RTI Response to Intervention

Tier I Contents Review Review Paper work information Paper work information Procedures Procedures

Level I Consultation Between Teachers-Parents Level II Consultation With Other Resources Intensity of Problem Amount of Resources Needed to Solve Problem Level III Consultation with the Problem Solving Team Level IV IEP Consideration Define the problem Develop a Plan Implement Plan Evaluate

RTI Procedures Activities at Tier I Activities at Tier I Parent and teacher working together to Define the Problem Parent and teacher working together to Define the Problem Based on data develop an intervention plan Based on data develop an intervention plan Evaluate Evaluate Teacher and parent use progress monitoring data to evaluate the effectiveness of interventions Teacher and parent use progress monitoring data to evaluate the effectiveness of interventions Intervention should last at least 6 weeks Intervention should last at least 6 weeks

Tier I Paperwork Consists of: Consists of: Student info Student info Initial Parent contact Initial Parent contact Define Problem, What does the student Know, What do they need to Know, Set Goal Define Problem, What does the student Know, What do they need to Know, Set Goal Progress Monitoring Information Progress Monitoring Information Evaluation of Plan Evaluation of Plan Rational for final decisions Rational for final decisions Decision to continue, modify, discontinue, or move to Tier II Decision to continue, modify, discontinue, or move to Tier II

Tier I Paperwork Tier I paperwork will take the place of the old PEP paperwork Tier I paperwork will take the place of the old PEP paperwork Teachers will keep copies of Tier I paperwork in a folder in their rooms Teachers will keep copies of Tier I paperwork in a folder in their rooms 1 folder for each student 1 folder for each student

Case Colleague Assignments

Tier I Paperwork Teachers will keep progress monitoring data in this folder along with Tier 1 paper work Teachers will keep progress monitoring data in this folder along with Tier 1 paper work

Ways to Enter Tier I Students who are At-Risk based on DIBELS data will automatically enter Tier I Students who are At-Risk based on DIBELS data will automatically enter Tier I 3-5 students will enter based on performance on Curriculum Based Measurements 3-5 students will enter based on performance on Curriculum Based Measurements Teacher input across grade levels Teacher input across grade levels EC students will also have a Tier I plan EC students will also have a Tier I plan

Progress Monitoring for Students in Tier I K-2 teachers will progress monitor reading progress using DIBELS K-2 teachers will progress monitor reading progress using DIBELS Progress monitoring using DIBELS will be done on a weekly basis Progress monitoring using DIBELS will be done on a weekly basis Space is provided on the Tier I and Tier II paperwork for progress monitoring data Space is provided on the Tier I and Tier II paperwork for progress monitoring data

Progress Monitoring for Students in Tier I K-2 subjects other than reading and 3-5 all subjects: K-2 subjects other than reading and 3-5 all subjects: Students will be monitored on a weekly basis using: Students will be monitored on a weekly basis using: Curriculum Based Measurements Curriculum Based Measurements How do these things really work How do these things really work

Curriculum Based Measurements CBMs are quick and usually take one minute to administer CBMs are quick and usually take one minute to administer CBM assessments can be administered frequently (daily if needed) and the results can be displayed graphically CBM assessments can be administered frequently (daily if needed) and the results can be displayed graphically This provides a visual representation of the students learning This provides a visual representation of the students learning If the student does not display progress, the instruction can be adjusted which allows for intervention before the student begins to fail (Espin et al., 2001) If the student does not display progress, the instruction can be adjusted which allows for intervention before the student begins to fail (Espin et al., 2001) DIBELS are a good example of a CBM DIBELS are a good example of a CBM

Curriculum Based Measurements Studies have shown that CBM aids teachers in generating superior student achievement regardless of whether the students are identified as learning disabled, low achieving, or achieving in the average range (Fuchs et al., 1994) Studies have shown that CBM aids teachers in generating superior student achievement regardless of whether the students are identified as learning disabled, low achieving, or achieving in the average range (Fuchs et al., 1994)

Curriculum Based Measurements Good predictors of success on EOG Good predictors of success on EOG Helpful in showing teachers specific skills that children are lacking and where we can begin to intervene. Helpful in showing teachers specific skills that children are lacking and where we can begin to intervene.

Using CBMs For Benchmark Data Every student will be given select probes for each grade level Every student will be given select probes for each grade level Same as we have done for K-2 with DIBELS but we will include all grades and probes dealing with reading, writing, and math Same as we have done for K-2 with DIBELS but we will include all grades and probes dealing with reading, writing, and math

3 rd Grade Mid Year Scores SkillMean25 th %ILE13 th %ILE10 th %ILE Blend Identification (Individual) Sight Word Fluency (Individual) Oral Reading Fluency (DIBELS) (Individual) Maze Fluency-Reading Comprehension (Group) Written Expression (Group) Double Digit Addition with Regrouping (Group) Double Digit Subtraction with Regrouping (Group) Multiplication (Multiply by 0-12) (Group) Word Problems (+ and -, Sums no Regrouping) (Group)

Tier I for Behavior Students enter Tier I for behavior when a student has two office referrals for the same or similar offense Students enter Tier I for behavior when a student has two office referrals for the same or similar offense Student will also enter Tier I when a teacher feels that after an initial parent contact the student is still having significant behavior problems Student will also enter Tier I when a teacher feels that after an initial parent contact the student is still having significant behavior problems Tier I interventions for behavior will last 2-4 weeks if students behavior does not improve Tier I interventions for behavior will last 2-4 weeks if students behavior does not improve

Progress Monitoring for Students in Tier I Progress monitoring with behavior students will be done using: Progress monitoring with behavior students will be done using: Classroom behavior plans Classroom behavior plans

Results of Tier I Tier l Exit 1.No longer At-Risk 2.No longer concerned Continue with intervention Student still needs support Move to Tier II After intervention student is still considered At-Risk

QUESTIONS?