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RTI Readiness Conference:Intensive Levels of Assistance
Kira Florence
Jonathan Potter
University of Oregon
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Intensive Levels of Assistance
Identification Which students are we talking about?
Providing Support How can we provide intensive support for these
students? Assessing intensive students’ response to
intervention How do we determine adequate response to our
intensive support?
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Keys to Providing Intensive Assistance
Actions Determine what level of support is necessary for
student success Provide necessary level of support
Decisions Was the problem remediated?
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Identification
Question: Which students are we talking about? Answer: It depends on your system and resources Operational definitions – Dependant upon what’s
been done prior with these students Examples
Students who fail to progress after two (2) small group interventions
Students performing in the lowest 5% Students who have not made sufficient progress in at least
2 interventions for at least 6 weeks (Fuchs & Fuchs, 1997)
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Identification
Universal/Core80%
Intermediate/Targeted15%
Individualized/Intensive5%
In the Real World…
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Planning Support Individual Problem Solving Data-driven intervention
Present Level of Performance Strengths, Weaknesses
Previous Instruction/Intervention Alterable Variables Chart Previous Progress Monitoring Data
Goal When has the problem been remediated?
Alternative Explanations Absences, Hearing, Vision
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Planning Support: Gathering Information
Records Review Interviews Observations Testing Standards
Examples Tigard Tualatin Individual Problem-Solving Worksheet
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Individual Problem Solving Worksheet
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Planning Support:Action Plan
Intervention Details Assessment Plan Decision Rules Next Meeting Scheduled
Example Oregon Reading First CSI Summary Map
Materials
People Time
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•http://oregonreadingfirst.uoregon.edu/downloads/blank_CSI_Summary.pdf
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Alterable Variables Chart
http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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Opportunities to Learn
Allocated Time vs. Academic Engaged Time Instructional Delivery
Pacing of Instruction, Increased Opportunities to Respond
Frequency of Intervention Daily Double-Dosing
How can we maximize engagement?
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Alterable Variables Chart
http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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Program Efficacy
Evidenced-Based Practices Oregon Reading First Curriculum Review http://oregonreadingfirst.uoregon.edu/curriculum_review.php
Targets Relevant Skills Level of Explicit Instruction
Does the program have evidence of effectiveness for students with similar
skill deficits?
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Alterable Variables Chart
http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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Program Implementation
Treatment Fidelity Professional Development/Staff Support
Is the program implemented as intended?
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Alterable Variables Chart
http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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Grouping for Instruction
Group Size Existing Groups—Think Creatively!!! Efficient Use of Resources
Which type of group best meets the student’s needs?
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Alterable Variables Chart
http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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Coordination of Instruction
More frequent meeting to review progress and modify as needed
Involvement of “specialists”
Is everybody on the same page?
Do we have the necessary expertise?
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Providing Support
Focus on what we can change NOT ALWAYS CURRICULUM
Determine what works for EACH child
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Assessing Response to Intervention Important Questions
1. What is adequate response to intensive intervention?
2. When should I consider SPED and think about developing an IEP?
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What is adequate response to intensive intervention?
Examine the data1. Identify where a child is currently performing
CBM, DIBELS, etc.
2. Set a goal Observable and measurable Examples:
Achieving end of year benchmark Ex. DIBELS end of 1st grade ORF benchmark – 40 wpm
Meet a local normative standard Improve to 40th percentile, based on district norms
General norms for student growth (see table)
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What is adequate response to intensive intervention?
Grade Realistic Goals Ambitious Goals
1 2words per week
3words per week
2 1.5words per week
2.0words per week
3 1.0words per week
1.5words per week
4 .85words per week
1.1words per week
5 .5words per week
.8words per week
6 .3words per week
.65words per week
Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)
(Present level of performance) + (# of weeks X wpm per week improvement) = final goal
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What is adequate response to intensive intervention?
Example using norms for student growth
(PLOP) + (# of weeks x words per week improvement) = final goal
Billy is a 2nd grader currently reading 20 wpm in the Fall.
(20 wpm) + (30 weeks x 2 wpm per week improvement) = 80 wpm
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What is adequate response to intensive intervention?
3. Determine at what rate students need to learn to meet the goal (aimline)
4. Frequently monitor progress towards that goal 1-2 times a week
Determine whether they are on track to meet their goal, or whether a change in instruction should be made to help them meet their goal.
Utilize decision rules Consecutive data points below aimline (depends on
frequency of monitoring) Ex. 3 point decision rule
Trendline analysis of data points Compare slope of student data with slope of progress aimline
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Assessing Response to Intervention3 point decision rule
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
M archScores
AprilScores
MayScores
JuneScores
60
50
Ora
l R
ead
ing
Flu
ency
Aimline
Student Identified as Needing Intensive Support
Modify intervention
Modify intervention
Determine resources needed to sustain progress (Gen Ed, SPED, Title, EA assistance, etc.)
Individualized intervention initiated
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When should I consider SPED and developing an IEP? Student is not making adequate progress
OR Resources needed to sustain progress only available in SPED
Developing decision rules for SPED referral Considerations:
Number of individualized evidence-based interventions (ex., after 2 intensive interventions were tried)
Time in individualized evidence-based interventions (ex., after at least 3 weeks in an intensive intervention)
Remember: Interventions must be implemented with fidelity Where can necessary resources be provided (Gen Ed, SPED, title, EA
assistance, etc)
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Big Ideas – Intensive Levels of Support
RTI is a system – one level of support depends on prior levels of support
Determine level and type of support needed for success of each student
Focus on alterable instructional variables Data, Data, Data!