Response to Intervention (RtI)Response to Intervention (RtI)&&

The IST ProcessThe IST Process

Whittney Smith Whittney Smith Adelphi University Adelphi University

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 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)

Members of an ISTMembers of an 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 (those that vary) MembersDynamic (those that vary) 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)

A Solid IST Process includes:A Solid IST Process includes:

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

Pyramid of Interventions

Essential Components of SuccessEssential Components of Success