A Multi-Tiered Prevention System

Cindy Edwards, Administrative SupervisorResponse to Intervention, Dyslexia/504August 2, 2011A Multi-Tiered Prevention SystemWhat is RtI?A multi-level prevention system, which integrates assessment and intervention to maximize student achievement and to reduce behavioral problems

NCRTI (2010)2Why early intervention?National Reading PanelBenefitsRtI is Synonymous to Improving Student AchievementEliminates the wait to fail modelProvides instructionally relevant dataAllows us to intervene early to meet the needs of struggling learnersMaps specific instructional strategies found to benefit a particular student (Tiered Academic Plan)Allows students to be successful!

Benefits

Earlier identification of students by means of a problem-solving approach rather than by an ability-achievement discrepancy formula. Eliminates the wait to fail situation.

Provides more instructionally relevant data than traditional methods of identification.

4Intervention vs. RemediationRemediation: Effective reteaching of material not previously mastered when it was originally taught.Supplemental instruction on content students should have mastered but have not

Intervention: Targets specific skills deficits that causes a student to fall behind in grade level materialStudents difficulties or strengths are in early stagesIntervention ideally addresses weaknesses or strengths before they become a problem for the student

Key Components of RtIAssessmentUniversal Screeners (3 times per year, all students)Progress Monitoring (usually students in Tier II and III interventions)Support Student Problem Solving Team (campus based decision)Support PLCs through ongoing professional developmentSite-based consultation (RtI Department)Universal Screener and Progress Monitoring tools for RtI Initiative SchoolsTEMI- Texas Early Mathematics Inventoryhttp://3tiermathmodel.org/User Name: Texas TeacherPassword: mathematicsKinder-Second grade math universal screener, progress monitoring and interventionsWe have created a TOT model in AISD to support our 8 elementary schoolsUniversal Screener and Progress Monitoring tools for RtI Initiative SchoolsTPRI and Tejas Lea universal screener TPRI and Tejas Lea progress monitoring instrumentshttp://www.brookespublishing.com/store/books/tpri/monitoring.htmTPRI intervention guidehttp://www.tpri.org/resources/IAG.htmlAIMSweb for reading and mathematics grades 3-8http://www.aimsweb.com/

Multi-Tier System of InterventionsIntensive Interventions 3-5% Strategic Interventions 15-20%Core Instruction 80%321What does it look like on your campus?Ideally this is what the Tiers 9AISD-Multi-Tiered Prevention System Tier 1- High Quality Core Instruction with differentiation, whole group, small groups and cooperative learning groupsEvidenced based-standards based inclusive of ELPS and CCRSCurriculum Road Maps and Street Views

Tier IISmall group -strategic, focused intervention in addition to Tier I instruction

Which example is a strong Tier II setting?

While students are engaged in meaningful activity within Tier I, the teacher works with a small group of learners with a similar skill deficit. Intervention focuses specifically on building that skill deficit.

Or

While students are engaged in meaningful activity within Tier I, the teacher monitors a small group of students as they partner read.

Tier IIISmall homogeneous group intervention providing intensive, targeted instruction in addition to core instruction

Which is an example of a strong Tier III setting?

Whole class instruction with TA providing additional support daily to a few students in a small group

Or

A separate class setting with a specialist providing intensive targeted instruction to a small group of students four to five days a weekWhat is the difference between Tier II and Tier III Interventions?Tier II :Small homogenous group (3-5 students), systematic instruction, focused on skill deficit, 15 -20 minutes between 3-5 days a week, typically delivered by the core classroom teacher

Progress monitor and data collection on focused skill deficit every two weeks

Tier III

Small homogeneous group (1-3 students),intensive/systematic-focused instruction, 60 to 90 minutes, 4 to 5 days a week

Progress monitor and data collection on focused skill area weekly

Suggested School Wide Decision Making80 percent decision rule: If less than 80 percent of all students are meeting benchmarks, review of core curriculum may be needed. (Tier 1) 25th Percent Decision Rule: Students below the 25th percentile in academic skills are placed in small group instruction. (Tier 2) Change Small Group or Individual Instruction Rule: When progress monitoring data are below the aim line three consecutive days or when six or more data points produce a flat or decreasing trend line, the problem solving team should adjust or make a decision to intensify the intervention. Individualized Instruction Rule: Individual instruction begins when a student fails to progress after two cycles Tier 2 interventions. (Tier 3)

Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006, August). Responsiveness to Intervention (RtI): How to do it (NRCLD).The following are some examples of decision rules for determining which students are at risk and use of data to determine if the student is responding to instruction. Each school must select the decision rules it will apply.

15Exceptions to the RulesDyslexia IdentificationParent request for evaluation to rule out a learning disabilityOther (situational challenges)

Tiered Academic Plan

Austin Independent School DistrictTiered Academic PlanTier ICore Classroom InstructionTier IITargeted InterventionsTier IIIIntensive InterventionDefinitionStudentDistrict ResourcesInstructional Approaches and StrategiesInterventionist/Instructor

SettingGroupingTimeAssessmentProfessional Additional Resources and WeblinksThe Numeracy/Literacy Academic Plan in AISD be emulated for behavior17Next StepsContinue to develop strong Professional Learning Communities that support teacher and student growth. Use the Tiered Academic Plan as a resource that aligns resources to professional development.

Continue to support student problem solving teams, using the Tiered Academic Plan as a resource and guidance documentRtI Initiative Schools 2011-2012BaldwinWilliams MenchacaDavisBooneBrentwoodMaplewoodPeaseAll middle schoolsQuestions/AnswerOn 1 index card, please write:

RtI is good because ____________________ .On the back, please write:

My concern/question is__________________ .Please also include your name and campus.Please take time to complete the Evaluation Survey.Go to the Educator Quality page on the AISD website.Click on 2011 Administrators Institute on the left hand side.Click on the survey link: https://www.surveymonkey.com/s/XHCNLQC

Your feedback is very important and will be used to guide our future work.Evaluation Survey21Please complete the Evaluation Survey by clicking on the Educator Quality link on the AISD website. It is very important for us to have feedback from you and your staff regarding the sessions and their delivery. A link to an Evaluation Survey will be posted to the AISD website for this purpose. We encourage you and your staff to complete the survey at the end of the session to insure maximum participation. A report of the feedback will be shared through an AISD Announcement email and will be used by all of us to guide our future work.

21