gary j duhon, phd oklahoma state university august 19, 2011 rti

Gary J Duhon, PhDOklahoma State University

August 19, 2011

RTI

RTI is…..A systemic approach to instruction with two

main goals: Prevention of academic problemsContribute to the identification process for

students suspected of have a SLD.

Response to intervention (RTI) integrates assessment and intervention within a school-wide, multi‑level prevention system to maximize student achievement and reduce behavior problems.

Defining RTI

(National Center on Response to Intervention)

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With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions based on a student’s responsiveness, and RTI may be used as part of the determination process for identifying students with specific learning disabilities or other disabilities

Defining RTI

(National Center on Response to Intervention)

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RTI as a Preventive Framework

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RTI is a multi-level instructional framework aimed at improving outcomes for ALL students.

RTI is preventive and provides immediate support to students who are at risk for poor learning outcomes.

RTI may be a component of a comprehensive evaluation for students with learning disabilities.

Assumptions within RTIThere are 2 main reasons for low

academic achievementLack of appropriate instructionDisability

“Good” instruction in the form of an intervention will improve the academic performance of non-disabled students.This discrepancy between pre- and post-

intervention performance is considered a response to intervention.

However, a lack of discrepancy (i.e., resistance) may indicate the presence of a SLD.

(Fuchs, Mock, Morgan, & Young, 2003; Gresham, 1991; Gresham 2001).

Core principles of RTI We can effectively teach all students Intervention should come early Utilize problem solving within a multi-tiered model for

decision making We should employ scientifically valid interventions

whenever possible Student progress is monitored regularly Use data to make decisions Assessment occurs in the form of

ScreeningDiagnosisProgress monitoringAll to contribute to accurate Decision Making

The Pillars of RTI

Screening/Benchmarking

Intervention Progress Monitoring

Data-Based Decision Making

Increased Student Success

Critical Components of RTIMethod of assessment for

Identifying at-risk students (i.e. students in need of intervention)

Determining who is making progress Identifying typical performance

A structure To guide the intervention process

Decision rules or guidelines To evaluate data for problem solving and eligibility

determination

Method for identifying at-risk studentsScreen All Children Throughout the Year

(Universal Screener in Reading, Math, Writing, Behavior)Identify those performing below expected levels

These are your at-risk studentsThese are the students in need of interventionAt this point we are not asking if they are disabled, we just

want to improve educational outcomes Determine what students can and can’t do

Identify areas of curricular needProgress monitor all students

To evaluate the impact of instruction/intervention

Universal ScreenerUniversal screeners can derive from

Curriculum Based AssessmentCBA

Commercially available devicesDIBELSAIMS webSTEEP

Designed to assist in determining Who is at-risk Content areas of concern

Universal Screener OutcomesUsing general outcome measuresDesigned to determine who is at risk?

This can be Individual student, Small group of students, Class

room, Grade level, Etc…

Content area of concern?This can be

Academic (reading, math, writing, etc…)BehaviorSocial/Emotional

Progress MonitoringDistinct from screening in that

Progress monitoring occurs more frequentlyFrequently enough to be useful in decision making

and curricular modificationsMay target different or more specific skills

Than the skills identified by the universal screener

A Structure for Intervention

Tiered modelAllows for multiple

attempts at remediation of academic concern

Designed to guide levels of intervention intensity as you move up the tiers

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for

Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with Intensive Needs

~15

%

~5%

~80% of Students

Interventions at the 3 TiersTier 1

Low intensity, supplemental educational opportunities in the general area of concern

Group orientedMonitored in the general ed. classroom

Tier 2Medium intensity, more specific programmed instructionSmall group or individually orientedMonitored weekly in the general ed. classroom

Tier 3High intensity, specific, targeting the individual’s concern Individually orientedMonitored daily possibly by specialist personnel or special

education teachers

Interventions must be evidenced/researched based!!!The terms evidenced based and research based

have slightly different technical meanings But in the end interventions must be derived from

Empirically supported practice for the intervention procedure in the form of peer reviewed journal articles supporting its use

Interventions based on personal experience, book chapter, commercial products may or may not be evidenced based

When does it really matter?When you fail to produce a response!This is why it is important to know what has been done

What do these intervention look like?Target basic or a single skillUse immediate corrective feedbackMastery of content before moving on More time on difficult activitiesMore opportunities to respondFewer transitionsSetting goals and self monitoring

What are not interventions?Accommodations are not interventions

Preferential seatingExtended time

Activities are not interventionsReading silentlyCompleting math worksheets

People are not interventionsGoing to the reading specialistGoing to the tutor

Materials and programs are not interventionsWorking on the computerUsing flashcards

Decision making within RTIWhat is required for RTI decision making?

Treatment fidelityWas fidelity measured?Was the intervention implemented correctly?

Quantifiable comparison of pre and post intervention performance for the target skillWas a baseline data collected?Was progress monitoring of the same type of data

collected?Did the intervention result in a change?

Decision making within RTIAn anchor to determine effect

Have you established a goal for performance or Has the student reached an established criterion

goal?or

Has the resulting change placed the student within or on target for normative responding?

A method to gauge intervention intensityHas intervention intensity been clearly defined?Was the intervention gen ed or special ed?

Decision making rulesWhen should a student move up, down or

out of the tiered system?What level of response and intervention

effort result in decisions of eligibility?Was a child responsive or not?

What does it mean if they were or were not?Is the intensity consistent with Sp. Ed. or

Gen. Ed.?When there is a lack of objective criterion

these decisions are best made by committee

Decision Making

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Problem Solving within a Tiered Model

• Implement Plan (Treatment Integrity)

Carry out the intervention

• Evaluate(Progress Monitoring Assessment)

Did our plan work?

• Define the Problem(Screening and Diagnostic Assessments)

What is the problem and why is it happening?

• Develop a Plan(Goal Setting and Planning)

What are we going to do?

Upah & Kurns, 2005

Why RTI?Sustained improvements in academic

performanceDecreased expulsion, behavioral referral

and suspension ratesDecreased inappropriate special education

referral Decreased inappropriate special education

placement rates

Developing and Implementing RtI

Who needs to be involved in developing and implementing RtI?Leadership at the district and site level

Leadership at the district level Allows for changes in policy and structural

required to make implementation feasible Communicates the commitment to make

changeLeadership at the site level

Creates the environment to facilitate change

Provides continued support for daily activities of RtI

Assessment processUniversal Screeners and Progress

Monitoring ToolsIdentifying the right tools will require

knowledge of the general curriculumCommercially available tools should be

consistent with the curriculum used in the district

Both should relate to important outcome measures

Which general outcome measures provide us with the best information about our students?

Coordination with general ed, special ed, assessment and curriculum personnel at a minimum

Intervention processThe increasing intervention intensities require

different resources to implementIntervention implementation

Early interventionsGeneral education teachers

More intense interventionSpecial education teachers and other support

personnelIntervention resources

AdministrationIntervention development

Experts in research based intervention: master gen ed, sp ed teachers, topic area specialist, school psychologist, etc.

Decision MakingWho is responsive and who is not?How is this information used?An RTI team will be needed to make these

decisionsRepresentative from

General edSpecial edAdministrationSchool psychologySpecialist in the area of concern

Information about responsiveness cannot be used in isolation

RtI should…Be a public process

Supported by and involving all appropriate personnelGeneral ed, special ed, specialist, administrators,

parents

Be accessible to all students in need of supportNo longer are they yours or mine, but with RtI

they are all oursNot be viewed as an additional thing but, a

reorganization and improvement to our current practice

Intervention & RtI

What is an intervention?The general concept of intervention is

very broad…An intervention is anything you do to

change something you want changedIntervention in RtI is much more

specific…Systematic and explicit steps taken

over time for the purpose of remediating or preventing deficits in a specific skill area

RtI Interventions annotatedSystematic and explicit steps

RtI interventions consist of a series of steps that are explicit

What is completed during the intervention is planned and specific to the problem targeted

Taken over timeRtI interventions take time to workTherefore they must occur

consistently over time

RtI Interventions annotatedFor remediating or preventing deficits RtI interventions serve the primary

purpose of remediating or preventing deficits

In a specific skill areaRtI interventions are not designed to

solve all problemsRtI interventions are designed to

remediate or prevent deficits in very specific areas

What do these intervention look like?Target basic or a single skillUse immediate corrective feedbackMastery of content before moving

on More time on difficult activitiesMore opportunities to respondFewer transitionsSetting goals and self monitoring

What are not interventions?Accommodations are not interventions

Preferential seatingExtended time

Activities are not interventionsReading silentlyCompleting math worksheets

People are not interventionsGoing to the reading specialistGoing to the tutor

Materials and programs are not interventionsWorking on the computerUsing flashcards

Intervention ProcessIntervention process includes

Problem/Skill AssessmentIntervention/Strategy DevelopmentProgress Evaluation

Utilizing conceptual models toDetermining what to assess How to intervene

Problem solving approachA step-by-step model linking

assessment and intervention

What will we cover?Interventions

Both academic and behavioralNecessary ComponentsRelationship of these components to the decision

making processWe will not

Discuss everything there is to know about interventions

Provide you with a list of all possible interventions for various problems

We will Discuss conceptual models designed to assist in

problem assessment and intervention developmentOutline the steps in the intervention process as well as

progress evaluation

Intervention can be complexWhen attempting to intervene on

problems we are often in the darkWe ask ourselves

Where do I start?andHow do I pick the right intervention?

However; It can be made simpleProblems can seem complex and

overwhelming, but the process can be made easier byEmploying a structure for assessment and intervention What to do from beginning to end.

Utilizing conceptual models of learning How to select an intervention

What results is a problem solving approach that can guide you through the process

Advantages to problem solving approachFlexible approach useful for lots of

problemsCan be used for math, reading, behavior, etc.

No need for extensive experience with a particular problem typeSolutions can be generated regardless of your familiarity

Rarely are you left without optionsProvides potential solutions in most cases

Another AdvantageTakes the Guess work out

Typically the team process Consist of a discussion of a childMay relies mainly on recollectionIntervention results from guesses about

why the problem exist and what might workGood data from a structured procedure gives you information for differential decision making regarding interventions.

Employing a StructureWhat to do and when to do it

ValidateThe existence of the problem

Assess The problem

AnalyzeAssessment results and make decision

about interventionImplement

The interventionEvaluate

Intervention outcome

ValidationEnsure that the problem is a valid

problemA crucial first step

Many things could cause a false problem to be identifiedInvalid assessment resultsFaulty expectations or unrealistic expectations on the part of the teachers or parents

AssessmentIdentify the problem

A missed step here will lead to failureDefine the problem

Be specificMake sure it is a measurable problemMake sure it is a relevant problem

Measure and evaluate the characteristics of the problem

Assessment (cont)Select the target rather than related

behaviorCommon language is often used as a

classification system to make communication easier

AggressionAngerSadBadADHDLearning Disabled

However these categories are not behaviorsThey allude to possible classes of behavior Assessment will only be useful if it targets the

behavior

AnalysisDetermine what the assessment results

(characteristics of the problem) tell us about why the problem exists

This task is made easier if the results are matched against a conceptual modelNo guessing with regard to the why

Based upon this comparison, make a recommendation for intervention

ImplementationCarry out the intervention you

have decided uponYou will need to

Create or gather the materialsDirectionsManipulativeData collection forms

Train all who are involvedCollect data

Implementation & outcome

EvaluationEvaluation is based upon asking a few

simple questions.Is the intervention effective?

Did it help at all?Will it resolve the problem in an appropriate time frame?Based on some established goal or

criteria.Is it feasible in the regular classroom?

Or are the needs to great to continue in the general education classroom?

A structure is not sufficient on its ownConceptual models need to be used

to help determine the what…Validate

What types of problems can exist? Assessment

What aspect of the problem do I assess?Analysis

What do the assessment results indicate? Intervention

What options do I have when intervening? Evaluation

What do I do if I am wrong?

Conceptual ModelsProvide a guide for

what aspects of student behaviors should be assessed

andhow to choose an intervention

Two useful modelsCan’t Do/Won’t DoInstructional Hierarchy

Can’t Do/Won’t DoCategorizes students based upon

the presence or absence of the target skill

More simply statedIf they are not doing something

(not reading or not accurately completing math work) is it due to the absence of a skill or the lack of motivation

Can’t Do/Won’t Do Student ClassificationWon’t Do students

Students who can perform better but for whatever reason don’t

In some cases they can perform as good as peers

Can’t Do studentsStudents who don’t have the ability to

perform an better than they currently areEven when they try their best they are

well below expected levels

Can’t Do/Won’t Do AssessmentAttempt to determine if student performance will improve given more environmental support Provide a reward for improved performance on a previously failed task to determine if the student can perform the task

Steps in Can’t Do/Won’t Do AssessmentIdentify, within the target area, a

previously failed or incomplete taskInform the student of their previous

performanceOffer a reward for improving

performanceAllow a reasonable amount of time

to complete the taskReward the student if he/she beats

the previous score

Analysis of Can’t Do/Won’t Do ResultsWon’t Do problem

Improvement to such a degree that the problem no longer exist when reward is offered

Can’t Do problemLittle or no improvement in performance occurs

Combination problemPerformance improves markedly, but even with reward the problem remains

Possible outcomesTony’s multiplication problem

In class performance = 25% accurate

Can’t Do/Won’t Do = 89% accurateSusan’s reading comprehension

In class performance = 0% accurateCan’t Do/Won’t Do = 30% accurate

Willy’s spelling problemIn class spelling = 45% accurateCan’t Do/Won’t Do = 40% accurate

Can’t Do/Won’t Do Link to InterventionsWon’t Do problems

The intervention should focus on improving motivation for that skill.

Can’t Do problemsThe intervention should focus on strengthening or developing the desired skill.

Won’t Do InterventionsEnvironmental supports are not

sufficient to produce the appropriate levels of behavior

Improve environmental supports throughReward the targeted behaviorDiscourage the interfering behavior

Can’t Do InterventionsThese students lack the skill necessary

to complete the task givenRemediate the skill through instruction

That is easier said than doneHowever, this leads to more questions

What skill do we intervene on?What instructional approach do we

use?To answer these questions we employ

another conceptual modelThe Instructional Hierarchy

Instructional Hierarchy (IH)Conceptual model that

distinguishes between differing levels of skill developmentAcquisition

Student who is becoming accurate with a new skill

Fluency Student develops speed in performance

GeneralizationStudent learns to perform in novel

situationsAdaptation

Student modifies the response to a novel task

Assessment with the IHDetailed analysis of performanceIdentify the functional level within

the IHWhere is the student performing?

AcquisitionFluency GeneralizationAdaptation

Steps in the IH assessmentIdentify a work sample or work

samplesThe work sample from Can’t Do/Won’t Do

Previously completed work productsAssessment consist of evaluation with

these question in mind:Was the performance accurate?Was the performance too slow?

Analysis of IH Assessment ResultsStudent is inaccurate

Acquisition phaseStudent is accurate, but slow

Fluency phaseStudent is accurate and fast, but

cannot perform in novel situations Generalization phase

Link to Interventions with IHAcquisition phase

Intervention should focus on task that promote accurate responding

Fluency phaseIntervention should focus on improving fluent performance

Generalization phaseIntervention should provide opportunities to practice in other settings

Acquisition InterventionsThese students need to learn how

to perform accuratelyTeach them

Modeling (Tell, Show, Do)Corrective feedback

Make curricular modificationsInstruct them at a more appropriate

levelTeach them what they are missingInstruct keystone skills

Fluency InterventionThese students need to learn how to

perform more quickly while still maintaining accuracy

Provide additional opportunities to practiceDrill and practiceReward with feedback about performance

Goal settingetc

Generalization InterventionThese students need to learn how

to perform accurately and fluently in new settings or situations

Provide opportunities for responding across different contextModel across contextDrill across contextReinforce across context

Combining the ModelsThese two models can be combinedThis would result in a general problem solving approach

Effective for many school based problems

Overview of the Process

Can’t Do/Won’t DoAssessment

Can’t Do Problem Won’t Do Problem

Reward InterventionIH Assessment

Acquisition Fluency Generalization

Accuracy training Speed training Context intervention

Applying the ModelEnsure there is a Problem

ValidateDefine the Problem

AssessmentDevelop an Intervention Plan

AnalysisImplement the Plan

ImplementationEvaluate Intervention Effects

Evaluation

Once complete you will have…Solid information (data) to build

an interventionLater stages are much easier

Intervention development Intervention implementation Intervention evaluation

Without this data you are simply in the dark

Intervention DevelopmentAssembling the intervention

Protocols, permanent products, etc.

Steps in the Development ProcessDetermining the active treatment components

Select (based upon the assessment results) the active intervention components

DirectionsCreate clear, but brief directions for intervention implementation

TrainingTrain all personnel involved in the intervention

TestingTry it out and see where the bug are

MonitoringMonitor the degree of implementation

Establishing a goalObjective criterion for success

Collect a baseline

Active treatment ComponentsBased on the assessment results,

choose an interventionReward intervention ---

Reward/ChoiceAccuracy intervention ---

Modeling, Practice, Performance Feedback, Error Correction, Alter Task Difficulty

Speed intervention --- Practice w/Reward

Context intervention --- Cuing, Rewarding generalization

DirectionsShould

Be easy to follow

Describe all aspects of the intervention

List who is responsible for what

Be explicit on how and when it is to be completed

TrainingShould

Be initiated prior to the first session

Include all personnel involved

Be conducted until accuracy is reached

TestingShould be

Completed after training is complete

Completed without any assistance

Reviewed to determine if modifications are needed

MonitoringShould be

Based on permanent products built into the intervention

Conducted at regular intervals

A way of providing feedback to anyone involved in the intervention

GoalShould be

Relative to the baseline dataAchievable in the time frame provided

Agreed upon by all presentRelated to some important outcomeNormsBenchmarks Relative standing in class

BaselineAlways, always, always collect baseline

dataA baseline is simply the level of

performance prior to the start of the intervention

If it is not possible, obtain some form of objective information to be used as evaluative anchor It is best if the baseline measure and the intervention measure are the same

Implementing the interventionThe most though out, well designed, scientific/research based intervention will have no effect if it is not implemented.

We must take steps to increase the likelihood that our interventions are implemented.

Evaluating the effects of interventionAn effective intervention will alter

some dimension of behavior.For behavioral excesses it will decrease that dimension

For behavioral deficits it will increase that dimension

Intervention effects are relative to baselineTherefore don’t forget the baseline

Ways of evaluating effectivenessFormative (progress monitoring)Aim linesDaily monitoring

Summative (benchmarking) Criterion evaluations

Effectiveness vs. SuccessThese two terms do not mean the

same thingEffectiveness is a measure relative to baselineDetermining this is simply a

comparisonSuccess takes into account all the variables involved in intervention and can be somewhat subjective

Will the treatment solve the problem

Not all effective treatments will solve the problemFirst

What does solve means for each individual case?

SecondWill the treatment ultimately result in the

resolution of the problem?Third

Is the timeline appropriate?Fourth

What is the cost?

Determine if treatment needs modificationThrough evaluation we determine the status of the interventionNo intervention works the same for all, sometimes An interventions has no effectAn intervention only works a littleAn intervention works, but is much to intensive to maintain

The intervention had no EffectIf the intervention had no effect first we

must evaluate integrityWas the intervention implemented as

planned?If integrity was high then we can examine

the interventionWhen we fail it is likely because

The intervention wasNot the right one for the jobNot strong enough in its current form

In either case we modify and try again

The intervention had no effectWhen we fail it is likely becauseThe intervention was

Not the right one for the jobNot strong enough in its current form

In either case we modify and try again

Modifying ineffective interventionsIf the intervention was not the

right one for the jobAlter your hypothesis and develop another intervention based upon the new hypothesis

If your first hypothesis was the presence of a won’t do problem, test out a can’t do hypothesis

Modifying ineffective interventionsIf the intervention is not strong

enough in its current formIntensify it by increasing one or more aspects of the deliveryIncreased time per dayIncreased days per weekReduced intervention group size

This increases active responding per student

Include similar additional components in the intervention

The intervention worked a littleIn this case we can assume we are

on the right trackNext steps are to continue to focus on refining the components of the current intervention

Don’t forget about integrity

Modifying Weak InterventionsIntensify it by increasing one or more aspects of the deliveryIncreased time per dayIncreased days per weekReduced intervention group sizeThis increases active responding per student

Include similar additional components in the intervention

The intervention was effectiveEffective interventions are great, but sometimes they are labor intensive for both the interventionist and the student.When we have identified an intervention that is effective we should next try to make it as economical as possible

Modifying effective interventionsMake interventions more economical by Removing any unnecessary components

Reducing the intensity Decrease times per dayDecrease days per weekIncrease group size

Make sure not to reduce intensity to such a degree that it will no longer be effective!

Something to keep in mindRemember why you are intervening To determine if a simple intervention can help with the current problem

Not to solve all of the child’s problemsThis will likely take substantial time to accomplish

Deep holes will take time to fill

Special Education Eligibility

Using the Data You Have Collected

Determining EligibilityMaking decisions about whether a

student possesses a learning disability must be based on dataNo matter what the process (RtI or Discrepancy)

RtI completed correctly will generate the data necessary to make decisionsIf RtI is implemented incorrectly the decisions will be unreliable and will lack validity

How Will You Use The Data?To answer 3 simple questions.

What is the discrepancy of the student’s performance with the peer group and/or standard?

What is the student’s educational progress as measured by rate of improvement?

What are the instructional needs of the student?

Discrepancy from peer and/or standard

Determined through the use of student progress monitoring data comparedBenchmark peer performanceAnd/OrStandards-based data

Is the student’s performs significantly below grade level peers, on:State assessmentsLocal grade level norms from universal

screeningIf we can answer YES, we can evaluate rate of

progress.

Student’s Rate of Educational Progress?

How well have the interventions worked?Did they work at all?

If there is no evidence of treatment effect We have failed.Back up and try again.

If there was a treatment effect, we can evaluate the observed effect.

Evaluating an EffectGiven a treatment effect

Is the current treatment effect enough?Enough to meet the standard in an

appropriate time frame.

and If effective enough, what intensity is required?Intensity consistent with Gen. Ed. or

Special Ed.

In other words…If student performance is discrepant from

peersWill the student approach peer performance in an appropriate time frame?

Is the intensity such that it can continue without supplementary aids and services via special education resources?

If the answer to either one of these questions is NO then the rate of learning is a problem.

Other Important Data when Evaluating Rate of GrowthWhen evaluating growth other

sources of data must be evaluatedIs progress monitoring data directly linked to the area of deficit?

Is progress monitoring data collected multiple times over the course of the intervention?

Were the interventions scientifically- or evidence-based?

Were the interventions of sufficient intensity?

Other Important Data when Evaluating Rate of GrowthWere the interventions delivered with integrity?

Were the interventions implemented for a sufficient time period to allow for changes in performance?

Were appropriate modifications made in response to growth or the lack of growth?

Instructional NeedsAre curriculum, instruction, and/or

environmental conditions very different compared to other students in gen. ed. environment?

To answer this we must be able to describe characteristics of the effective instructionIntensity of instruction (e.g., amount and rate of

practice and feedback, how explicit the instruction is)Time delivered (e.g., amount of time weekly the

intervention is delivered)Size of group (e.g., individualized or small group)

Decisions of Eligibility are Likely When…The data demonstrates

A discrepancyPerformance significantly below the performance of

peers or expected standardsDeficient rate of learning

Under intervention conditions based on appropriate progress monitoring data

Curriculum, instruction, and/or environmental needs Significantly different than peersRequiring intervention intensities that exceed

general education resources

In the endRtI decision making is a form of data based

decision makingIn order to accomplish this we must have

good data and we must use it when making decisions

If we are having difficulty making decisions…get more data!!

Linking RtI data at lower tiers to the eligibility process

(REDS and MEEGS)

Using RtI Data on State Forms

Its not just a good idea it’s the lawIDEA Regulations

To ensure that underachievement in a child suspected of having a SLD is not due to lack of appropriate instruction in reading or math,…Data that demonstrate that prior to, or as a part of,

the referral process, the child was provided scientifically based instruction/intervention in regular education settings, delivered by qualified personnel; and

Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child's parents

What does this really mean?Before you can consider the possible

presence of SLD, you must have documented your efforts to provide appropriate instructionHow is this accomplished

Provide differentiated instruction based on students individual needs, (pre-referral intervention and Intervention Based Assessment)

You will also have to measure performance under these intervention conditions in order to document repeated assessments of achievement at reasonable/regular intervals

This information will have to be available to the student’s parents

Target BehaviorSpecific academic skill in need of remediation

Must be an objective and measurable description of the skill in need of remediationMath calculationReading ComprehensionSpelling accuracy

Cannot be vague problem areasProblem solvingReading Comprehension

GoalA goal for the target behavior must be set.

This allows for a comparison of performance to the goal.

The goal should be Consistent with the target behavior identifiedAppropriate and Achievable

Interventions AttemptedWhat specific interventions have been

implemented?The interventions must

Be scientific/researched basedBe appropriate for the target behaviorNot be accommodations, activities, or programsDescribed in sufficient detail or referenced

appropriately

Frequency and Duration of intervention deliveryFrequency - how often was the intervention

delivered?Duration - how long did it last?

This assist in determining if the intervention was sufficient to produce the necessary change

Treatment integrity or fidelity Degree to which the intervention has been

implemented as intendedUsually based on percent if the total

required.Days implemented/days planned for implementation

* 100Ensures that the intervention had a chance

to workLess than 80% integrity is considered poor

Type of measureWhat was used to progress monitor?

Must be matched to the target behavior, the goal and the intervention.

Should be a technically adequate progress monitor measure

Should be collected multiple times across time

Was goal accomplished?Simply a yes or a no relative to the goal

established aboveRecommended action

What decision was made regarding the student and this particular problem area as a result of the outcome achieved?

Differentiated Instructional Strategies attempted (Tier 1)What was your intervention in tier 1

Include Target behaviorGoals Instructional strategiesProgress monitoring measuresOutcomeDecisions made as a result of tier 1 efforts

Interventions at tier 2What was your intervention in tier 2

Include Target behaviorGoals Instructional strategiesProgress monitoring measuresOutcomeDecisions made as a result of tier 2 efforts

This intervention should be obviously more intense than tier 1.

Summary of behaviorsAre there any behaviors that the child is

engaging in that may account for an identified deficit in academic functioning?

What academic area(s) are deficit?This should be aligned to at least one area

the targeted concern identified earlier

Rule outs for other reasons for the academic deficit.

If using RtI what data was collected that contributed to any decisions made?Screening dataProgress monitoring data

Parental notification of right to an evaluation.Effective strategies at tier 3

What was your intervention in tier 3Include

Target behaviorGoals Instructional strategiesProgress monitoring measuresOutcomeDecisions made as a result of tier 3 efforts

This intervention should be obviously more intense than tier 2.

Contact info:Gary Duhon, PhD

gary.duhon@okstate.edu405-744-9436

Thanks for Listening.Questions?