2. Introduction to Response to Intervention: A comprehensive School Support Perspective Gary L. Cates Illinois State University

3. Today’s Objectives Provide a general understanding of RTI Provide a rationale for RTI from both legal and scholarly perspectives Present a model of a comprehensive tiered system of Instructional support for academic and social behavior Address how a continuum of assessment and instruction can be integrated within a tiered system of support

4. Activity 1 What have you heard about RtI? What are your biggest concerns?

5. Definitional Components of RTI RTI is an overall integrated system of service delivery focused on ALL students. RTI utilizes scientifically based instruction and interventions. RTI utilizes data systematically RTI is a prevention focused educational model

6. Perspective of RTI RTI emphasizes the importance of using data to make decisions Data-based decision making will be the driving force in the conceptualization, development, implementation, and evaluation of the RTI process.

7. RTI Purposes are to: Identify Educational Needs of Students Match Instructional needs of all students Minimize academic and social behavior concerns through a prevention model Foster the use of effective and efficient instructional practices to develop positive academic and social behavior outcomes

8. RTI Logic: Use evidence based support to counter educational difficulties Intensity of support depends on severity of the problem Minimize academic and social behavior concerns through a prevention model

9. Legal & Empirical Foundations

10. Legal Rationale of RTI: No Child Left Behind Individuals with Disabilities Education Act State Mandates

11. Research Rationale of RTI: Basic research in Learning Problem-Solving Curriculum Based Measurement Positive Behavior Intervention Support

12. A Comprehensive Tiered System of Support

13. Tier 3 Individualized Instruction Tier 2 Small Group Standard Protocol Instruction Tier 1 Core Universal Curriculum

14. Response to Intervention Tier Notes Tiers are not places Tiers are not mutually exclusive from each other Different things can happen with different kids at the same tier level Students may be at a specific tier level for various amounts of time Students may be at one level of tier service for one area and another for another area

15. Tier 3 Individualized Intervention 5% Tier 2 Standard Protocol 15% Tier 1 Universal Instruction 80%

16. Example of 3-Tier Level Interventions Time Curricular Focus Curricular Breadth Frequency of Progress Monitoring Tier I 90 5 areas Core 3X Yearly or greater Tier 2 120 Less than 5 Core + Supplemental Monthly or greater Tier 3 180 2 or less Core + Supplemental + Intensive Weekly Reading

17. Universal Instruction (Tier I) During Fall Full Standard Protocol (Tier II) During winter Full Individualized Intervention (Tier III) Never utilized because not needed Less Intensive Standard Protocol (Tier II) in spring because adequate progress was being made.

18. TIER I Core Instruction and Screening

19. Tier I Curriculum and Instruction Provided to all students Is effective for most (e.g. 80%) students Effectiveness determined by high stakes test performance (or other global outcome measure) Includes both Academic and Social Behavior Instruction

20. Tier I Assessment: Screening All students administered a screening for reading, writing, math and behavior 3 times per year. Allows for identification of students at-risk for falling behind Can help in facilitating preventative intervention service delivery

21. Activity II How well is your universal curriculum meeting the needs for all students in the following areas and… What Screening measures to do you currently have in place? – Reading – Writing – Mathematics – Behavior

22. TIER II Supplemental Instruction and Diagnostic Assessment

23. Tier II Assessment: Broad based Diagnostic Tool Administered to students who were identified as at-risk on the screening tool. – Requires more time and resources to administer than the screener. – Helps identify general area of weakness Reduces need to do more lengthy assessment with every child. Helps identify the “right” children

24. Tier II Curriculum and Instruction Provided to students who are at-risk on screener AND identified with diagnostic tool. Is provide to small number of students (e.g. 10%) Is provided in addition to Tier I service. Is scripted and provided in small group format. Is Scientifically based

25. Activity III What standard protocol interventions do you have in place for each of the following? Are they scientifically based? How do you know if they are working? – Reading – Writing – Mathematics – Behavior

26. TIER III Individualized Instruction and Curriculum Based Evaluation

27. Tier III Assessment: Curriculum Based Evaluation Administered to students who are not making adequate progress with TIER II intervention – Requires more time and resources to administer than the screener and diagnostic tool – Utilizes individualized evaluation procedures using students own curriculum to isolate specific problem areas.

28. Tier III Curriculum and Instruction Provided to students who do not make adequate progress with TIER II level of support Is provide to small number of students (e.g. 5%) Is provided to 1 or 2 students at a time. Is provided in addition to Tier I & Tier II Is evidenced based

29. Activity IV What types of interventions are you putting into places for students with problems in the following areas? Are they evidenced based? How do you know if they are working? – Reading – Writing – Mathematics – Behavior

30. The RtI Process Navigation Map to Data-Based Decision Making

31. Universal Core Curriculum Universal Screening Measures Identification of Students At-Risk Standard Educational Diagnostic Tool Tier II Standard Protocol Instruction Progress Monitoring Individualized Diagnostic Assessment Tier III Individualized Instruction Progress Monitoring Special Education Entitlement Progress Monitoring

32. Review Assessment

33. Universal Screening Standard Educational Diagnostic Assessment Individualized Diagnostic Assessment

34. Review Intervention

35. Core Curriculum Standard Protocol Individualized

36. Thinking Differently and Facilitating Others to Do the Same AYP Applies to ALL Students Think Prevention ALWAYS! – Saves headaches later Make Decisions with data ONLY! – Best practices in assessment and intervention TIERS are not places EVER! – Level of support Services are dynamic – Intensity and type of service can be different for any student Authentic assessment links to and informs interventions in the most direct way

37. Questions