Response to Intervention (RtI)Response to Intervention (RtI)&&
The IST ProcessThe IST Process
Jennifer MaichinJennifer Maichin Patricia Molloy Patricia MolloySpecial Education TeacherSpecial Education Teacher Principal PrincipalIST ChairpersonIST Chairperson Meadow Drive Elementary School Meadow Drive Elementary SchoolMineola Middle School Mineola Middle School [email protected]@mineola.k12.ny.us [email protected]@mineola.k12.ny.us
Whittney Smith Whittney Smith Assistant PrincipalAssistant PrincipalCSE Chairperson, SubcommitteeCSE Chairperson, SubcommitteeMineola Middle SchoolMineola Middle [email protected]@mineola.k12.ny.ys
NYS Structure & ComponentsNYS Structure & Components Tiers Tiers (# of levels)(# of levels) Research based core instructional program Research based core instructional program (e.g. (e.g.
reading, math and writing)reading, math and writing) Universal screening and progress monitoring toolsUniversal screening and progress monitoring tools Decision-making process Decision-making process (problem solving vs. (problem solving vs.
standard protocol) standard protocol) If using a problem solving approach --- composition of the If using a problem solving approach --- composition of the
ISTIST Professional DevelopmentProfessional Development Procedures to ensure fidelity of implementationProcedures to ensure fidelity of implementation Parent involvement and notification proceduresParent involvement and notification procedures
http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm
Criteria and Decision Rules for Criteria and Decision Rules for Determining Levels of InterventionDetermining Levels of Intervention
Cut pointsCut points to determine individuals at risk to determine individuals at risk based on based on Universal ScreeningUniversal Screening
CriteriaCriteria for judging whether a student is for judging whether a student is progressing adequately in response to progressing adequately in response to instructioninstruction
CriteriaCriteria and decision rules for movement and decision rules for movement of students between levelsof students between levels
CriteriaCriteria for determining when an for determining when an intervention is no longer neededintervention is no longer needed
http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm
Types of InterventionTypes of Intervention Criteria for determining Criteria for determining durationduration and and
frequencyfrequency of interventions designed to of interventions designed to supplementsupplement tier I or core instruction tier I or core instruction
Criteria for determining the Criteria for determining the type of type of interventionintervention including: focus of including: focus of instruction, size of instructional group, instruction, size of instructional group, appropriate instructional setting, and appropriate instructional setting, and appropriately trained staffappropriately trained staff
Progress monitoring procedures and Progress monitoring procedures and toolstools
http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm
Three Tier ModelThree Tier Model
Tier III
Tier II
Tier IQuality Classroom Instruction based on NYS Curriculum and Standards
Supplemental Instruction in addition to the standard classroom instruction
Explicit, intensive instruction specifically designed to meet individual needs
RtI can also be used to address the social / emotional needs of our children (e.g. BIP; Group Counseling; Individual Counseling)
Tier ITier I: At-a-Glance: At-a-Glance
FocusFocus All students in class (should meet the needs of at least 80% All students in class (should meet the needs of at least 80% of all learners)of all learners)
ProgramProgram Scientifically based curriculum reflecting state standardsScientifically based curriculum reflecting state standards
GroupingGrouping Multiple and Flexible grouping formats to meet student Multiple and Flexible grouping formats to meet student needs (Differentiated Instruction)needs (Differentiated Instruction)
TimeTime Daily, uninterrupted 90 minute block of reading instruction Daily, uninterrupted 90 minute block of reading instruction focusing on phonemic awareness, phonics, vocabulary, focusing on phonemic awareness, phonics, vocabulary, fluency, and comprehension)fluency, and comprehension)
AssessmentAssessment Universal Screening / Benchmark Assessment (3x / year)Universal Screening / Benchmark Assessment (3x / year)
InterventionistInterventionist General Education Classroom TeacherGeneral Education Classroom Teacher
SettingSetting General Education ClassroomGeneral Education Classroom
Tier I Strategy Development Tier I Strategy Development
See compilation of research based interventions on:www.cerebrum.wikispaces.com
Tier IITier II: At-a-Glance: At-a-Glance
FocusFocus 5-10% of students who have not responded to tier I efforts5-10% of students who have not responded to tier I efforts
ProgramProgram Supplemental instruction provided in addition to and not in Supplemental instruction provided in addition to and not in place of core instructionplace of core instruction
GroupingGrouping Small group Small group
TimeTime Core Instruction + 20-30 minutes of supplemental Core Instruction + 20-30 minutes of supplemental interventions 3 – 5 days / week for a period of 9 – 30 weeksinterventions 3 – 5 days / week for a period of 9 – 30 weeks
AssessmentAssessment Progress monitoring no less than every two weeksProgress monitoring no less than every two weeks
InterventionistInterventionist General Education or other qualified personnel determined General Education or other qualified personnel determined by the school by the school
SettingSetting Within or outside of the classroomWithin or outside of the classroom
Tier IIITier III: At-a-Glance: At-a-Glance
FocusFocus 1-5% of students who have not responded to tier II efforts1-5% of students who have not responded to tier II efforts
ProgramProgram Supplemental instruction that differs from tier II in terms of Supplemental instruction that differs from tier II in terms of time, duration, group size, frequency of progress time, duration, group size, frequency of progress monitoring, and focusmonitoring, and focus
GroupingGrouping Individualized instruction Individualized instruction
TimeTime Core Instruction + 30-60 minutes of supplemental Core Instruction + 30-60 minutes of supplemental interventions at least 4 days / week for a period of 9 – 30 interventions at least 4 days / week for a period of 9 – 30 weeksweeks
AssessmentAssessment Progress monitoring at least 1x / weekProgress monitoring at least 1x / week
InterventionistInterventionist Highly skilled or trained interventionists in the area of Highly skilled or trained interventionists in the area of academic need indicated by performance dataacademic need indicated by performance data
SettingSetting Within or outside of the classroomWithin or outside of the classroom
Focus on a student struggling in Focus on a student struggling in reading… “I need help!”:reading… “I need help!”:
The Role of the IST (problem solving team)The Role of the IST (problem solving team) Address the needs of the student Address the needs of the student
First look at the data (including influencing factors)First look at the data (including influencing factors) Determine specific deficit area(s)Determine specific deficit area(s)
Develop options and decide on specific research Develop options and decide on specific research based interventionbased intervention
Set goals for progress and Increase self-Set goals for progress and Increase self-awareness of the students (age appropriately)awareness of the students (age appropriately)
Create a cycle of follow-up meetingsCreate a cycle of follow-up meetings Monitor progress (student and team)Monitor progress (student and team)
Creating a High Performing ISTCreating a High Performing ISTCore Team Core Team ::
• IST Chairperson(s)IST Chairperson(s)• Guidance Counselor or Social WorkerGuidance Counselor or Social Worker• Speech TherapistSpeech Therapist• School Psychologist School Psychologist
Dynamic MembersDynamic Members:: • ParentParent• Student (when appropriate)Student (when appropriate)• Classroom Teacher / Special Education / Reading Classroom Teacher / Special Education / Reading • Reading / Math Curriculum AssociatesReading / Math Curriculum Associates• Nurse (when appropriate)Nurse (when appropriate)• Administration (when appropriate)Administration (when appropriate)
Developing a Solid IST ProcessDeveloping a Solid IST Process
See our protocols and forms on:www.cerebrum.wikispaces.com
Benchmarking and Benchmarking and Progress MonitoringProgress Monitoring
READINGREADING MAZEMAZE Reading CBMReading CBM
MATHMATH MCOMPMCOMP MCAPMCAP
Tier II
Tier 1 - UniversalQuality classroom instruction using
research-based strategies with targeted students
Tier 2 - StrategicSmall Group (10-12 students) AIS Classes
Benchmarking three times / year
Tier 3 - IntensiveSmall group (4-6 students)
AIS classesProgress Monitoring every
2-3 weeks
At-Risk StudentTeacher analyzes data, refers student to IST and moves student to Tier 2.
Three data checks, regression/no progress IST Process
On Target StudentTeacher analyzes data and keeps student in Tier 1.
Three data checksIST Process
Regression /no progress, revise (repeat if not successful) --- consider referral to CSE
ProgressContinue with programIST Process
Essential Components of SuccessEssential Components of Success
Implementation StepsImplementation Steps
Empower the Instructional Support Team (IST)Empower the Instructional Support Team (IST) Establish Interventions (Tiers I, II, II)Establish Interventions (Tiers I, II, II) Scheduling ImplicationsScheduling Implications Implement and Monitor the Interventions (Fidelity)Implement and Monitor the Interventions (Fidelity) Monitor the progress of studentsMonitor the progress of students
Schedule Assessments Schedule Assessments Administer CBMsAdminister CBMs Score and Enter Data in AIMsWebScore and Enter Data in AIMsWeb Meet with AIS Teachers to discuss results and provide them with Meet with AIS Teachers to discuss results and provide them with
Passwords to AIMsWebPasswords to AIMsWeb Talk about the “Philosophy” of AISTalk about the “Philosophy” of AIS Curriculum vs. SkillsCurriculum vs. Skills
Continuously refine the program… Continuously refine the program…
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