1. ABCs of RTI and SAT Lauren Thomas, School Psychologist

2. What is Response To Intervention? “Practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals and applying child response data to important educational decisions”. (Reschly: Response to Intervention, 2005) “Practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals and applying child response data to important educational decisions”. (Reschly: Response to Intervention, 2005) Choices driven by research and successful practice Choices driven by research and successful practice Requires use of scientifically-based interventions!!! Requires use of scientifically-based interventions!!! Response to overidentification of students in special education Response to overidentification of students in special education Eliminates inadequate instruction as the reason for academic problems Eliminates inadequate instruction as the reason for academic problems A PREVENTIVE approach! A PREVENTIVE approach!

3. What RTI is NOT A fast track to special education A fast track to special education A process of “jumping through hoops” A process of “jumping through hoops” A “gatekeeping” method A “gatekeeping” method Documenting accommodations Documenting accommodations

5. RTI Components Universal Screening: All students are given a screening measure. Students at risk for academic failure are identified. Universal Screening: All students are given a screening measure. Students at risk for academic failure are identified. Tier 1: Students receive effective, research-validated instruction in the general education setting. Student progress is monitored on a weekly basis Tier 1: Students receive effective, research-validated instruction in the general education setting. Student progress is monitored on a weekly basis Tier 2: Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Tier 2: Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Tier 3: Students whose progress is still insufficient in response to Tier 2 instruction may receive even more intensive instruction, which can be provided in a variety of ways. Then, depending on state/district policies, students may receive a comprehensive evaluation to identify a learning disability. Tier 3: Students whose progress is still insufficient in response to Tier 2 instruction may receive even more intensive instruction, which can be provided in a variety of ways. Then, depending on state/district policies, students may receive a comprehensive evaluation to identify a learning disability. The Iris Center for Training Enhancements. (2006)

8. Benefits of RTI Ensure all students receive high-quality instruction in general education Promote immediate intervention as soon as students’ problems are revealed – not wait to fail PREVENT substantial problems from developing Reduce inappropriate referrals and placements in special education Use of a multitude of information – not just test results The amount of time students struggle is greatly decreased The Iris Center for Training Enhancements. (2006)

9. A Closer Look RTI – Problem Solving Approach

10. Tier 1 AKA: Primary Prevention Includes all students – whether struggling or not Consists of core academic curriculum and scientifically validated practices Frequent progress monitoring takes place to determine whether needs are being met or if intensive intervention is needed Service Provider: Classroom Teacher The Iris Center for Training Enhancements. (2006)

11. Tier 2 Targeted Interventions/Secondary Prevention Students require more focused instruction than the typical curriculum provides Should be no more than 5 students at a time At least 30 minutes Can be done through: Additional instruction – students receive core curriculum in addition to receiving extra (usually small group) instruction to reinforce skills Replacement Instruction – students receive more intensive instruction outside of the classroom – not recommended at this level. Structured program such as Classworks (IF Tier 2 students are getting MORE than the rest of the class The Iris Center for Training Enhancements. (2006)

12. Tier 2 – Continued May occur anywhere from several times a week to every day No time limit set but 10-20 weeks of intervention is recommended If progress monitoring data shows improvement AND skills are at adequate levels - may return to Tier 1 or continue on Tier 2. (progress monitor AT LEAST weekly) If progress monitoring data shows insufficient progress* they may move to Tier 3. Service provider: Anyone who has been trained in the appropriate subject: classroom teacher (preferably), reading specialist, special education teacher, supervised paraprofessional, tutor, or trained volunteer. *As determined by SAT TEAM The Iris Center for Training Enhancements. (2006)

13. Effects of Tiers 1 & 2 Identifies more students in general education with reading problems through universal screening (no “sleepers”) Reduces number of students with very poor reading and increases number of students meeting benchmarks Non or insufficient response rate of 3-5% The Iris Center for Training Enhancements. (2006)

14. Tier 3 Intensive, individualized interventions/Tertiary Preventions More intensive interventions for the individual student (not small group) Service provider: Preferably special education personnel or other professional (e.g., reading specialist) The Iris Center for Training Enhancements. (2006)

15. Examples – What does it look like?

16. 0 5 10 15 20 25 Weeks Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

17. Weeks Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=1 1

18. Reschly: Response to Intervention 18 Week s Words Correct Per Minute Determine Goal: Class=1.5 wd growth per week; Egbert Goal: 2 wd growth per week 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=11 Class Growth Egbert goal line

19. Reschly: Response to Intervention 19 Week s Words Correct Per Minute Monitor Egbert ’ s Progress Relative to Goal 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=11 Class Growth Egbert goal line

20. Reschly: Response to Intervention 20 Week s Words Correct Per Minute Formative Evaluation: Change Intervention 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=11 Class Growth Egbert goal line Change Intervention

21. Week s Words Correct Per Minute Continue Intervention and Monitor Progress 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=11 Class Growth Egbert goal line Change Intervention

22. Week s Words Correct Per Minute Raise Goal to 2.5 WCM Growth 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=11 Class Growth Egbert goal line Change Intervention Change Goal

23. Reschly: Response to Intervention 23 Week s Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=11 Class Growth Egbert goal line Change Intervention Change Goal

24. WHAT NOW??

25. Reschly: Response to Intervention 25 Week s Words Correct Per Minute Determine Goal: Class=1.5 wd growth per week; Egberta Goal: 2 wd growth per week 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egberta=1 1 Class Growth Egbert goal line

26. Week s Words Correct Per Minute Monitor Egberta ’ s Progress Relative to Goal 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egberta=1 1 Class Growth Egberta goal line

27. Week s Words Correct Per Minute Change Egberta ’ s Intervention 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egberta=1 1 Class Growth Egberta goal line Change Intervention

28. Reschly: Response to Intervention 28 Week s Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class Growth Egberta goal line Change Intervention Implement Revised Intervention and Continue to Monitor Progress

29. Reschly: Response to Intervention 29 Week s Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class Growth Egberta goal line Change Intervention Implement Second Intervention Revision

30. Reschly: Response to Intervention 30 Week s Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class Growth Change Intervention Class WCM=5 4 Egberta WCM=32

31. What now??

32. Student Assistance Team Made up of: Referring teacher, Resource Teacher, SAT Chair, Admin, School Psych, Counselor, Parent, etc. HES: Rhodes, Goodin, Mainous, Thomas, Csiszer, Dalton or Singleton, Layne or Van Daley

33. SAT Process & Enrich – Step by Step

34. Step 1 – Identify “low” group Using your classwide screening tool, identify your lowest group of students. If these students are not responding to the Tier 1 curriculum, move on to step 2

35. Step 2 – Identify the students that will enter RTI/SAT In Enrich, go to the child’s name and … Pick domain Request Assistance InitialSave Email the SAT TEAM and let us know that you have requested for the student to be added to Tier 1.

36. Step 3 – Complete data for Tier 1 Complete Tier 1 information form & submit to your grade level administrator the THURSDAY BEFORE YOUR MONTHLY MEETING An administrator or instructional facilitator will schedule an observation At the predetermined SAT meeting you will review data collected with the team The team will then decide on an outcome: Stay at Tier 1, Move to Tier 2, or Exit At the SAME meeting, you will also make a plan for the Tier 2 intervention (if that was your outcome)

37. Step 3 (cont.) Examples of Tier 2 (small group) Interventions Classworks Corrective Reading Reading Mastery Regular curriculum with more intensity and/or duration

38. Step 4 – Review Tier 2 Data Meet on next meeting date and review data HAVE TIER 2 FORM & DATA FROM INTERVENTION AND PROGRESS MONITORING READY Complete Outcome based on data * Stay, Move up or Exit

39. Step 4 (cont.) If the student is staying in Tier 2, decide to either continue or change intervention. You will then fill out Tier 2 forms again and review data at the next SAT meeting If you are moving to Tier 3, you will make a meeting date for the SAT Team to meet together. Parent permission and Health and Developmental History obtained Hearing, Vision, & Speech screenings completed

40. Step 5 – SAT Team First Tier 3 Meeting Meeting Minutes form completed Intervention Created This info will be saved with no outcome for the first meeting Another meeting will be set to review data

41. Step 6 – Second Tier 3 Mtg Meet with SAT team again to discuss intervention data HAVE YOUR DATA PRINTED AND READY Decide on outcome: Continue Tier 3 Move back to Tier 2 Refer to student services for evaluation

42. Data Collection & Progress Monitoring

43. Progress Monitoring Does not have to be for SAT kids only – (classwide screening) Should be linked to instruction & the skill in question Ex: Don’t use Oral Reading Fluency to progress monitor a kid who is struggling in comprehension Should not be the exact same measure as your intervention – in most cases (don’t mix up intervention data & progress monitoring data) Ex: Don’t use fluency checks in corrective reading This is not the case for some curriculums that have progress monitoring tools in addition to curriculum

44. Intervention Data On the child’s instructional level (progress monitoring MAY not be this same level) Can be in addition to teacher notes! Not only numbers Taken either daily or multiple times a week

45. Progress Monitoring Tools DIBELS/DIBELSNext Easy CBM http://easycbm.com Interventioncentral.org Reading, math, and writing CBMs – EASY & QUICK See me, Admin, or SPED teachers for other ideas

46. REMEMBER

47. Behavior Referrals Work mostly the same way as academic SAT referrals Keep in mind --- There is a BIG difference between kids that have behavior problems and kids that have behavior disorders Both can go through the SAT process Let Mrs. Thomas & Administration know of any concerns with behavior immediately and BEFORE taking any other steps (Enrich, etc.)

48. Other Resources GOOGLE!!!! Research based interventions Interventioncentral.org – EVERYTHING! IRIS.peabody.vanderbilt.edu RTI information IXL.com Math broken down by grade level (by common core) Have to have a membership but free trial available

49. Sources The Iris Center for Training Enhancements. (2006) Reschly: Response to Intervention (2005)