Response to Intervention Presented by Valerie Mendez-Farinas

What is RTI? A change in behavior or performance as a function of an intervention Multi-tiered approach to providing services Based on progress monitoring and data analysis Rate of progress is used to determine educational programming and/or eligibility to ESE

Why RTI? Referenced in NCLB as well as IDEA (2004 reauthorization) “An ounce of prevention is worth a pound of cure” vs. current ‘Wait to Fail’ approach  Some students misbehave because they “won’t do it” and others will because they try and “can’t do it”

How Does it Work? Start with Universal Screening Select evidence-based practices Use data to make Decision Assess Social Validity  Outcomes  Processes

TIER 1: Universal Screening & Group Interventions ALL Students, ALL Settings Preventive, Proactive Targets 80 – 90 % of students

TIER 2: Targeted Interventions % of population Selected Group (Individual Screenings) Address Barriers Implement Intervention Monitor Progress

TIER 3: Intensive Interventions & Comprehensive Evaluation Individual Students (High Risk Students) Multiple durable interventions Specialized Instruction ASSESS ! 3 - 5% of population

RTI to address Behavior Assess the degree to which students behavior responds to intervention The degree to which behavior reflects school expectations for peer behavior

Three - Tier Model for Discipline TARGET Individual Intervention SELECTED Classroom & Small Group Strategies UNIVERSAL School-wide Systems of Support School-based adult mentors Self-management Programs Alternative to Outdoor Suspension Individual Behavior Plan Multi-agency Collaboration Parent training & Collaboration Effective Classroom Management Positive Reinforcement Firm, fair & corrective discipline Social Skills Teaching

Case Study: Johnny Johnny lives with his mother and older brothers. His father is in orison and his brothers are in and out of jail. Mom works during the day and is frequently one evenings and nights. Brothers and friends party late into the night at Johnny’s house. Brothers have dropped out of school and are unemployed. Drugs and stealing are problems for his household.

Johnny’s Presenting Problems Low motivation, poor attendance, and failing grades Poor parental supervision, frequent family moves chronic adverse life events Aggressive, disruptive behavior resulting in numerous referrals and suspensions Substance abuse issues Juvenile court record Depression

Interventions for Johnny Adult monitoring and mentorship Daily check-in and check-out Family partnership Collaboration and support in regular classroom Alternative discipline with stronger rewards and individualized consequences for behavior Intensive social skills training and academic support Multi-agency coordination with family court

Outcomes for Johnny Multi-agency support for Johnny and his family Alcohol and drug treatment and monitoring Behavior and Discipline Referrals  Average of 17 discipline referrals for 6 th, 7 th and 8 th grades Improved Attendance  6 th grade 67%  7 th grade 76%  8 th grade 74% Improved grades  6 th grade 1.0 GPA  7 th grade 1.93 GPA  8 th grade 2.40 GPA

Four Major Themes of RTI Academic and behavioral Interventions should be based on the intensity of the presenting problem RTI should be used as a basis for changing, modifying or intensifying interventions Evidence-based practices should be used for selecting (which will be used) and evaluating (is the intervention effective and implemented with high fidelity?) interventions Social validation should be used to establish the clinical or applied importance of improved academics or behavioral skills.