Barry University Jennifer Lesh

Response to Intervention (RtI) New federal laws No Child Left Behind Act of 2001 Individuals with Disabilities Education Improvement Act (IDEA) of A (1)- State Board Rules RtI is in both state and federal law: Schools are accountable for student progress

Why Now? School Based Accountability Equitable outcomes for ALL students Elementary and Secondary Education Act (ESEA) (Also known as NCLB) Individuals Disability Educational Improvement ACT (IDEIA) Florida Regulations (Effective July 1, 2010) Specific Learning Disabilities (SLD), Emotional Behavior Disorder (EB/D), and Language Impaired National and State Emphasis on Reading

What is Response to Intervention (RtI) RtI is A multi-tiered instructionintervention A multi-tiered approach to providing high quality instruction and intervention matched to student needs It is :  e.g. The intervention must be implemented longer if the gap is wider A Student’s Learning Rate = Instructional Decisions Time + Performance Level

R ESPONSE TO I NSTRUCTION /I NTERVENTION (R T I): F RAMEWORK FOR M ONITORING RtI is the practice of: (1)providing high-quality instruction/ intervention matched to student needs and (2)using learning rate over time and level of performance (3)to make important educational decisions to guide instruction NASDSE, 2005 Existence and Effectiveness of Tiers Elements of Eligibility Structured Problem Solving Process

Overview of RtI in Florida “Data-based Decision Making Process” The essential components of RtI include: Multiple tiers of evidence-based instruction service delivery; A problem-solving method designed to inform the development of interventions; and An integrated data collection/assessment system to inform decisions at each tier of service. FLDOE 2008

Paradigm Shift Eligibility focus (old school) Refer, test, place GET LABEL Outcome focused (new school) Problem Solving and RtI GET HELP

Thinking / Beliefs… Student performance is influenced mostly by the quality of the interventions we deliver and how well we deliver them – not preconceived notions about child characteristics Decisions are best made with data Our expectations for student performance should be dependent on a student’s response to instruction/intervention, not on the basis of a “score” that “predicts” what they are “capable” of doing.

AcademicsCore Curriculum (baseline data collection) Core + Supplemental Core + Supplemental +Intensive intervention Tier 1Tier 2Tier 3 Tiered Level Example Academic & Behavior BehaviorCore (school- wide policies & procedures, baseline data collection) Core + Supplemental (behavior contracts, behavior plan, social skills development) Core + Supplemental +Intensive (FBA/BIP)

RtI/MTSS is... Begley Mr. Koch Harris Sullivan McMahon Asner O’Neill... E VERY E D !

Focus For all students Program Research-based reading instruction and curriculum emphasizing the critical elements of beginning reading Grouping Multiple grouping formats to meet student needs Time Equivalent to one class period Assessment Benchmark assessments as prescribed by the district department Interventionist General Education Teacher Setting General Education Classroom TIER 1 : Core Instruction - ALL

TIER 2 : Supplemental Instruction Some Students (Intensive classes) Focus Student not proficient with Tier 1 efforts as documented by assessment Program Specialized, scientifically based programs (s) targeting area of need and ability level Grouping Homogeneous small group instruction (RIM) focus Time Additional minutes per day in addition to regular class of core instruction (* may already be in place) Assessment Progress monitored biweekly (or more) on target skill to ensure adequate progress Interventionist Classroom teacher, Special Education teacher, specialized reading/math tutor, etc. Setting May be the regular classroom, computer lab, etc. - Dependent upon intervention and available space

TIER 3: Intensive Intervention FEW Students Focus Students with marked difficulties – have NOT responded adequately to Tier 1 and Tier 2 efforts Program Sustained, intensive, scientifically-based reading/math program (s) emphasizing the critical elements for students with difficulties Grouping Homogeneous very small group instruction Time Suggested 30 minute sessions per day in addition to core class and supplemental instruction Assessment Weekly progress monitoring on target skill to ensure adequate progress and learning Interventionist Specialized personnel: Special Ed. Teacher, specialized reading/math teacher, school psychologist, etc Setting May be the regular classroom, computer lab – dependent upon intervention and available resources

14 Three-Tiered Model of School Supports & the Problem-solving Process ACADEMIC SYSTEMS Tier 3: Comprehensive & Intensive Students who need individualized interventions. Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum. Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive Interventions Students who need individualized intervention. Tier 2: Targeted Group Interventions Students who need more support in addition to school- wide positive behavior program. Tier 1: Universal Interventions All students in all settings. FLDOE 2008

Defining Response to Intervention (RtI) National Center on Response to Intervention, 2010

FCIM Overview: Plan – Do – Check – Act (PDCA) Cycle

FCIM Overview: Components Data Disaggregation (Plan) Instructional Focus Calendar (Plan) Instructional Focus Lessons (Do) Mini-Assessments (Check) Maintenance (Check) Monitoring (Check) Tutorials and Enrichment (Act)

Step 2 Problem Analysis Step 3 Intervention Design Step 4 Response to Interventions Step 1 Problem Identification Is it working? Why is it occurring? What are we going to do about it? What is the problem?

How do we approach this process?

The RtI/Problem-Solving Team:  Follows a structured problem-solving process  Allows a diverse population of instructional and support staff to identify evidence based interventions  Provides support and follow up to students and families in need Through the RtI/MTSS/Problem- Solving Team

Administration **Title 1 Rep Guidance **Reading/Math/Science Coach School Psychologist **Classroom Teacher ESE Representative **Community Agency ELL Representative **DATA Counselors School Nurse **Alternative Ed. Rep. 504 Designee **Parent/Guardian School Police Officer **Area Resource Teacher RtI/I Facilitator Speech Language Pathologist Student **where available or applicable Members of the RtI/MTSS/Problem-Solving Team

The Connection Between PS & RtI/MTSS SBT in a boat traveling across water... RtI is deciding whether to use oars, sails or an engine. The destination remains the same as does the boat; but the way the boat travels is affected.

Observations Classroom assessment data Universal screenings: FAIR Discipline Referrals, suspensions (in & out) District-wide assessments State-wide assessments (FCAT) Attendance records Embedded Assessments Health data Report cards (previous and current) Data Considerations as We Move Through the Tiers of Intervention

A student is ready to exit the intervention (Tier) when he or she has reached benchmark on the targeted skills or the intervention is NOT producing the desired result. Note: Continuous close monitoring How do we know when to end the intervention?

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