Responsiveness to Instruction RtI Tier III. Before beginning Tier III Review Tier I & Tier II for...
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Transcript of Responsiveness to Instruction RtI Tier III. Before beginning Tier III Review Tier I & Tier II for...
Responsiveness to InstructionRtI
Tier III
Before beginning Tier III
• Review Tier I & Tier II for …o Clear beginning & ending dates
o Intervention design
Tier I
Focus: Ongoing monitoring and adjustments of instruction are designed to meet the needs of students.
Design: Specific to the student’s learning profile Utilization of flexible grouping for differentiation of instruction based
on skill level Research-based classroom interventions designed to achieve
grade-level content expectations Minimum 2 to 3 intervention sessions per week
Interventionist: Primarily the classroom teacher and parent. Other school personnel may be involved in rare cases, when identified by need.
Setting: Intervention sessions should be occurring primarily in the general education classroom.
Progress Monitoring: Must take place a minimum of once a month
Tier II
Focus: Student receives supplementary instruction, in addition to the core instruction. The intention of the supplementary instruction is to provide time-limited interventions with the goal of accelerating student learning to meet grade level expectations.
Design: Specific to the student’s learning profile Minimum of 2 interventions per area of need Minimum 3 to 4 intervention sessions per week At least one intervention session per week must be provided in a
small group setting (maximum of 5 to 7 students) Interventionist: Classroom teacher and other school personnel as
identified by need. Setting: Appropriate setting as determined by the need; can be conducted
in and out of the general education classroom. Progress Monitoring: Must take place a minimum of once every two
weeks.
Before beginning Tier III
• Review Tier I & Tier II for …o Clear beginning & ending dateso Intervention designo Implementation & evidence
Reflective Questions
Implementation Did the delivery of interventions follow the plan with
consistency and accuracy? Is progress monitoring of the intervention used and
adjustments made as needed. Did the intervention match the student’s specific need?
If the answer is “no” to any of the above questions, you must first make adjustments to the plan before considering moving the student to Tier III
Reflective Questions
Evidence Does the instruction or the intervention decrease
the student’s learning gap (learning rate)? Does the intervention reduce the problem behavior
and/or increase the desired behavior? Does progress monitoring data determine the
intervention to be effective? Does student performance improve as measured
by assessment(s)?
Activities at Tier III
Steps of cyclical problem-solving model repeat but in a more formal and systematic way and with the RTI team.
RTI Team A collaborative team of general and special
educators, including parents, who implement the RtI/problem-solving process for student at risk for school failure.
Recommended Team Participants consists of referring teacher, parent, administrator, psychologist, EC staff member, counselor, regular education representative, anyone else needed.
Tier III Forms
Tier III Tier III
Tier III Tier III
Define the Problem
In general - Identify initial concern General description of problem Prioritize and select target behavior Describe what is known about problem
and generate questions Environment Instruction Curriculum Learner
Four Domains Environment
How environment effects learning - arrangement of classroom, material, media equipment
Curricular Is curriculum appropriate for student? Consider sequence of
objectives, teaching methods, and practice materials provided Instructional
Manner in which teacher uses curriculum Consider instructional techniques, presentation style, questioning,
feedback techniques Learner
Student skill - necessary prerequisite skills Student process - capacity to learn and problem solving
techniques
RIOT
Review, Interview, Observe, Test Review records and work samples,
interview staff and parents, testing involves CBM
Proceed from general to specific Global Specific questions aimed at answering
assessment questions
Analysis of Assessment Plan
Review data - can’t do or won’t do Calculate discrepancy between baseline and
acceptable level of performance Baseline is median of three measures Indicate standard Make an informed statement as to why the
problem is occurring Make a prediction regarding intervention Chart and set goal
Prediction and Goal Setting
Without goal setting, it is impossible to judge progress and determine effectiveness of intervention
Goal statements are based on baseline data
Written in specific and measurable terms
Goal Statement Definition
Specific description of change you expect to see in student’s behavior as a result of the intervention Includes behavior to change Conditions that will bring about
change Level of behavior that is expected
Definition Continue
Short-term goals describe progress student is expected to make in a short period of time - during the intervention phase
Long-term goals describe progress student is expected to make in a year - often associated with a program, sometimes with intervention phase
Goal Statement
Behavior needs to be measurable, observable, and specific - focus on increasing positive behaviors, rather than decreasing negative ones
For academic issues conditions include: timeline, measurement, situation, and
measurement materials used For behavior issues conditions include:
timeline, setting, environmental stimuli that will elicit behavior
Level of behavior that is expected
Ways to Establish Expected Level of Behavior
Norms/percentile cutoffs Gap Analysis Realistic/ambitious growth Growth rates
Develop Intervention Plan
Procedures (Instructional Strategies) Arrangements Timeframe Person(s) Responsible Measurement Strategy Evaluation Plan
Tier III Focus: Student receives supplementary instruction that consists of intensive
individualized interventions. Design:
Specific to the student’s learning profile. At least one intervention session per week must be provided in a
small group setting (maximum of 1 to 5 students) Time: Before a student can move to Tier IV, the student must be receiving
interventions for a minimum of: One skill area - Two hours per week Two skill areas - Three hours per week Three or more skill areas - Five hours per week
Interventionist: Classroom teacher and other school personnel as identified by need.
Setting: Appropriate setting as determined by the need; can be conducted in and out of the general education classroom
Progress Monitoring: Must take place a minimum of two to three times a week.
Evaluation Plan
Frequency of data collection
Strategies to be used to summarize data for evaluation
Number of data points or length of time before data analysis/decision rule
Key to Tier III
Progress Monitoring Frequent- 2 to 3 times a week Standard against which progress can be
compared (Trend Line) Allows for aim line to be established Graph Decision Making Plan
Decision Making Plan If the graph shows scores are increasing above the aimline:
Raise the Performance Goal
When at least 6 scores and at least 3 weeks have passed since goal was set, examine the 4 most recent scores.
When all scores are above the aimline, then raising the goal is recommended.
Decision Making Plan If the graph shows scores have not significantly changed or that they
fall below the aimline:
Change the Intervention
Examine the most recent 3 to 4 data points to help you make the decision.
Other Possible Decisions
Student is performing at/around goal line Continue with same goal
Student is performing below goal line despite modifying interventions Consider entitlement
Decision Making Plan If the decision is to adjust an intervention, small changes or
refinements are recommended before major changes.
Changes should be substantial enough that it has a possibility to result in improved student performance
If making an adjustment, do not make two at the same time. It may result in the team being unable to determine what caused increased student performance.
Decision Making PlanConsidering Eligibility
Three complete phases of intervention plan Rule for altering intervention (3 to 4 data points below the
aim line) Consideration of goal
What level of performance would be acceptable? Consideration of “intervention effort”
What resources does the intervention take? Consideration of “dual discrepancy”
Performance discrepant from peers (below grade level) Performance rate discrepant from peers (rate of learning -
trend lines)
End of Intervention Time
Complete the evaluation section on page 4. Be sure all screenings have been completed. Review the data and make a decision.
Decision Continue with Tier III interventions
Back the student down to Tier II
Recommend Tier IV