Response to Intervention (RtI) & The IST Process Whittney Smith Adelphi University

NYS Structure & Components Tiers (# of levels) Research based core instructional program (e.g. reading, math and writing) Universal screening and progress monitoring tools Decision-making process (problem solving vs. standard protocol) If using a problem solving approach --- composition of the IST Professional Development Procedures to ensure fidelity of implementation Parent involvement and notification procedures http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm

Criteria and Decision Rules for Determining Levels of Intervention Cut points to determine individuals at risk based on Universal Screening Criteria for judging whether a student is progressing adequately in response to instruction Criteria and decision rules for movement of students between levels Criteria for determining when an intervention is no longer needed http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm

Types of Intervention Criteria for determining duration and frequency of interventions designed to supplement tier I or core instruction Criteria for determining the type of intervention including: focus of instruction, size of instructional group, appropriate instructional setting, and appropriately trained staff Progress monitoring procedures and tools http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm

Three Tier Model Explicit, intensive instruction specifically designed to meet individual needs Supplemental Instruction in addition to the standard classroom instruction Quality Classroom Instruction based on NYS Curriculum and Standards RtI can also be used to address the social / emotional needs of our children (e.g. BIP; Group Counseling; Individual Counseling)

Tier I: At-a-Glance Focus Program Grouping Time Assessment All students in class (should meet the needs of at least 80% of all learners) Program Scientifically based curriculum reflecting state standards Grouping Multiple and Flexible grouping formats to meet student needs (Differentiated Instruction) Time Daily, uninterrupted 90 minute block of reading instruction focusing on phonemic awareness, phonics, vocabulary, fluency, and comprehension) Assessment Universal Screening / Benchmark Assessment (3x / year) Interventionist General Education Classroom Teacher Setting General Education Classroom

Tier II: At-a-Glance Focus Program Grouping Time Assessment 5-10% of students who have not responded to tier I efforts Program Supplemental instruction provided in addition to and not in place of core instruction Grouping Small group Time Core Instruction + 20-30 minutes of supplemental interventions 3 – 5 days / week for a period of 9 – 30 weeks Assessment Progress monitoring no less than every two weeks Interventionist General Education or other qualified personnel determined by the school Setting Within or outside of the classroom

Tier III: At-a-Glance Focus Program Grouping Time Assessment 1-5% of students who have not responded to tier II efforts Program Supplemental instruction that differs from tier II in terms of time, duration, group size, frequency of progress monitoring, and focus Grouping Individualized instruction Time Core Instruction + 30-60 minutes of supplemental interventions at least 4 days / week for a period of 9 – 30 weeks Assessment Progress monitoring at least 1x / week Interventionist Highly skilled or trained interventionists in the area of academic need indicated by performance data Setting Within or outside of the classroom

Focus on a student struggling in reading… “I need help!”: The Role of the IST (problem solving team) Address the needs of the student First look at the data (including influencing factors) Determine specific deficit area(s) Develop options and decide on specific research based intervention Set goals for progress and Increase self-awareness of the students (age appropriately) Create a cycle of follow-up meetings Monitor progress (student and team)

Members of an IST Core Team : IST Chairperson(s) Guidance Counselor or Social Worker Speech Therapist School Psychologist Dynamic (those that vary) Members: Parent Student (when appropriate) Classroom Teacher / Special Education / Reading Reading / Math Curriculum Associates Nurse (when appropriate) Administration (when appropriate)

A Solid IST Process includes: Roles and Responsibilities Forms and Documents Clear Timeline Clear and Specific Protocols

Benchmarking and Progress Monitoring READING MAZE Reading CBM MATH MCOMP MCAP Tier III – Progress Monitoring (weekly / bi-monthly) Tier III – Strategic Monitoring (Monthly) Tier I – Universal Screening (Benchmarking 3x/year) Tier II

Pyramid of Interventions Tier 3 - Intensive Small group (4-6 students) AIS classes Progress Monitoring every 2-3 weeks Regression /no progress, revise (repeat if not successful) --- consider referral to CSE Progress Continue with program IST Process Tier 2 - Strategic Small Group (10-12 students) AIS Classes Benchmarking three times / year Three data checks, regression/no progress IST Process Three data checks IST Process Tier 1 - Universal Quality classroom instruction using research-based strategies with targeted students At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2. On Target Student Teacher analyzes data and keeps student in Tier 1.

Essential Components of Success High Quality Tier I Building and Classroom Instruction Ongoing Student Assessment Student and Family Involvement Research Based Tiered Instruction Building Wide Ownership