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RtII: Response to Instruction and Intervention

Wissahickon School District

+Today’s Goals & Objectives

1.Revisit our understanding of RtII

2.Examine the District schedule of assessments and data review

3.Discussion of scenarios

4.Building level planning

+What Is Response to Instruction and Intervention?

A comprehensive, multi-tiered regular education intervention strategy to enable early identification and intervention for students at academic or behavioral risk.

The goal of RtII is to improve student achievement using research-based intervention matched to the instructional need and level of the student. (PDE, 2008)

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What RTII is not!

RtII is not a(n)…

– pre-referral system– individual teacher’s responsibility– classroom location– special education program– an added period of reading instruction– a separate, stand alone initiative

+An Analogy

Regular Check-ups

Tests may be ordered

Decisions are made based on the data

Keep doing what you’re doing

Let’s try this treatment

See a specialist

Frequent checks on progress

DIBELS Day Schedule

Sample DIBELS Data Sheet

THE 5 Pillars of Reading Instruction

Assessment Tools

Phonemic Awareness• DIBELS Initial Sound Fluency ISF

• DIBELS Phoneme Segmentation PSF

•Phonemic Awareness Assessment

Alphabetic Principle (Phonics)

•DIBELS Nonsense Word Fluency NWF

• Letter Knowledge Assessment

• Benchmark Running Records

Fluency •DIBELS Oral Reading Fluency ORF

•Benchmark Running Records

Vocabulary•Benchmark Running Records – Retelling

• Holistic Common Assessment

Comprehension•Benchmark Running Records – Retelling

• Holistic Common Assessment

(Foundational Skills in Reading Development)

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Strategic Interventions for

Students at Risk of Academic Failure

Tier 3:IntensiveInterventionsfor few studentsAdditional time,

support and resources.

Tier I: Foundation / Standards-Aligned Instruction for all students

Tier 2: Strategic Interventionsfor some students

Strategic Instruction, Increased Time

and Opportunity to Learn

+The 3-Tier Structure

•Tier I–Who: Classroom teacher–Time Reading: 60-75 minutes Reading

•Tier II–Who: Classroom Teacher, Reading Specialist (push-in) –Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period two-three times per week

•Tier III–Who: Classroom Teacher, Reading Specialists (pull-out), Counselors, –Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period three-four times per week

+ Tier I – Interventions for ALL

Research-based core materials

Differentiated Instruction that includes– Whole group teaching– Small, flexible group teaching

Effective instructional strategies including– Active engagement– Scaffolding– Formative assessment with frequent feedback

+ Tier II – Interventions for SOMEIncreased Time and Opportunity to Learn:

• In addition to core instruction• Supplemental small group instruction• Specialists may assist with strategic instruction in general

education classroom or in homogeneous skill group• Use of standard protocol interventions• More frequent progress monitoring (every other week)• Use of Core Extension Time (I/E period)

+ Tier III – Interventions for FEWDefinition: Academic instruction and behavioral strategies, methodologies and

practices designed for a few students significantly below established grade-level benchmarks in the standards-aligned system or that demonstrate significant difficulties with behavioral and social competence. In addition to Core Instruction: More intensive instructionUse of standard protocol interventionsSupplemental instructional materials for specific skill developmentSmall, intensive, flexible groupsCan be outside the general education classroomWeekly progress monitoring.

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• A series of research-based interventions have been attempted

• There is documentation that the interventions were carried out as designed (treatment/intervention integrity)

• Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers).

Consider a referral to Special Education only

if...

+Data Analysis Review

TeamsGrade Level Teams…

Meet within one week after DIBELS Day

Follow a structured meeting protocol

Analyze grade level student data

Set measurable grade-wide goals

– e.g., By the second benchmark, 75% of 2nd graders will be at

benchmark in Oral Reading Fluency)

Select and implement with fidelity research-based, grade-wide strategies to reach this goal.

Monitor and adjust selected strategies.

+DART Meetings & Data

Analysis

MAP Data

DIBELS Data

DRA Data

DIBELS Data

DRA Data MAP Data

Scenarios

1st Grader

Level 3 Low RIT score

Core – Level 1

What are your

thoughts?

DIBELS Data

DRA Data MAP Data

Scenarios

2nd Grader

Level 20 Average RIT score

Core – Level 1

What are your

thoughts?

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We’ll figure it out together!

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Any questions?

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Building Time

Discussion pointsDIBELS Day scheduleUse of SubstitutesDART meetingsDifferentiationResources

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Big Ideas in Beginning Reading (U of Oregon):reading.uoregon.edu

What Works Clearinghouse (US Dept. of Education): www.ies.ed.gov/ncee/wwc/

Intervention Central: www.interventioncentral.org

Florida’s Intervention website: www.fcrr.org

Web resources for evidence-based

intervention strategies