M2- RTI

RTI

Response to Intervention

Review of the RTI Pyramid

Top Tier:intensive monitoring, data collection, and one-on-one interventions

Intensity and frequency

Size of instructional group

Tier 1

Tier 3

Tier 2

Middle Tier:Increased monitoring, data collection, and small group interventions

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Bottom Tier:Universal monitoring and classroom interventions to increase learning

Click on the "info" button under each tier to learn more.

• Tier 1 instruction occurs in the general education classroom
• All students are taught using evidenced-based programs/instructional strategies
• Universal screenings are used to determine benchmarks and identify students who are falling behind
• Teachers collect data, modify instruction as needed
• Students may work in small groups as teachers use differentiated instruction to support students on differing levels or different learning styles
• All students' progress tracked

Tier 1

Tier 3

Tier 2

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85% of the population effectively served in Teir 1

• For students not making adequate progress in Tier 1
• Tier 2 is an addition to Tier 1
• Students receive small group (3-6 students) instruction 2-3 times per week
• Skills assessments conducted weekly or every other week to determine progress
• 5-10% of students may need assistance at this level

Tier 2

Tier 3

Tier 1

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10% of students

• For students still not making progress in Tier 2
• Intensive intervention is very a small group (1-3 students)
• In addition to Tier 1 and Tier 2
• Students not making progress in Tier 3 can be referred for special education
• Typically 1-5% of the student population receive Tier 3

Tier 3

Tier 2

Tier 1

5%

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10% of students

Prevention & Intervention Model

Kindergarten - 3rd Grade

• All students are screened often
• Vision screening shall be provided to students in kindergarten and grades 1,3, and 6
• Hearing screenings upon initial entry or transfer into school and every year in grades K-3, and grades 7 and 11

• Screenings begin early in Kindergarten
• FL State law requires kindergarten screening be administered within the first 30 days of school for all kindergarten students. The results provide teachers and parents valuable information about a child’s school readiness and helps teachers plan instruction to meet the child's individual learning needs.

• Students not making progress are provided timely interventions

Remediation Model

Grade 4 and above

• Focus on remediating areas of deficit

Tier 3

Tier 2

Tier 1

Targeted Small Group

Intesive Individual

Core Classroom

Intervention

Instruction

Instruction

Universal Screening

In 2004, Congress implemented the individuals with Disabilities Education Improvement Act (IDEIA) which provided for:

• Universal Screening
• To improve the accurate identification of students with Learning Disabilities
• Recommends RTI or MTSS (Multi-Tiered System of Support)
• Set of layers of instruction that increase in intensity based on how well students are succeeding
• Flexibility in numbers of tiers (RTI has 3 tiers, while MTSS offers an additional layer of support, each iteration of support can be seen as a new tier)

Components of RTI

Interventions of Increasing Intensity

Educational Decisions Based On Data

Monitoring Student Learning Over Time

UniversalScreening

Evidence Based Classroom Instruction

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Click on the "info" button under each figure to learn more.

Tier 2 vs Tier 3

Click the arrow to compare Tier 2 and Tier 3.

Tier 3

Tier 2

Tier 2 vs Tier 3

Click the arrow to compare Tier 2 and Tier 3.

• 20-30 minutes of instruction per day
• 1-2 rounds, 10-12 weeks per round
• Small group (2-6 students)
• Monitor every 2 weeks
• Evidenced based instruction (standardized)
• Classroom teacher or instructional assistant

Tier 2

Tier 2 vs Tier 3

Click the arrow to compare Tier 2 and Tier 3.

• 40-50 minutes of instruction per day
• 8-12 weeks (based on student needs)
• Smallest group/individual
• Weekly
• Evidence based instruction (customization of standardized approach)
• Specialist

Tier 3

Universal Screening

An essential component of RTI for reading and math

• What: same assessment for all students in the grade level
• Why: determines which students are at-risk for academic difficulties
• Identifies general performance levels for all students (i.e., on track or at risk)
• Provides information about class performance, therefore identifying teachers who may need professional development
• When: 3 times a year (fall, winter, spring)
• Where: Tier 1

Screening & Progress Monitoring (PM)

• Identifies at-risk students
• Sets individual goals to close the learning gaps for at-risk learners
• Forms small groups of students with similar goals for instructional interventions
• Uses frequent PM with students identified as low achievers
• As often as weekly for students with the greatest learning needs in targeted skills (i.e. oral reading fluency)
• Students who score at adequate levels can be assessed less frequently (3 x a year)
• Teachers evaluate PM data regularly using systematic decisions based on pre-determined data
• Responsive to data, teacher revises interventions as needed
• Team communicates student’s progress with parents

Standard Treatment Protocol

• The intervention chosen by the school/district is evidence based
• Instructional decisions follow a standard protocol
• Research-based interventions for students with similar difficulties are provided in a standardized format to ensure conformity of implementation
• Most reseatch based instruction tends to leave less room for error
• Standard Protocol requires teachers:
• Select an approach that is based on research that aligns with target population
• Respond to the learning needs of students and adjust instruction in terms of practice and feedback
• Implement interventions with fidelity

Problem Solving Model (PSM)

• Individualized or personalized approached
• Problem solving team considers all of the data and develops an intervention plan for the student
• Interventions are planned specifically for the target student vs targeted and provided over a reasonable period of time

Problem Solving Approach

Identify materials and research-based instructional approach and an appropriate math probe to assess the student's weekly probe.

Student making slow progress would benefit from small group instruction.

Student failing fourth grade math.

After 8 weeks, the team reviews progress and determines next steps. Continue, add intensity, or move back a tier.

Graph data weekly and make instructional decision to change intervention based on student data.

Implement the plan

Define the Problem

Analyze the Problem

Evaluate the plan

Develop a Plan

Click on the return arrow to view an example of the problem solving approach in each phase.

PSM Differences

How does the problem solving model differ from RTI?

• Decision making team analyzes individual data before selecting and implementing interventions
• Examines reasons for student's struggles
• More flexible...
• Emphasis on the individual student
• Targeted interventions based on anaylsis of the learning context
• Environmental conditions
• Instructional variables
• Other assessment data

Caveat

• RTI does not "fix" learning disabilities
• Parents and teachers can have students evaluated at any time
• Does provide a safety net for students who would otherwise end up in ESE due to poor instruction
• RTI/MTSS is dynamic
• Students move between levels of intervention based on results of ongoing progress monitoring or benchmarking
• Students placed in tier 2 either make progress and move back to tier 1 or are moved to tier 2 for more intensive intervention to ensure success
• Effective instruction provided early
• All teachers must provide research-based instruction
• Provide students level of intensity required rather than waiting for students to fail
• How well a teacher implements a practice affects how well a student learns

Selecting Your Student

Looking at Your Student Data

• Group student data according to Grade/Age/Content/Areas of Concern
• Review all your students' data to determine the student with most pressing needs
• Determine who would benefit from intensive interventions
• Why they would benefit
• Consider what you would like the student to be able to do by the end of the 8 week period
• How can you close the learning gap?
• What is the resonable but accelerated goal for the 8 weeks?

Review Screening Data to Choose a Student

• Students who score at or below the 25th percentile on the universal screener
• Students who are particularly low in one skill area
• Students who with remediation in one skill area will benefit
• Students who attend school regulary
• Students who desire to learn (include student interests)
• Collaborate with other teachers, parents, and students to determine aggressiveness of intervention
• Challenge student to meet goal by including students in the self-monitoring process to motivate and encourage self-direction

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