RTI Response to Intervention

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RTIResponse to Intervention
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Tier I Contents

• Review
• Paper work information
• Procedures

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Level IV IEP Consideration
Level III Consultation with the Problem Solving
Team
Level II Consultation With Other Resources
Level I Consultation Between Teachers-Parents
Amount of Resources Needed to Solve Problem
Intensity of Problem
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RTI Procedures

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

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Tier I Paperwork

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

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Tier I 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
• 1 folder for each student

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Case Colleague Assignments
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Tier I Paperwork

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

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Ways to 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
• Teacher input across grade levels
• EC students will also have a Tier I plan

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Progress Monitoring for Students in Tier I

• K-2 teachers will progress monitor reading
  progress using DIBELS
• 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

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Progress Monitoring for Students in Tier I

• K-2 subjects other than reading and 3-5 all
  subjects
• Students will be monitored on a weekly basis
  using
• Curriculum Based Measurements
• How do these things really work

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Curriculum BasedMeasurements

• 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
• 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)
• DIBELS are a good example of a CBM

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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)

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Curriculum Based Measurements

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

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Using CBMs For Benchmark Data

• 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

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3rd Grade Mid Year Scores
Skill Mean 25thILE 13thILE 10thILE
Blend Identification (Individual) 23.54 13 8 6.83
Sight Word Fluency (Individual) 76.66 66.75 58 56.47
Oral Reading Fluency (DIBELS) (Individual) 90.34 71.5 56.38 52.2
Maze Fluency-Reading Comprehension (Group) 13.59 9 7 6
Written Expression (Group) 21.92 15.5 10.17 8.23
Double Digit Addition with Regrouping (Group) 9.29 5 4 3
Double Digit Subtraction with Regrouping (Group) 2.68 .66 .33 .33
Multiplication (Multiply by 0-12) (Group) 11.64 4.17 2 1
Word Problems ( and -, Sums 0-100 no Regrouping) (Group) 4.3 2.25 2 1
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Tier I for Behavior

• 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
• Tier I interventions for behavior will last 2-4
  weeks if students behavior does not improve

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Progress Monitoring for Students in Tier I

• Progress monitoring with behavior students will
  be done using
• Classroom behavior plans

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Results of Tier I
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QUESTIONS?