1. DATA COLLECTION FOR MONITORING STUDENT PROGRESS DURING RESPONSE TO INTERVENTION PROCESS Martha Laurent, Principal St. Pascal Baylon

2. RESPONSE TO INTERVENTION (RTI)  RtI  It is a Process  Academic and/or Behavior  Intervening within the general education  Part of the process for identification of students to receive services: special education and/or related services  Tiered instruction of increased intensity  Evidenced based interventions and instruction  Close monitoring of progress  Informed decision making of next steps

3. HOW TO BEGIN  Identify the Problem  Must be specific  Use colleagues and peers to assist in narrowing in on the issue  Articulate the problem as concisely as possible  Specific and Concise  “What is really going on here?” and “If the student could only (fill in the blank), it would greatly improve their performance”

4. I THINK I KNOW THE PROBLEM…NOW WHAT?  Choosing an intervention  Must directly address the problem  Don’t reinvent the wheel  Evidence and Research Based  Books:  Websites:  http://www.interventioncentral.org http://www.interventioncentral.org

5. BASELINE: WHERE IS THE STUDENT AT PRIOR TO INTERVENTION?  Baseline Data  Starting Point – Where is the student currently at?  Collected from more than one opportunity  Examples:  Reading fluency passages – dibels  Number Identification – inteventioncentral.org  Time interval and Recorded Behavior  To obtain baseline data, the teacher will wear the vibrating alarm during independent seatwork time. The alarm will be programmed to vibrate every five minutes. (2) When the alarm vibrates, the teacher will record on a baseline data form whether John is on-task or if he is off-task at that specific moment. Baseline data will be collected for a minimum of three days.

6. TIME TO PUT INTERVENTION INTO ACTION  Do what you said you would do! Find ways to make sure it happens.  Organize your dates (starting and stopping) and get them on the calendar  Schedule the intervention times if appropriate  Document, Document, Document  Use similar forms of assessing progress to ensure valid results  User friendly forms are extremely important

7. INTERVENTION COMPLETE … NEXT?  Student Goals Met  Continue with Intervention  Discontinue Intervention  Student Goals Not Met  Design Next Intervention  Bring Data to Identification Team