rti refresher: yafa focus and approach
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RtI Refresher: YAFA Focus and approach. Corey Pierce, Ph.D. Response to Intervention (RTI). What is it? a problem-solving philosophy an intervention system a way to monitor progress a shared responsibility in some cases, part of special education referral . - PowerPoint PPT PresentationTRANSCRIPT
RtI Refresher: YAFA Focus and approach
Corey Pierce, Ph.D.
Response to Intervention (RTI)
What is it?• a problem-solving philosophy• an intervention system• a way to monitor progress • a shared responsibility• in some cases, part of special education referral
Core Principles of Effective RtI/MTSS Systems
1. We can teach all children effectively2. Intervene early3. Use a continuum model of service delivery4. Use a problem-solving method to make decisions
within a continuum model5. Use research-based, scientifically validated
interventions/instruction to the extent available6. Monitor student progress to inform instruction7. Use data to make decisions. A data-based
decision regarding student response to intervention is central to practices in Effective Educational Systems
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How it fits
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Level IVIEP
Consideration
• ImplementPlan
• Evaluate
• Define the Problem
• Develop a Plan
Amou
nt o
f Res
ourc
esNe
eded
to S
olve
Pro
blem
The Problem Solving Approach
INTENSITY OF NEED
Level IIIConsultation WithExtended Problem
Solving Team
ConsultationLevel I
BetweenTeachers-Parents
Level IIConsultation withOther Resources
Freq
uenc
y of
Col
lect
ion
of
Asse
ssm
ent D
ata
RTI: a problem solving philosophy
If a student isn’t performing as expected, we will change what WE’RE doing …
and continue problem solving until we find what works.
What is problem-solving?
1. Problem Identification
2. Problem Analysis
3. Plan Development4. Plan Implementation
5. Plan Evaluation
ReviseModify
IntensifyWith Expanding Support
A decision making process
What is the discrepancy between what is expected and what is occurring?
1. Problem Identification
Why is the problem occurring?
2. Problem Analysis
What is the goal?What is the intervention plan?How will progress be monitored?
3. Plan Development
How will implementation fidelity be ensured?
4. Plan Implementation
Did the student(s) respond to the intervention?
5. Plan Evaluation
CELEBRATE?
REVISE?MODIFY?INTENSIFY?WITH EXPANDED SUPPORT?
Next steps:1. Problem Identification
2. Problem Analysis
3. Plan Development4. Plan Implementation
5. Plan Evaluation
ReviseModify
IntensifyWith Expanding Support
Comprehensive ApproachCurriculum What we teach
Instruction How we teach
Environment Learning context_____________________________________
Student Improved Student Outcome
RTI: a shared responsibility of a TEAM of Education Professionals
This is about each and every …› Student, class, school and
district
• For school-wide success, it needs to be everybody’s business
Expanding Circle of Support
School-Based Problem Solving TeamELL Teacher
Special EducatorsSchool Psychologists-Diagnosticians
Special Education
StudentsTeachersParents
Reading SpecialistCounselor
Other Specialists
Systemic Problem Solving Data on all students analyzed Data on comprehensive program analyzed Where are our gaps?
Is the core program meeting needs of majority of students?
Are needs of strategic and intensive learners being met?
Why are there gaps? Develop plans
Improvements to core instructional program Group interventions for strategic learners Individual interventions for intensive learners
Implement the plan Formatively and summatively evaluate
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Keys to Good Meetings1. Share and review information prior to
the meeting2. Have an agenda and stick to it3. Designate roles, have a person who
will make final decision4. Talk only about what you can have a
direct impact on › No whining or gossiping!
RtI Implementation Checklist 1. Implement scientifically based general education
instructional methods.› Verify accuracy of instructional procedures with integrity
assessment.2. Collect benchmarks of all students’ performance 3 times
during the school year.3. Identify which students scored below benchmark
target(s).4. Provide daily scientifically based small-group instruction
to students with scores below benchmark target(s) for at least 3 weeks
› Verify accuracy of instructional procedures with integrity assessment.
5. Monitor student progress toward benchmark(s), using daily assessments and data graphing for 3 school weeks.
Brown-Chidsey & Steege, 2005
RtI Implementation Checklist
6. Review, revise, and/or discontinue small-group instruction based on student performance and progress toward the benchmark at the end of 3 weeks.
7. For students not yet showing evidence of progress toward meeting the benchmark(s) by the end of the first 3 weeks, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 3 weeks.
8. Review, revise, and/or discontinue small-group instruction, based on student performance and attainment of benchmark at the end of the second 3 weeks.
9. For students not yet showing evidence of meeting the benchmark(s) by the end of the school year, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services.
10. IEP team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program.
Brown-Chidsey & Steege, 2005
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Eligibility Testing
Not Eligible Eligible
SPED IntensiveTreatment
Non Responders Responders
?
General Ed.-Scientifically Validated -Supplemental Treatments: T2 - 3
Non Responders Responders
SPED Eligibility Evaluation
Not Eligible Eligible
SPED Intensive Treatment
Monitor
Monitor
Non Responders Responders
Non - SPED Intensive Treatment
Recycle
ReferralHistorical System
Universal ScreeningEffective Educational Systems
Adapted from Fletcher, ’05, Used with Permission