ABCs of RTI and SAT

Lauren Thomas, School Psychologist

What is Response To Intervention?• “Practice of providing high quality instruction and interventions

matched to student need, monitoring progress frequently to make changes in instruction or goals and applying child response data to important educational decisions”. (Reschly: Response to Intervention, 2005)

• Choices driven by research and successful practice

• Requires use of scientifically-based interventions!!!

• Response to overidentification of students in special education

• Eliminates inadequate instruction as the reason for academic problems

• A PREVENTIVE approach!

What RTI is NOT

• A fast track to special education

• A process of “jumping through hoops”

• A “gatekeeping” method

• Documenting accommodations

RTI Components • Universal Screening: All students are given a screening measure.

Students at risk for academic failure are identified.

• Tier 1: Students receive effective, research-validated instruction in the general education setting. Student progress is monitored on a weekly basis

• Tier 2: Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional.

• Tier 3: Students whose progress is still insufficient in response to Tier 2 instruction may receive even more intensive instruction, which can be provided in a variety of ways. Then, depending on state/district policies, students may receive a comprehensive evaluation to identify a learning disability.

The Iris Center for Training Enhancements. (2006)

Benefits of RTI

Ensure all students receive high-quality instruction in general education

Promote immediate intervention as soon as students’ problems are revealed – not wait to fail

PREVENT substantial problems from developing

Reduce inappropriate referrals and placements in special education

Use of a multitude of information – not just test results

The amount of time students struggle is greatly decreasedThe Iris Center for Training Enhancements. (2006)

A Closer Look

RTI – Problem Solving Approach

Tier 1

AKA: Primary Prevention

Includes all students – whether struggling or not

Consists of core academic curriculum and scientifically validated practices

Frequent progress monitoring takes place to determine whether needs are being met or if intensive intervention is needed

Service Provider: Classroom Teacher The Iris Center for Training Enhancements. (2006)

Tier 2

Targeted Interventions/Secondary Prevention

Students require more focused instruction than the typical curriculum provides

Should be no more than 5 students at a time

At least 30 minutes

Can be done through:

Additional instruction – students receive core curriculum in addition to receiving extra (usually small group) instruction to reinforce skills

Replacement Instruction – students receive more intensive instruction outside of the classroom – not recommended at this level.

Structured program such as Classworks (IF Tier 2 students are getting MORE than the rest of the class The Iris Center for Training Enhancements. (2006)

Tier 2 – Continued

May occur anywhere from several times a week to every day

No time limit set but 10-20 weeks of intervention is recommended

If progress monitoring data shows improvement AND skills are at adequate levels - may return to Tier 1 or continue on Tier 2. (progress monitor AT LEAST weekly)

If progress monitoring data shows insufficient progress* they may move to Tier 3.

Service provider: Anyone who has been trained in the appropriate subject: classroom teacher (preferably), reading specialist, special education teacher, supervised paraprofessional, tutor, or trained volunteer.

*As determined by SAT TEAM The Iris Center for Training Enhancements. (2006)

Effects of Tiers 1 & 2

Identifies more students in general education with reading problems through universal screening (no “sleepers”)

Reduces number of students with very poor reading and increases number of students meeting benchmarks

Non or insufficient response rate of 3-5%

The Iris Center for Training Enhancements. (2006)

Tier 3

Intensive, individualized interventions/Tertiary Preventions

More intensive interventions for the individual student (not small group)

Service provider: Preferably special education personnel or other professional (e.g., reading specialist)

The Iris Center for Training Enhancements. (2006)

Examples – What does it look like?

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Reschly: Response to Intervention 18

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Reschly: Response to Intervention 19

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Reschly: Response to Intervention 20

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Formative Evaluation: Change Intervention

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Continue Intervention and Monitor Progress

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Raise Goal to 2.5 WCM Growth

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Change Goal

Reschly: Response to Intervention 23

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WHAT NOW??

Reschly: Response to Intervention 25

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Determine Goal: Class=1.5 wd growth per week; Egberta Goal: 2 wd growth per week

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Change Egberta’s Intervention

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Reschly: Response to Intervention 28

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Implement Revised Intervention and Continue to Monitor Progress

Reschly: Response to Intervention 29

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Reschly: Response to Intervention 30

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ClassWCM=54

EgbertaWCM=32

What now??

Student Assistance Team

Made up of: Referring teacher, Resource Teacher, SAT Chair, Admin, School Psych, Counselor, Parent, etc.

HES: Rhodes, Goodin, Mainous, Thomas, Csiszer, Dalton or Singleton, Layne or Van Daley

SAT Process & Enrich – Step by Step

Step 1 – Identify “low” group

Using your classwide screening tool, identify your lowest group of students.

If these students are not responding to the Tier 1 curriculum, move on to step 2

Step 2 – Identify the students

that will enter RTI/SAT

In Enrich, go to the child’s name and …

Pick domain

Request Assistance

Initial

Save

Email the SAT TEAM and let us know that you have requested for the student to be added to Tier 1.

Step 3 – Complete data for Tier 1

Complete Tier 1 information form & submit to your grade level administrator the THURSDAY BEFORE YOUR MONTHLY MEETING

An administrator or instructional facilitator will schedule an observation

At the predetermined SAT meeting you will review data collected with the team

The team will then decide on an outcome:Stay at Tier 1, Move to Tier 2, or Exit

At the SAME meeting, you will also make a plan for the Tier 2 intervention (if that was your outcome)

Step 3 (cont.)

Examples of Tier 2 (small group) Interventions

Classworks

Corrective Reading

Reading Mastery

Regular curriculum with more intensity and/or duration

Step 4 – Review Tier 2 Data

Meet on next meeting date and review data

HAVE TIER 2 FORM & DATA FROM INTERVENTION AND PROGRESS MONITORING READY

Complete Outcome based on data * Stay, Move up or Exit

Step 4 (cont.)

If the student is staying in Tier 2, decide to either continue or change intervention. You will then fill out Tier 2 forms again and review data at the next SAT meeting

If you are moving to Tier 3, you will make a meeting date for the SAT Team to meet together.

Parent permission and Health and Developmental History obtained

Hearing, Vision, & Speech screenings completed

Step 5 – SAT Team First Tier 3 Meeting

Meeting Minutes form completed

Intervention Created

This info will be saved with no outcome for the first meeting

Another meeting will be set to review data

Step 6 – Second Tier 3 Mtg

Meet with SAT team again to discuss intervention data

HAVE YOUR DATA PRINTED AND READY

Decide on outcome:

Continue Tier 3

Move back to Tier 2

Refer to student services for evaluation

Data Collection & Progress Monitoring

Progress Monitoring

Does not have to be for SAT kids only – (classwide screening)

Should be linked to instruction & the skill in questionEx: Don’t use Oral Reading Fluency to progress monitor a kid who is struggling in comprehension

Should not be the exact same measure as your intervention – in most cases (don’t mix up intervention data & progress monitoring data)

Ex: Don’t use fluency checks in corrective reading This is not the case for some curriculums that have progress monitoring tools in addition to curriculum

Intervention Data

On the child’s instructional level (progress monitoring MAY not be this same level)

Can be in addition to teacher notes!

Not only numbers

Taken either daily or multiple times a week

Progress Monitoring Tools

DIBELS/DIBELSNext

Easy CBM

http://easycbm.com

Interventioncentral.org

Reading, math, and writing CBMs – EASY & QUICK

See me, Admin, or SPED teachers for other ideas

REMEMBER

DATA

DATA

DATA

Behavior Referrals

Work mostly the same way as academic SAT referrals

Keep in mind --- There is a BIG difference between kids that have behavior problems and kids that have behavior disorders

Both can go through the SAT process

Let Mrs. Thomas & Administration know of any concerns with behavior immediately and BEFORE taking any other steps (Enrich, etc.)

Other Resources

GOOGLE!!!!

Research based interventions

Interventioncentral.org – EVERYTHING!

IRIS.peabody.vanderbilt.edu

RTI information

IXL.com

Math broken down by grade level (by common core)

Have to have a membership but free trial available

Sources

The Iris Center for Training Enhancements. (2006)

Reschly: Response to Intervention (2005)