An Introduction to Response to Intervention

RtI

Definition of RtI

• The practice of high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction, and applying child response data to important educational decisions.

Continuum of School-wide support

Tier 1Tier 2

Tier 3

Instruction

Prob

lem

Sol

ving M

easurem

en

t

RtI an integrated

System

How do I know a student needs additional support? Use the data.

• NWEA-below 40th percentile for grade level

• Kindergarten assessment-recognize12 or less letters at beginning of year

• F and P-At these levels or below• 1st Grade-Level A/B

• 2nd grade-Level I

• 3rd grade-Level M

• 4th grade-Level P• 5th grade-Level S

• ORF-below 40th percentile

(CBM)

Oral Reading Fluency (CBM-R)• Student reads a passage aloud for

one minute• Count the number of words read and

the errors• Subtract errors from total words to

get Words Read Correct.• Median WRC from 3 passages used

for benchmark testing of all students• 1 passage used for frequent

progress monitoring• Strong correlations with state tests

(0.7 – 0.75 range)

Example of a Single Student progress monitoring Graph

Performance of a Single Class

Instructional Recommendations for that same class

6 students now are

performing below

grade level

The NWEA scores for the same class

4 students performing below

grade level

AIMSweb

Test of Early Literacy (TEL)

• Letter Naming Fluency

• Letter Sound Fluency

• Phoneme Segmentation

• Nonsense Word Fluency

Response to Intervention-Time, group size and Frequency

4 times per week for 30 min. with 4-5 other students

3 times per week for 30 minutes individually

Consideration for SPED Assessment

Our Pilot with RtI

Fall 2007• 120 students identified as Tier I (17% of

Mwta)• After 6 weeks of intervention – data

showed that 47% of these students were on target to meet grade level expectations.

• 53% of the 120 moved on to Tier IISpring 2008• 9% of students are in Tier II• 3% of students are in Tier III

Progress Monitoring for Tier II• Aimsweb• Reading specialist works with students and

meets frequently with teacher

• After 9-12 weeks -then decision for next step is made based on Aimsweb growth

– Continue Tier II

– Return to Tier I

– Add Tier III if….

• Growth rate below Aimline on Aimsweb

If Tier II is successful

• Return to Tier 1-classroom interventions

• Progress monitoring every other week for 12 weeks

• After 12 weeks monitor monthly

If Tier II is not successful, Add Tier III

• Grade level problem solving team (reading specialists, classroom teacher, other support staff) make determination after 9-12 weeks of Tier II

• If growth is below the aimline for Aimsweb -recommend Tier III.

Tier III Progress Monitoring

1. Conduct 1 reading probe per week with Aimsweb

2. After 9-12 weeks meet with grade level problem solving team to review the progress and determine next steps.

If Tier III is successful

• Stay with Tier II for 9-12 weeks and use weekly progress monitoring

• If successful in Tier II return to Tier I and continue progress monitoring every other week for 12 weeks, then monitor monthly