1. RESPONSE TO INTERVENTION.

2. What will you take away from today’s presentation? You will understand what Response to Intervention (RtI) is and its purpose? You will have a better understanding of why it’s important to monitor the academic (and/or if necessary, behavior) progress of students. You will understand the multi-tiered system of supports.

3. Response to Intervention Is a multi-tiered system of supports that uses a problem solving method for decision making. It then uses data collected at each tier and makes adjustments to and from tiers.

4. RtI has three important parts: 1) Multi-Tiered System of Supports (MTSS) 2) Problem solving method for decision-making at each tier 3) Use data to inform instruction at each tier and makes adjustments to and from tiers.

5. Multi-Tiered System of Supports Tier I Tier I All students receive core instruction and universal academic and behavior strategies. All students receive core instruction and universal academic and behavior strategies. Tier II Tier II At-risk students receive small group research-based strategic interventions. At-risk students receive small group research-based strategic interventions. Tier III Tier III Significantly below grade-level students receive Significantly below grade-level students receive high intensity, research-based interventions.

6. Tier I Examples Core curriculum- Journey’s Reading/Go Math Teacher modeling(I do, we do, you do) Classroom behavior management plan Redirection/Close proximity

7. Tier II Examples Phonics for Reading-3x’s per week/30 min. Quick Reads- 3x’s per week/20 min. Soar to Success- 2x’s per week/40 min. Daily individual behavior –a.m./p.m.

8. Tier III Examples Same intervention as Tier II- increase intensity (frequency/duration) Phonics for Reading- 5x’s per week/30min. Phonics for Reading- 5x’s per week/30min. Individual behavior chart-every 30min.

9. Problem Solving Method for decision-making at each tier STEP 1 STEP 1 Step 1-Problem Identification- Through progress monitoring Rigby (reading assessment) Fluency probes Math chapter tests Reading comprehension tests

10. Step 2 Step 2- Problem Analysis- pinpoint the area(s) of concernStep 2- Problem Analysis- pinpoint the area(s) of concern For example:For example: –Student scored below the 50%ile in fluency –Student was unable to decode(read) the grade level word list –Student was unable to add/subtract with regrouping

11. Step 3 Step 3- Intervention Design- Find the program that speaks to the deficit For example: For example: Student struggles with decoding- Phonics for Reading Student struggles with comprehension-Reciprocal teaching strategies

12. Step 4 Step 4: Progress Monitoring- collect data to see if the intervention is working Target the area of weakness Target the area of weakness Implement targeted program Monitor every 2 weeks for 6-9 weeks for Tier 2 Monitor every week for Tier 3

13. This process is cyclical and ongoing! Problem Identification Problem analysis Intervention Design Progress Monitoring

14. Use data to inform instruction at each tier and make adjustments Tier 1 Data is collected as often as 3-4 times during the school year and is used for screening and benchmarking for all students.

15. Tier 2 Data is collected as frequently as every two weeks to determine if the extra instruction Data is collected as frequently as every two weeks to determine if the extra instruction and interventions are making a difference or if changes are needed.

16. Tier 3 Data is collected for the same reason as Tier 2 but it is collected weekly so that decisions and possible changes to the student’s instruction can be made

17. At Beachside Montessori Village Our Collaborative Problem Solving Team(CPST) meets twice a month to discuss students of concern/going through the RtI process. This is either teacher or parent initiated.

18. Who is a part of the CPS Team? Teacher Teacher Administration Administration Guidance Guidance Literacy/Curriculum specialist Literacy/Curriculum specialist ESE Specialist ESE Specialist Psychologist Psychologist Social worker Social worker Parent Parent Magnet Coordinator Magnet Coordinator

19. Sample Student- Melinda 3 rd grade student Start of school year- Melinda’s Rigby level is 20 (should be 23) and her fluency was 60wpm(should be 71) Area of concern(s)- Decoding and Fluency Teacher discusses concern w/ case manager and student will be discussed at next CPST

20. Choose Tier II Intervention(s) to Match Deficit In Melinda’s case, she needs a phonics and fluency program *Cidoni and/or case manager will help guide you, if needed.

21. Use data to make informed decisions Melinda starts Tier II interventions on Sept. 15 th 3’xs per week/ 30min. (Phonics for Reading and Multi-Sequence Speed Drills) Interventions are implemented for 6-9 wks- data collection is every two weeks Information is entered on BASIS- case manager will assist you

22. Cont.’ Record data from the last 6-9 weeks (P.F.R- progress monitoring tool/ fluency probes) Reconvene CPSTeam in Nov. to review data

23. Melinda’s Data Phonics For Reading Level 1 Progress Monitoring Tool 9/15 80% 9/29 90% 9/29 90% 10/13 75% 10/13 75% 10/27 85%

24. Cont.’ Fluency- Words Per Minute 9/15 60wpm 9/29 62wpm 10/13 65wpm 10/27 68 wpm Rigby was given on Nov. 5 th -now a level 22

25. Next Step?

26. Continue Tier II Interventions AndRepeat