RTI Readiness Conference: Intensive Levels of Assistance Kira Florence Jonathan Potter University of Oregon

Intensive Levels of Assistance Identification Which students are we talking about? Providing Support How can we provide intensive support for these students? Assessing intensive students’ response to intervention How do we determine adequate response to our intensive support?

Keys to Providing Intensive Assistance Actions Determine what level of support is necessary for student success Provide necessary level of support Decisions Was the problem remediated?

Identification Question: Which students are we talking about? Answer: It depends on your system and resources Operational definitions – Dependant upon what’s been done prior with these students Examples Students who fail to progress after two (2) small group interventions Students performing in the lowest 5% Students who have not made sufficient progress in at least 2 interventions for at least 6 weeks (Fuchs & Fuchs, 1997)

Identification In the Real World… Individualized/Intensive 5% Intermediate/Targeted 15% Universal/Core 80%

Planning Support Individual Problem Solving Data-driven intervention Present Level of Performance Strengths, Weaknesses Previous Instruction/Intervention Alterable Variables Chart Previous Progress Monitoring Data Goal When has the problem been remediated? Alternative Explanations Absences, Hearing, Vision

Planning Support: Gathering Information Records Review Interviews Observations Testing Standards Examples Tigard Tualatin Individual Problem-Solving Worksheet

Individual Problem Solving Worksheet

Planning Support: Action Plan Intervention Details Assessment Plan Decision Rules Next Meeting Scheduled Time People Materials Example Oregon Reading First CSI Summary Map

http://oregonreadingfirst. uoregon. edu/downloads/blank_CSI_Summary http://oregonreadingfirst.uoregon.edu/downloads/blank_CSI_Summary.pdf

Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Opportunities to Learn Allocated Time vs. Academic Engaged Time Instructional Delivery Pacing of Instruction, Increased Opportunities to Respond Frequency of Intervention Daily Double-Dosing How can we maximize engagement?

Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Program Efficacy Evidenced-Based Practices Oregon Reading First Curriculum Review http://oregonreadingfirst.uoregon.edu/curriculum_review.php Targets Relevant Skills Level of Explicit Instruction Does the program have evidence of effectiveness for students with similar skill deficits?

Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Program Implementation Treatment Fidelity Professional Development/Staff Support Is the program implemented as intended?

Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Grouping for Instruction Group Size Existing Groups—Think Creatively!!! Efficient Use of Resources Which type of group best meets the student’s needs?

Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Coordination of Instruction More frequent meeting to review progress and modify as needed Involvement of “specialists” Is everybody on the same page? Do we have the necessary expertise?

Providing Support Focus on what we can change NOT ALWAYS CURRICULUM Determine what works for EACH child

Assessing Response to Intervention Important Questions What is adequate response to intensive intervention? When should I consider SPED and think about developing an IEP?

What is adequate response to intensive intervention? Examine the data Identify where a child is currently performing CBM, DIBELS, etc. Set a goal Observable and measurable Examples: Achieving end of year benchmark Ex. DIBELS end of 1st grade ORF benchmark – 40 wpm Meet a local normative standard Improve to 40th percentile, based on district norms General norms for student growth (see table)

What is adequate response to intensive intervention? Fuchs, Fuchs, Hamlett, Walz, & Germann (1993) Grade Realistic Goals Ambitious Goals 1 2 words per week 3 1.5 2.0 1.0 4 .85 1.1 5 .5 .8 6 .3 .65 (Present level of performance) + (# of weeks X wpm per week improvement) = final goal

What is adequate response to intensive intervention? Example using norms for student growth (PLOP) + (# of weeks x words per week improvement) = final goal Billy is a 2nd grader currently reading 20 wpm in the Fall. (20 wpm) + (30 weeks x 2 wpm per week improvement) = 80 wpm

What is adequate response to intensive intervention? Determine at what rate students need to learn to meet the goal (aimline) Frequently monitor progress towards that goal 1-2 times a week Determine whether they are on track to meet their goal, or whether a change in instruction should be made to help them meet their goal. Utilize decision rules Consecutive data points below aimline (depends on frequency of monitoring) Ex. 3 point decision rule Trendline analysis of data points Compare slope of student data with slope of progress aimline

Assessing Response to Intervention 3 point decision rule Individualized intervention initiated Student Identified as Needing Intensive Support Modify intervention Modify intervention Oral Reading Fluency Aimline Determine resources needed to sustain progress (Gen Ed, SPED, Title, EA assistance, etc.)

When should I consider SPED and developing an IEP? Student is not making adequate progress OR Resources needed to sustain progress only available in SPED Developing decision rules for SPED referral Considerations: Number of individualized evidence-based interventions (ex., after 2 intensive interventions were tried) Time in individualized evidence-based interventions (ex., after at least 3 weeks in an intensive intervention) Remember: Interventions must be implemented with fidelity Where can necessary resources be provided (Gen Ed, SPED, title, EA assistance, etc)

Big Ideas – Intensive Levels of Support RTI is a system – one level of support depends on prior levels of support Determine level and type of support needed for success of each student Focus on alterable instructional variables Data, Data, Data!