2. What is RtI? Considering the “I” in RtI CFN 207 Peggy Miller, Network Leader Lena Kim

3. What is RtI? Response to Intervention (RtI) is a service delivery model that:  ensures evidence-based efforts both before and after special education placement  includes the provision of high-quality, effective foundational instruction  includes screening and targeted assessment and research-based interventions for those children who perform below grade level expectations  RtI is a service delivery approach for all students and should be applied to students in general, remedial and special education

4. So, Think of RtI as a system of prevention When you think of RtI, think both - RtInstruction Rt Intervention

5. RtI Core Principles (as per IDEA 2004) High quality, culturally–responsive classroom instruction including DI, UDL, UbD Scientifically research based instruction and interventions Integrated assessment system Universal screening Ongoing monitoring

6. Essential Components of RtI A multi-tire model ( we use three tiers in NYS) A problem-solving method or a standard protocol model An integrated data-collection and assessment system

7. The Multi-Tiered Model Designing Supportive Environments Core Instructional Intervention (80%) Targeted Group Intervention (15%) Individualized Interventions (5%) Tier 3 Few children Tier 2 Children at- risk Tier I All Children Academic System Behavioral System

8. Tier I – Universal Interventions (in the classroom) Embedded in the core program, but still supplementary Utilizes strategies that differentiate instruction Involves principles of Universal Design to ensure that fund of knowledge grows while skill gaps are addressed

10. The PRIM (Pre-Intervention Referral Manual): A Resource for Intervention Strategies  The PRIM contains over 4,000 intervention strategies for the 219 most common learning and behavior problems.  The intervention strategies are easily implemented in classrooms by general and special education teachers.  The PRIM improves the teacher’s ability to individualize instruction for students in the classroom.

11. Types of Interventions Memory & Organization Listening Speaking Reading Writing Spelling Mathematical Calculations Academic Performance Interpersonal Relationships Depression / Motivation Inappropriate Behavior during Normal Circumstances Rules and Expectations Group Behavior

12. Effective use of the PRIM Requires: Direct Observation and recording of student behavior (academic, behavioral and social) within the natural context Continued focus on data-based assessment and evaluation A multi-disciplinary team focused on success of individual students

13. Recommended Steps for Using the PRIM 1. The general education teacher calls attention to the student with learning and/or behavior concerns 2. The PPT team meets with the teacher to pinpoint specific concerns 3. Goals and objectives for the student are determined and specific intervention strategies from the PRIM are selected 4. The teacher conducts adjusted behavior and teaching interventions for the student

14. Recommended Steps for Using the PRIM 5. The teacher documents student’s progress toward the goals and objectives 6. The PPT team and the teacher consult to determine the student’s progress 7. If the student is progressing with interventions, the process is continued 8. If the student’s need cannot be met in the classroom, the formal documentation is used to make a formal referral for special services

15. Sample Strategies for Students Experiencing Difficulty with Completing Classroom Assignments: Evaluate the appropriateness of the task to determine if the task is too difficult and if the length of time scheduled for the task is appropriate. H. Academic Performance Behavior #99 Page 227 Assign the student shorter tasks Reduce distracting stimuli Deliver directions orally and in written form such as on a chart step by step Have the student retell the task in their own words to check for understanding Partner student with a buddy to complete task collaboratively

16. Using PRIM-specific Strategies  Intervention strategies are only as good as how effectively we monitor their implementation  Consider how teachers will monitor student progress in meeting the goals

17. Accountability & Feedback PRIM – Documentation of Interventions and Strategies Tried Establishes accountability and ownership for planning and implementing instructional interventions for identified students Provides documentation for instructional decision making It allows us to set goals and re-visit as we need to and new goals as the student progresses