Response to InterventionResponse to Intervention

November 11, 2011November 11, 2011

Merri Lee Day and Sara Leggett (intern)Merri Lee Day and Sara Leggett (intern)

School PsychologistsSchool Psychologists

Richards Middle SchoolRichards Middle School

PLC

RTI

SIP

PLC and RTIPLC and RTI

Same 4 QuestionsSame 4 Questions

1.1. What do we want each student to learn?What do we want each student to learn?

2. How will we know when each student has learned it?2. How will we know when each student has learned it?

3. How will we respond when a student experiences 3. How will we respond when a student experiences difficulty in learning?difficulty in learning?

4. How do we deepen the learning of students who have 4. How do we deepen the learning of students who have mastered the skills?mastered the skills?

RTIRTIMulti-tiered Level of SupportMulti-tiered Level of Support

Tier 1Core Instruction

Strategic

Tier 2

Intensive

Tier 3

•Ideally80% of

students proficient with the

core

•Ideally 15% of our

students should be at

Tier 2

•Ideally just 5% of our students

should be at Tier 3 Data

Data

An RTI School…An RTI School…

Uses a tiered approach for addressing studentUses a tiered approach for addressing student

needs (i.e., Benchmark, Strategic, and Intensive).needs (i.e., Benchmark, Strategic, and Intensive). Maximizes the use of regular and special education Maximizes the use of regular and special education

resources for the benefit of all students.resources for the benefit of all students. Adopts interventions and instructional practices Adopts interventions and instructional practices

that are based in scientific researchthat are based in scientific research Uses assessment for the purpose of instructional Uses assessment for the purpose of instructional

decision making (screening, diagnostic, and decision making (screening, diagnostic, and progress monitoring) progress monitoring) (Wayne Callender, The RTI (Wayne Callender, The RTI

Blueprint, 8-23-11)Blueprint, 8-23-11)

Key Components of RtI Key Components of RtI (Burns & Gibbons, 2008)(Burns & Gibbons, 2008)

MeasurementMeasurement InstructionInstruction Problem-solving modelProblem-solving model

Adapted From Presentation By:Adapted From Presentation By:Sara BoltSara BoltAssistant Professor in School PsychologyAssistant Professor in School Psychology

Emily Bushouse, Aimee DeLyser, Liz Weiss-DeBoer, Sara Lewandowski Emily Bushouse, Aimee DeLyser, Liz Weiss-DeBoer, Sara Lewandowski School Psychology Graduate StudentsSchool Psychology Graduate Students

From Desoto, FL Schools

How Do Students Move Through a RtI How Do Students Move Through a RtI Process?Process? From Desoto, Florida Schools From Desoto, Florida Schools

Decisions, DecisionsDecisions, Decisions1.1. Identify RMS’ Universal Assessments (e.g., CBM’s, SRI…etc)Identify RMS’ Universal Assessments (e.g., CBM’s, SRI…etc)

We need to be sure Tier 1 functions properly before deciding who We need to be sure Tier 1 functions properly before deciding who needs more intervention (Tiers 2 & 3).needs more intervention (Tiers 2 & 3).

Too Many students (more than 30%) may need additional services Too Many students (more than 30%) may need additional services (Tiers 2 & 3) if Tier 1 is not functioning properly.(Tiers 2 & 3) if Tier 1 is not functioning properly.

(Alan Coulter, The Weak Link in RTI, 8-23-11) (Alan Coulter, The Weak Link in RTI, 8-23-11) 2.2. Define Tiers and Identify Cut-ScoresDefine Tiers and Identify Cut-Scores

3.3. Determine what students need and identify interventions to match needs.Determine what students need and identify interventions to match needs.

4.4. Form problem solving teams who will meet regularly to review students’ Form problem solving teams who will meet regularly to review students’ progressprogress

5.5. Identify staff who will implement interventionsIdentify staff who will implement interventions

6.6. Decide who will Progress Monitoring and the tools that will be used for Decide who will Progress Monitoring and the tools that will be used for monitoring.monitoring.

7.7. Decide how long the intervention occurs before a meeting is held to Decide how long the intervention occurs before a meeting is held to discuss child’s needs and a possible change in intervention.discuss child’s needs and a possible change in intervention.