Response to Intervention (RtI) Secondary Model for Intervention This ppt is an adaptation of a specific PISD Training on RTI, The Educational Testing and Measurement Text, and professor input.

Response to Intervention (RtI) The Reauthorization of IDEA 2004 and NCLB required the use of professionally sound interventions and instruction based on research, as well as the delivery of effective reading, mathematics, and behavior programs that will result in improved student performance and fewer children requiring special education services.

Response to Intervention (RtI) It was not evident at first that RtI would also need to be implemented in all regular education classrooms until the final regulations for the Individuals with Disabilities Education Improvement Act (IDEIA) were released in 2006.

Turn to your Neighbor How does RTI interface with NCLB and IDEA in the big picture?

Legal Basis The Individuals with Disabilities Education Act (IDEA 2004) defines a Specific Learning Disability in Title 20 United States Code Section 1401(30) [cited as 20 USC 1401(30)] as follows: – (30) Specific Learning Disability. (A) In General. The term ‘specific learning disability’ means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. (B) Disorders Included. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Legal Basis The “RtI statute” in IDEA 2004 is in Title 20 of Section 1414, subsection b(6), [cited as 20 USC 1414(b)(6)]. It describes the evaluation procedures used to determine if children have Specific Learning Disabilities. It reads as follows: – (6) Specific Learning Disabilities. (A) In General... [W]hen determining whether a child has a specific learning disability as defined in Section 1401 of this title, a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. (B) Additional Authority. In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3).

Why do I not Know about this? 1.In most states it did not exist prior to Some rules were not even finalized until Implementation around the country, states and in individual districts can be uneven and inconsistent.

“Sea Change” (Pg 60)

Response to Intervention: A problem-solving approach aimed at preventing unnecessary assignment to special education. – Identify students who are not achieving at the same level and rate as their peers and provide appropriate interventions. – Seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty. – Increases the likelihood that students can be successful and maintain their placement.

Components of RtI 1.Multi-tier model (campus level interventions) –Multiple tiers of increasingly intense scientific research-based interventions that are matched to student need –Provides access to increasingly intense instructional supports

Components of RtI 2.Problem-solving method linking instruction to progress monitoring –Campus intervention team engages in regular problem solving processes that employ interventions, monitor student progress, and make instructional adjustments in response to documented growth. –Campus intervention team serves as a problem- solving team rather than a pre-referral team.

Components of RtI 3.Integrated data collection/assessment system –Universal screening of academics and behavior –Progress monitoring or documentation of achievement at regular intervals

Turn to your Neighbor What does your school use for universal screenings? Is it appropriate? What might be a better universal screening?

Multi-tier Model

Tier 1- Core Instruction Focus (80% of students) Consistent quality implementation of core curriculum using research based instructional strategies provided to all students Program TEKS based differentiated instruction delivered with fidelity, preventative and proactive Grouping Intervention is done within the framework of the classroom (tutoring, reteaching, accommodations) in a variety of grouping formats such as whole group/small group formats Progress Monitoring Assessments given 3x yr to all students as per Plano ISD assessment calendar, including state and district assessments Duration DAILY – 6 to 9 weeks Providers Classroom teacher, grade level team or department

Tier 2 – Supplemental Instruction Focus (15% of students) Non responders to Tier 1 are identified and given individually tailored interventions Program Quality scientifically research based individualized intervention provided in addition to Tier 1 Grouping PAR: instruction strategies and interventions with high efficiency, rapid response that supplement and support Tier 1, targeted group intervention Progress Monitoring Progress monitoring: bi-weekly checkpoints charted; daily observation and notation of student response to intervention with instruction adjusted accordingly Duration Daily – for 6-9 weeks Providers Provided by classroom teacher, instructional specialist if needed

Tier 3 – Intensive Instruction Focus (5% of students) Instructional programming for students who fail to respond to Tier 1 and/or Tier 2 Program More explicit and intensive intervention specifically designed for individuals, provided in addition to Tier 1 and Tier 2; materials specified for use with Tier 3 intervention Grouping Individual or small group, 1:3 ratio Progress Monitoring Progress monitoring: bi-weekly checkpoints charted daily observations noted and instruction adjusted accordingly Duration Daily 30 minutes of targeted intervention for 6-9 weeks Providers Campus instructional specialist, classroom teacher in collaboration with specialist

“Standard Protocol v. Problem Solving” (Pg 70)

Plano ISD Philosophy

Transition from CAT/CARE to CMIT Campus Monitoring and Intervention Team CMIT will include increased focus on documentation. CMIT monitoring of progress will include adjustment in instructional strategies based on student response. Student movement through the Tiers will occur through CMIT.

Campus Monitoring and Intervention Team (CMIT) Team Members Campus Administrator Literacy Specialist Academic (Dyslexia) Support Teacher Counselor Reading Teacher Math Teacher Diagnostician (Tier 3)

Socratic Moment What do you see as the advantages to RtI? What issues related to RtI need to be addressed? Based on your campuses current staffing, how could you reconfigure your service delivery model to provide the 3-tier model?