Student Support Team

Fall 2013

Inside this guide

• Multi-tiered system

• Frequently Asked Questions (FAQs)

• RtI and Interventions Resources

A Guide to RtI

Alphonsus Academy

and Center for the Arts

What is Rti and How does it look at aaca?

Response to Intervention, or RtI, is a three-tiered framework dedicated to match instruction to students’

needs. RtI is implemented using a whole-child approach, focusing on academic and social-emotional

development. Classroom teachers collaborate with the Student Support Team (SST) and the Child First

Team (CFT) to problem-solve and determine the best support, or intervention plan, for each student. In

the first tier, Tier 1, teachers will differentiate curriculum in the classroom, or align their instruction with

individual student needs. Differentiation occurs in all three tiers, but the differentiation becomes more

research-based, specific, and frequent if the child is not responding to an intervention at a certain tier. In

this case, screening tools are used to monitor progress of students and to determine if different, more

specific interventions are necessary in the higher tiers. In Tier 2, students may receive instruction from

the classroom teacher or from a member of the SST in small groups for a specific amount of time each

week. Progress monitoring, or frequent tests, occur to determine a child’s strengths and areas of focus.

The CFT may also be consulted to proactively problem-solve and determine interventions. In Tier 3,

students receive intervention using very specific materials, either in a small group or one-on-one setting

from a member of the SST. Again, progress monitoring is frequent.

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A learning specialist may provide an alternate program for math for a fifth

grade student who struggles with math computation and did not meet the

specific goals within the Tier 2 intervention.

A school counselor and/or administrator(s) may facilitate individual skill training, temporarily or permanently remove behavioral triggers and provide individual therapeutic support.

A classroom teacher planning a unit study on

weather chooses a variety of leveled

reading materials to differentiate and fit the

needs of all learners in the classroom.

A classroom teacher re-teaches expectations through interactive modeling, utilizes logical consequences, such as positive time-outs, and "you break it, you fix it."

With support, a classroom teacher may facilitate collaborative problem solving, Individual Written Agreements, small group teaching of social skills and enlisting an "Invisible Mentor" in the school.

A learning specialist or reading specialist may work with a small

group of students who all struggle with their short vowel sounds once

or twice a week.

Tier 3: Intensive

Interventions

5% of students who do not adequately respond to

instruction at Tier 2 will benefit from further

assessment, which will inform the subsequent

intervention.

Tier 2:

Targeted Interventions

15% of students will respond to this

level of instruction, in combination with the core instruction at Tier 1.

Tier 1: Core Instruction is research-based

and available to all students.

80% of students will respond to this level of

instruction alone.

Academic

Interventions

Behavioral

Interventions

3

Tier 1 Tier 2 Tier 3

Who All students in the basic core curriculum

Struggling students who need additional support in a specific academic or social area in a small group setting.

An even smaller group of students who need more support that is more individualized; students are not progressing at Tier 2 with regards to academic and social expectations and may require specialized differentiation and frequent progress monitoring.

Why General education classroom instruction meets the needs of 80% of students.

General education classroom teacher and Learning or Reading Specialist can work together to provide support to improve students’ progress.

Data from assessments and observations from both the classroom teacher and specialist indicate student requires more individualized attention with specific skills in order to meet grade level expectations for academics and behavior.

What is Done

Implementation of strong, standards-based core curriculum and research-based instructional strategies to meet all students’ needs (e.g., Differentiated curriculum, Making Meaning reading/writing program, Fountas and Pinnell guided reading, Everyday Math)

Flexible, small group instruction by Learning or Reading Specialist to provide supplemental curriculum support through the use of research-based programs (e.g., Fountas and Pinnell Leveled Literacy series, Step Up to Writing, Wilson reading, Orton-Gillingham reading, Executive Functioning, Visualizing/Verbalizing)

Provide intensive, 1:1 support for student through explicit instruction, remediation, curriculum modification, and research-based programs (e.g., Wilson reading, Visualizing/Verbalizing, Executive Functioning).

How Assessed and Analyzed

Screeners (i.e. quick and simple measures that are used to monitor the effectiveness of the core curriculum; e.g., Terra Nova test each Spring; school wide writing assessment in the Fall; AIMSWeb) and classroom assessments (i.e. quizzes, unit tests) are used to identify students not achieving at desired grade level for a particular skill or behavior.

Student progress is monitored regularly via Terra Nova standardized assessments, AIMSWeb, Fountas and Pinnell reading assessments, and regular benchmark assessments to measure the success of an intervention and measure progress over time.

Student progress is monitored frequently and closely via AIMSWeb, Fountas and Pinnell reading assessments, and regular benchmark assessments as appropriate to a specific intervention program and instruction.

By Whom Classroom teacher Classroom teacher, reading specialist and/or learning specialist, school counselor, Title I tutor

Classroom teacher, reading specialist and/or learning specialist, school counselor, Title I tutor

Document Instructional strategies; student results (grade book), and anecdotal notes from classroom teacher

Instructional strategies and student results from regular progress monitoring (reading running records, anecdotal notes, and additional observations or notes by specialist)

Instructional strategies and student results from regular progress monitoring (running records for reading, daily to weekly assessments for reading and writing, and additional anecdotal notes from specialist)

Next Steps Refer student to Child First team through formal process once difficulties have been identified; implement Tier II intervention for students if necessary.

Determine whether student requires Tier III intervention if not meeting grade-level expectations at follow-up meetings with the Child First and Student Support teams; implement Tier III intervention if necessary.

Discuss further options for student using formal and informal assessment data, information from progress monitoring, and meetings with Child First and Student Support Team

References: Information cited from Colorado Springs School District website and “Response to Intervention” page from Winnetka Public Schools website

Multi-tiered System

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How does the AACA Child First Team (CFT) relate to RtI? RtI is a framework or continuum for achieving higher levels of academic and behavioral success for all students through high quality instruction, continuous review of student progress, and collaboration. A Child First referral and subsequent meetings with the CFT are important tools that fall under the umbrella of the RtI framework. A Child First meeting may help determine the appropriate tier and type of intervention. Can students move back and forth between levels of the RtI framework? Yes, students should move back and forth across the levels of the framework based on their success (response) or difficulty (minimal/no response) at the tier where they are receiving intervention services, i.e., according to their documented progress based on the data. Also, students can receive intervention in one academic area at Tier 2 or 3 while receiving instruction in another academic area at Tier 1. What impact does RtI have on students who are not struggling? An important Component of an effective RtI framework is the quality of the core curriculum, where all students receive high-quality instruction that is aligned to the core standards. This allows teachers and parents to be confident that a student’s need for appropriate and effective instruction is being met. In a well-designed RtI system, the core curriculum (Tier 1) should be effective and sufficient for about 80% of the student population. How long should interventions be implemented in RtI? The amount of time required to identify and verify effective intervention(s) will vary by academic/behavioral skill, the age, and the grade level of the student. Interventions should be continued as long as the student exhibits a positive response. The interventions will be modified as appropriate when a student’s progress is less than expected. What constitutes an “appropriate” intervention within the RtI framework? Interventions in the Response to Intervention framework are determined by three guiding questions:

1. Is the intervention linked to the presenting problem? For example, if the identified deficit is in phonological awareness for a first grade student, appropriate intervention would include phonemic awareness activities. Moving the child’s seat or shortening assignments are considered instructional modifications, not interventions, and do not result in improved phonological awareness.

2. Is there evidence to support the effectiveness of the intervention? Interventions should be research-based and proven effective.

3. Can the intervention be delivered with fidelity? It is important to provide the interventions in the way they are intended by following specific directions and protocol and to administer the interventions over the recommended length of time.

How is a student’s response to intervention measured? Response to intervention is measured by ongoing, continuous progress monitoring. It is important to determine the student’s baseline performance prior to intervention and to monitor the student’s progress throughout the intervention process. A student’s response to intervention should reflect the student’s actual level of performance on the monitoring measures through data. Whether a student is identified through a screener (a quick and simple measure), a diagnostic test (a test that identifies needs for individual and/or small group support), or a progress monitoring tool (a frequent assessment specific to a skill) all assessments offer varied forms of information that help teachers and specialists work together to match instruction to students’ needs. Who collects RtI data? Classroom teachers often collect the data under the RtI process, much as they do for other instructional initiatives. However, the spirit and intent of problem solving teams like the CFT is for all members of the team to collaborate and assist in improving educational outcomes for students. The CFT may also support teachers in collecting this data through observation and by providing necessary tools. What role do classroom grades and Terra Nova scores play in RtI? Classroom grades and standardized tests are two valuable pieces of data that can be used in the RtI process. Because grades may involve some degree of subjectivity, they should not be used as the sole measure of a student’s progress toward an academic goal. It is always preferable to use ongoing progress monitoring instruments, whenever possible.

Frequently Asked Questions

Resources Fall 2013

RtI information

• National Association of School Psychologists NASP’s website provides information on the essential components and vocabulary for RtI. http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

• The International Reading Association The International Reading Association’s website provides an overview of Response to Intervention as well as a resource library. http://www.reading.org/Resources/ResourcesByTopic/ResponseToIntervention/Overview.aspx

Research based Interventions

• What Works Clearinghouse Reviews of published interventions and recent educational research. http://ies.ed.gov/ncee/wwc/

• The Access Center A collection of research-based practices, tools, and materials that could help students with disabilities access the general education curriculum http://www.air.org/focus-area/education/index.cfm?fa=viewContent&content_id=379

• Center on Instructions Collection of free scientifically based resources on instruction. Resource categories include: Literacy, Science, Technology, Engineering, Mathematics, ELL, Special Education, and Early Learning. http://www.centeroninstruction.org/

• Texas Center for Reading and Language Arts Provides information and research on a three tiered model of literacy instruction. Reading and math instructional strategies for secondary education are also available on this site. http://www.meadowscenter.org/vgc/

• Equity Alliance Focused on research and school reform that promotes diversity, equity, access, participation and outcomes for all students. http://www.equityallianceatasu.org/

• Intervention Central A fantastic resource for Response to Intervention materials and resources. http://www.interventioncentral.org/

• Florida Center for Reading Research Distributes information about research-based practices elated to literacy instruction and assessment for children pk-12. http://www.fcrr.org/for-educators/

• RtI Intervention Review Database Search by grade level and academic area to find interventions and reviews. http://thertisite.learningtodayonline.com/thertisite/inter/ReadReviews.aspx?GID=4&SID=1&PID=0&SCOL=Average&SDIR=DESC

• Read Write Think Classroom resources for reading and writing instruction. http://www.readwritethink.org/

Alphonsus Academy & Center for the Arts 1439 W. Wellington Ave. Chicago, IL 60657

www.alphonsusacademy.org/sst