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

2. 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?

3. 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?

4. 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)

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

6. 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

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

8. Individual Problem Solving Worksheet

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

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

11. Alterable Variables Chart

12. 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?

13. Alterable Variables Chart

14. Program Efficacy
Evidenced-Based Practices
Oregon Reading First Curriculum Review
Targets Relevant Skills
Level of Explicit Instruction
Does the program have evidence of effectiveness for students with similar skill deficits?

15. Alterable Variables Chart

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

17. Alterable Variables Chart

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

19. Alterable Variables Chart

20. 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?

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

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

23. 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)

24. 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

25. 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

26. 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

27. 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.)

28. 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)

29. 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!