time Never underestimate the power of.......TermitesNever underestimate the power of.......Termites You can lead a horse to water but........how?You can lead a horse to water but........how? Don't bite the hand that.............. looks dirtyDon't bite the hand that.............. looks dirty No news is................................impossibleNo news is................................impossible You can't teach an old dog new..........mathYou can't teach an old dog new..........math If you lie down with dogs, you'll......stink in the If you lie down with dogs, you'll......stink in the

morningmorning

Love all, trust..........................meLove all, trust..........................me

The pen is mightier than the..........pigsThe pen is mightier than the..........pigs

An idle mind is....................The best way to An idle mind is....................The best way to relaxrelax

Where there's smoke there's.......pollutionWhere there's smoke there's.......pollution

Happy the bride who...............gets all the Happy the bride who...............gets all the presentspresents

A penny saved is..................... not muchA penny saved is..................... not much

Tier II ContentsTier II Contents

ReviewReview Paperwork informationPaperwork information ProceduresProcedures ExamplesExamples

Level IConsultation

Between Teachers-Parents

Level II Consultation With OtherResources

Intensity of Problem

Am

oun

t of R

eso

urce

s Needed to

Solv

e P

roble

m

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 IIActivities at Tier II Steps of cyclical problem-solving model repeat, but Steps of cyclical problem-solving model repeat, but

more school personnel are involved as needed on a more school personnel are involved as needed on a consultation basisconsultation basis ParentParent TeacherTeacher Grade level teams, counselor, school Grade level teams, counselor, school

psychologist, diagnostician, reading teacher, psychologist, diagnostician, reading teacher, administrator, social worker, curriculum administrator, social worker, curriculum coordinator nurse, etc. coordinator nurse, etc.

Key people in Tier IIKey people in Tier II

ParentsParents

Grade level teamsGrade level teams

Case ColleaguesCase Colleagues

Other people who Other people who can provide needed can provide needed help and supporthelp and support

Tier II PaperworkTier II Paperwork

Tier II Intervention Plan consists of:Tier II Intervention Plan consists of: Student infoStudent info Define Problem, Develop a Plan, Define Problem, Develop a Plan,

Set GoalSet Goal Progress Monitoring InformationProgress Monitoring Information Evaluation of PlanEvaluation of Plan Contact with ParentContact with Parent Decision to continue, modify, Decision to continue, modify,

discontinue, or move to Tier IIIdiscontinue, or move to Tier III

Tier II PaperworkTier II Paperwork

Teachers will keep copies of Tier II paperwork Teachers will keep copies of Tier II paperwork in a folder in their roomsin a folder in their rooms 1 folder for each student1 folder for each student This folder will also contain the Tier 1 This folder will also contain the Tier 1

paperworkpaperwork

Case colleagues will make copies of Case colleagues will make copies of paperwork to be placed in a folder in front paperwork to be placed in a folder in front officeoffice

Tier II PaperworkTier II Paperwork

Teachers will keep progress monitoring Teachers will keep progress monitoring data in this folder along with Tier II paper data in this folder along with Tier II paper workwork

Progress Monitoring for Progress Monitoring for Students in Tier IIStudents in Tier II

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

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

Space is provided on the Tier II Space is provided on the Tier II paperwork for progress monitoring paperwork for progress monitoring datadata

Progress Monitoring for Progress Monitoring for Students in Tier IIStudents in Tier II

K-2 subjects other than reading and K-2 subjects other than reading and 3-5 all subjects:3-5 all subjects: Students will be monitored on a weekly Students will be monitored on a weekly

basis using:basis using: Curriculum Based MeasurementsCurriculum Based Measurements

Tier II for BehaviorTier II for Behavior

Students who do not make progress in Students who do not make progress in Tier I will move to Tier II/Tier IIITier I will move to Tier II/Tier III-At this level the teacher will start meeting -At this level the teacher will start meeting

with the problem solving team to help with with the problem solving team to help with behavior plansbehavior plans

Tier II ProceduresTier II Procedures

Parents will also be notified with a Parents will also be notified with a letter when their child enters Tier IIletter when their child enters Tier II

At the beginning of Tier I the child At the beginning of Tier I the child will be screened for health problems will be screened for health problems (vision, hearing, etc.)(vision, hearing, etc.)

Interventions can consist of targeted Interventions can consist of targeted groups within the classroom groups within the classroom

Parents will be contacted at the end Parents will be contacted at the end of the intervention phaseof the intervention phase

Tier II: Strategic Tier II: Strategic InterventionsInterventions

Scientifically research-based Scientifically research-based interventionsinterventions Academic – reading, math & writingAcademic – reading, math & writing BehaviorBehavior

Standard course of study with Standard course of study with supplemental materialssupplemental materials

Differentiated instruction in the Differentiated instruction in the classroomclassroom

Student Social & Academic Student Social & Academic Behaviors Are Strongly Behaviors Are Strongly

Influenced by the Instructional Influenced by the Instructional Setting (Lentz & Shapiro, 1986)Setting (Lentz & Shapiro, 1986)

Students with learning problems do not Students with learning problems do not exist in isolation. Rather, their exist in isolation. Rather, their instructional environment plays an instructional environment plays an enormously important role in these enormously important role in these students’ eventual success or failure students’ eventual success or failure

Source: Lentz, F. E. & Shapiro, E. S. (1986). Functional assessment of the academic environment. School Psychology Review, 15, 346-57.

Big Ideas: Learn Unit Big Ideas: Learn Unit (Heward, 1996)(Heward, 1996)

The three essential elements of effective student learning include:The three essential elements of effective student learning include:1.1. Academic Opportunity to RespondAcademic Opportunity to Respond. The student is presented with . The student is presented with

a meaningful opportunity to respond to an academic task. A question a meaningful opportunity to respond to an academic task. A question posed by the teacher, a math word problem, and a spelling item on an posed by the teacher, a math word problem, and a spelling item on an educational computer ‘Word Gobbler’ game could all be considered educational computer ‘Word Gobbler’ game could all be considered academic opportunities to respond.academic opportunities to respond.

2.2. Active Student ResponseActive Student Response. The student answers the item, solves the . The student answers the item, solves the problem presented, or completes the academic task. Answering the problem presented, or completes the academic task. Answering the teacher’s question, computing the answer to a math word problem (and teacher’s question, computing the answer to a math word problem (and showing all work), and typing in the correct spelling of an item when showing all work), and typing in the correct spelling of an item when playing an educational computer game are all examples of active playing an educational computer game are all examples of active student responding.student responding.

3.3. Performance FeedbackPerformance Feedback. The student receives timely feedback about . The student receives timely feedback about whether his or her response is correct—often with praise and whether his or her response is correct—often with praise and encouragement. A teacher exclaiming ‘Right! Good job!’ when a student encouragement. A teacher exclaiming ‘Right! Good job!’ when a student gives an response in class, a student using an answer key to check her gives an response in class, a student using an answer key to check her answer to a math word problem, and a computer message that says answer to a math word problem, and a computer message that says ‘Congratulations! You get 2 points for correctly spelling this word!” are ‘Congratulations! You get 2 points for correctly spelling this word!” are all examples of performance feedback.all examples of performance feedback.

The Four Stages of The Four Stages of Learning Can Be Summed Learning Can Be Summed

Up in the ‘Instructional Up in the ‘Instructional Hierarchy’ Hierarchy’

(Haring et al., 1978)(Haring et al., 1978)Student learning can be thought of as a multi-stage Student learning can be thought of as a multi-stage process. The universal stages of learning include:process. The universal stages of learning include:

Acquisition: The student is just acquiring the skill.Acquisition: The student is just acquiring the skill. Fluency: The student can perform the skill but Fluency: The student can perform the skill but

must make that skill ‘automatic’.must make that skill ‘automatic’. Generalization: The student must perform the skill Generalization: The student must perform the skill

across situations or settings.across situations or settings. Adaptation: The student confronts novel task Adaptation: The student confronts novel task

demands that require that the student adapt a demands that require that the student adapt a current skill to meet new requirements.current skill to meet new requirements.

Source: Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.

Results of Tier IIResults of Tier II

Tier II

Move back to Tier I Continue with intervention Move to Tier III

1. No longer At-Risk2. No longer concerned

Student still needs supportBut is progressing

After intervention student isstill considered At-Risk

Moving back to Moving back to Tier ITier I Fill out Tier I Fill out Tier I

paperworkpaperwork Information does not Information does not

need to be new need to be new Document continuation Document continuation

of intervention that is of intervention that is working or how an working or how an intervention has been intervention has been modifiedmodified

Must contact parent Must contact parent and notify the change and notify the change in Tiersin Tiers

Moving to Tier Moving to Tier IIIIII Finish filling out Finish filling out

Tier II paper workTier II paper work Notify case Notify case

colleague so PST colleague so PST team can place you team can place you on the agendaon the agenda

Make sure all Make sure all progress monitoring progress monitoring data is included in data is included in students foldersstudents folders

Teacher SupportTeacher Support

Intervention NotebooksIntervention Notebooks Introduction of interventions within Introduction of interventions within

core curriculumcore curriculum Case colleague assigned by Problem Case colleague assigned by Problem

Solving TeamSolving Team

Roles of Case colleagueRoles of Case colleague Case colleague will meet with teacher at Case colleague will meet with teacher at

the beginning of Tier II to help with the beginning of Tier II to help with paperwork, interventions, and answer paperwork, interventions, and answer any other questions that ariseany other questions that arise

Case colleagues will also meet with Case colleagues will also meet with Teachers at the end of Tier IITeachers at the end of Tier II

Case colleagues will be in charge of Case colleagues will be in charge of transferring paperwork from teachers transferring paperwork from teachers folder to office folderfolder to office folder

Case colleagues will be in charge of Case colleagues will be in charge of setting up PST Team meeting if moving setting up PST Team meeting if moving to Tier IIIto Tier III

Problem Solving Team Problem Solving Team

Please stand up!!!!Please stand up!!!! How these meetings runHow these meetings run

11stst meeting is problem analysis and meeting is problem analysis and assessment plan developmentassessment plan development

22ndnd meeting is to set up intervention plan meeting is to set up intervention plan and to go over assessment dataand to go over assessment data

Progress monitoring is done on Progress monitoring is done on interventions 2-3 times a week by interventions 2-3 times a week by psychologist or interventionistpsychologist or interventionist

Team reconvenes in 6 weeks to go over Team reconvenes in 6 weeks to go over progress or lack of progressprogress or lack of progress

0

2

4

6

8

10

12

14

Dates

Baseline

Realistic Aim

12th %tile

Quarter Four

Eligibility Based On RtI Eligibility Based On RtI DataData

3 Pronged Criteria: 3 Pronged Criteria:

Educational ProgressEducational Progress DiscrepancyDiscrepancy Instructional NeedsInstructional Needs

Grimes,J., Kurns, S (2003, December) An Intervention-Grimes,J., Kurns, S (2003, December) An Intervention-based system for Addressing NCLB and IDEA based system for Addressing NCLB and IDEA Expectations: A Multiple Tired Model to Ensure Every Expectations: A Multiple Tired Model to Ensure Every Child Learns. Paper presented at the National Research Child Learns. Paper presented at the National Research Center on Learning Disabilities Responsiveness to Center on Learning Disabilities Responsiveness to Intervention Symposium, Kansas City, MO.Intervention Symposium, Kansas City, MO.

Target Student

Discrepancy 1: Skill Gap (Current Performance Level)

Avg Classroom Academic Performance Level

Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)

Prong 1 – Criteria: Prong 1 – Criteria: Educational ProgressEducational Progress

Researched-based Researched-based interventions have interventions have failed to improve a failed to improve a student’s rate of student’s rate of learning and learning and additional resources additional resources are needed to enhance are needed to enhance student learning or student learning or the interventions have the interventions have improved the rate of improved the rate of learning but are too learning but are too demanding to be demanding to be implemented with implemented with integrity without integrity without intensive interventionintensive intervention

Prong 2 – Criteria: Prong 2 – Criteria: DiscrepancyDiscrepancy

Given equal or Given equal or enhanced enhanced opportunities, the opportunities, the student’s current student’s current level of level of performance is performance is significantly lower significantly lower than typical peers than typical peers on identified on identified standardsstandards

Prong 3 – Criteria: Prong 3 – Criteria: Instructional NeedsInstructional Needs

Instructional needs Instructional needs have been identified have been identified that are beyond what that are beyond what can be provided in can be provided in general education – general education – this is evident when this is evident when curriculum, instruction curriculum, instruction or the environmental or the environmental conditions need to be conditions need to be very different for the very different for the student as compared student as compared to the needs of other to the needs of other students in the general students in the general education education environment. environment.

Selected slides were reproduced Selected slides were reproduced from sources listed belowfrom sources listed below

http://www.nrcld.org/research/rti.shtml

http://www.interventioncentral.org/