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FloridaRtI.usf.edu
A collaborative project between the Florida Department of Education and the University of South Florida
Intervention Mapping
What is RtI?
RTI is the practice of (1) providing high quality instruction/intervention matched to student needs and, (2) using level of performance and learning rate over a time to (3) make important educational decisions to guide instruction.
National Association of State Directors of Special Education, 2005
Core Principles of RtI
• Frequent data collection on student performance • Early identification of students at risk • Early intervention (K-3) • Multi-tiered model of service delivery • Research-based, scientifically validated
instruction/interventions • Ongoing progress monitoring - interventions
evaluated and modified • Data-based decision making - all decisions made
with data
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Traditional vs.
Response to Intervention
Intervention
Intervention
Consider ESE Traditional-
Intervention
#
##
#Intervention
#Response to Intervention-
Intervention Consider ESE
If necessary
Regular Education
Monitor Progress
Monitor Progress
Beliefs: A Shift in Thinking
The central question is not: “What about the students is causing the
performance discrepancy?” but
“What about the interaction of the curriculum, instruction, learners and
learning environment should be altered so that the students will learn?”
This shift alters everything else Ken Howell
Beliefs: We Need A New Logic
• Begin with the idea that the purpose of the system is student achievement
• Acknowledge that student needs exist on a continuum rather than in typological groupings
• Organize resources to make educational resources available in direct proportion to student need
David Tilly 2004
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Academic Systems Behavioral Systems
Tier III: Intensive Interventions ( Few Students) Students who need Individual Intervention
Tier II: Strategic Interventions (Some Students) Students who need more support in addition to the core curriculum
Tier II: Targeted Group Interventions (Some Students) Students who need more support in addition to school-wide positive behavior program
Tier I: Core Curriculum All students
Tier I: Universal Interventions All students; all settings
Three Tiered Model of School Supports: Example of an Infrastructure Resource Inventory
Tier III: Comprehensive and Intensive Interventions ( Few Students) Students who need Individualized Interventions
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Implications for Activities at Various Tiers
More
More
Less
Less
Measurement Frequency
Measurement Precision
Depth of Problem Analysis
Instructional Time
Measurement Focus
Applicable evidence-based interventions
Group Size
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The Big “BIG” Ideas
Dave Tilly
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Tiers of Service Delivery 1. Problem Identification- What’s the problem?
2. Problem Analysis-
Why is it occurring?
3. Intervention Design/Implementation-
What are we going to do about it?
4. Response to Intervention-
Is it working?
Tier I
Tier II
Tier III
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How Does it Fit Together? Standard Treatment Protocol
Addl. Diagnostic Assessment
Instruction Results
Monitoring
Individual Diagnostic
Individualized Intensive
weekly
All Students at a grade level
ODRs Monthly
Bx Screening
Bench- Mark
Assessment Annual Testing
Behavior Academics
None Continue With Core
Instruction
Grades Classroom
Assessments Yearly Assessments
Standard Protocol
Small Group Differen- tiated By Skill
2 times/month
Step 1 Step 2 Step 3 Step 4
Supplemental
1-5%
5-10%
80-90% Core
Intensive
Needs Assessment
• Review screening data
• Review referral history
• Review any other district student performance data
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H
Needs Assessment
• Aggregated teacher referrals indicate areas of professional development needs to strengthen the impact of Tier I core programs
• Codifying and aggregating referrals for the past two years will predict referrals in the future, by rate and type--implications for Tiers II and III
• Aggregating data on current interventions by the following will inform Tier II, standard protocol needs:
Type of intervention
Average time/day of implementation
Staff currently implementing
Academic Systems Behavioral Systems
Tier 3: Comprehensive and Intensive Interventions Individual Students or Small Group (2-3) Reading: Scholastic Program, Reading,Mastery, ALL, Soar to Success, Leap Track, Fundations 1-5%
Tier 3: Intensive Interventions Individual Counseling FBA/BIP Teach, Reinforce, and Prevent (TRP) Assessment-based Intense, durable procedures
Tier 2: Strategic Interventions Students not responding to core curriculum Reading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended Day Writing: Small Group, CRISS strategies, and “Just Write Narrative” by K. Robinson
5-10%
Tier 2: Targeted Group Interventions Some students (at-risk) Small Group Counseling Parent Training (Behavior & Academic) Bullying Prevention Program FBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training ,Data
Tier 1: Core Curriculum All students Reading: Houghton Mifflin Math: Harcourt Writing: Six Traits Of Writing Learning Focus Strategies
80-90% Tier 1: Universal Interventions All settings, all students Committee, Preventive, proactive strategies School Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior) Classroom Management Techniques,Parent Training
Three Tiered Model of School Supports: Example of an Infrastructure Resource Inventory
Students
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Adapted from Deb Simmons & Edward Kame'enui
Adapted from Deb Simmons & Edward Kame'enui
Summary Student performance data must drive a
comprehensive school intervention plan
Standard protocols must be chosen based upon evidence of effectiveness & matched to student need
Tiers of intervention must be integrated
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