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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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Questions

Problem Solving & Response to Intervention