FloridaRtI.usf.edu A collaborative project between the Florida Department of Education and the University of South Florida Intervention Mapping

What is RtI? RTI is the practice of (1) providing high quality instruction/intervention matched to student needs and, (2) using level of performance and learning rate over a time to (3) make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005

Core Principles of RtI Frequent data collection on student performance Early identification of students at risk Early intervention (K-3) Multi-tiered model of service delivery Research-based, scientifically validated instruction/interventions Ongoing progress monitoring - interventions evaluated and modified Data-based decision making - all decisions made with data

Traditional vs. Response to Intervention Intervention   InterventionConsider ESE Traditional- Intervention   Intervention Response to Intervention- Intervention Consider ESE If necessary Regular Education Monitor Progress Monitor Progress

Beliefs: A Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” but “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else Ken Howell

Beliefs: We Need A New Logic Begin with the idea that the purpose of the system is student achievement Acknowledge that student needs exist on a continuum rather than in typological groupings Organize resources to make educational resources available in direct proportion to student need David Tilly 2004

Academic SystemsBehavioral Systems Tier III: Intensive Interventions ( Few Students) Students who need Individual Intervention Tier II: Strategic Interventions (Some Students) Students who need more support in addition to the core curriculum Tier II: Targeted Group Interventions (Some Students) Students who need more support in addition to school-wide positive behavior program Tier I: Core Curriculum All students Tier I: Universal Interventions All students; all settings Three Tiered Model of School Supports: Example of an Infrastructure Resource Inventory Tier III: Comprehensive and Intensive Interventions ( Few Students) Students who need Individualized Interventions 7

Implications for Activities at Various Tiers More Less Measurement Frequency Measurement Precision Depth of Problem Analysis Instructional Time Measurement Focus Applicable evidence- based interventions Group Size 8

The Big “BIG” Ideas 1. Decide what is important 1. Decide what is important for students to know (academically & behaviorally) 2. Teach what is important 2. Teach what is important for students to know (high quality instruction - academic and behavioral) 3. Keep track 3. Keep track of how students are doing (CBMs and tracking system) 4. Make changes 4. Make changes according to the results (hierarchy of interventions - give kids what they need) Dave Tilly

Tiers of Service Delivery 1. Problem Identification- What’s the problem? 2. Problem Analysis- Why is it occurring? 3. Intervention Design/Implementation- What are we going to do about it? 4. Response to Intervention- Is it working? Tier I Tier II Tier III 10

How Does it Fit Together? Standard Treatment Protocol Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive weekly All Students at a grade level ODRs Monthly Bx Screening Bench- Mark Assessment Annual Testing Behavior Academics None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments Standard Protocol Small Group Differen- tiated By Skill 2 times/month Step 1 Step 2Step 3Step 4 Supplemental 1-5% 5-10% 80-90% Core Intensive

Needs Assessment Review screening data Review referral history Review any other district student performance data

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Needs Assessment Aggregated teacher referrals indicate areas of professional development needs to strengthen the impact of Tier I core programs Codifying and aggregating referrals for the past two years will predict referrals in the future, by rate and type-- implications for Tiers II and III Aggregating data on current interventions by the following will inform Tier II, standard protocol needs:  Type of intervention  Average time/day of implementation  Staff currently implementing

Academic Systems Behavioral Systems Tier 3: Comprehensive and Intensive Interventions Individual Students or Small Group (2-3) Reading: Scholastic Program, Reading,Mastery, ALL, Soar to Success, Leap Track, Fundations 1-5% Tier 3: Intensive Interventions Individual Counseling FBA/BIP Teach, Reinforce, and Prevent (TRP) Assessment-based Intense, durable procedures Tier 2: Strategic Interventions Students not responding to core curriculum Reading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended Day Writing: Small Group, CRISS strategies, and “ Just Write Narrative ” by K. Robinson 5-10% Tier 2: Targeted Group Interventions Some students (at-risk) Small Group Counseling Parent Training (Behavior & Academic) Bullying Prevention Program FBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training,Data Tier 1: Core Curriculum All students Reading: Houghton Mifflin Math: Harcourt Writing: Six Traits Of Writing Learning Focus Strategies 80-90% Tier 1: Universal Interventions All settings, all students Committee, Preventive, proactive strategies School Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior) Classroom Management Techniques,Parent Training Three Tiered Model of School Supports: Example of an Infrastructure Resource Inventory Students

Adapted from Deb Simmons & Edward Kame'enui

Summary Student performance data must drive a comprehensive school intervention plan Standard protocols must be chosen based upon evidence of effectiveness & matched to student need Tiers of intervention must be integrated

Questions Problem Solving & Response to Intervention