RTI Readiness Conference: Intensive Levels of Assistance

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RTI Readiness ConferenceIntensive Levels of
Assistance

• Kira Florence
• Jonathan Potter
• University of Oregon

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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?

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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?

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Identification

• Question Which students are we talking about?
• Answer It depends on your system and resources
• Operational definitions Dependant upon whats
  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)

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Identification
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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

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Planning Support Gathering Information

• Records Review
• Interviews
• Observations
• Testing
• Standards
• Examples
• Tigard Tualatin Individual Problem-Solving
  Worksheet

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Individual Problem Solving Worksheet
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Planning SupportAction Plan

• Intervention Details
• Assessment Plan
• Decision Rules
• Next Meeting Scheduled

• Example
• Oregon Reading First CSI Summary Map

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• http//oregonreadingfirst.uoregon.edu/downloads/bl
  ank_CSI_Summary.pdf

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Alterable Variables Chart
http//oregonreadingfirst.uoregon.edu/downloads/Al
t_Var_Chart_2.pdf
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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?

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Alterable Variables Chart
http//oregonreadingfirst.uoregon.edu/downloads/Al
t_Var_Chart_2.pdf
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Program Efficacy

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

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Alterable Variables Chart
http//oregonreadingfirst.uoregon.edu/downloads/Al
t_Var_Chart_2.pdf
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Program Implementation

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

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Alterable Variables Chart
http//oregonreadingfirst.uoregon.edu/downloads/Al
t_Var_Chart_2.pdf
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Grouping for Instruction

• Group Size
• Existing GroupsThink Creatively!!!
• Efficient Use of Resources
• Which type of group best meets the students
  needs?

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Alterable Variables Chart
http//oregonreadingfirst.uoregon.edu/downloads/Al
t_Var_Chart_2.pdf
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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?

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Providing Support

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

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Assessing Response to Intervention

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

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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)

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What is adequate response to intensive
intervention?
Fuchs, Fuchs, Hamlett, Walz, Germann (1993)
(Present level of performance) ( of weeks X
wpm per week improvement) final goal
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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
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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

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Assessing Response to Intervention3 point
decision rule
Student Identified as Needing Intensive Support
Individualized intervention initiated
Modify intervention
Modify intervention
Oral Reading Fluency
Aimline
Determine resources needed to sustain progress
(Gen Ed, SPED, Title, EA assistance, etc.)
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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)

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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!