RtII: Response to Instruction and Intervention

1. RtII: Response to Instruction and Intervention Wissahickon School District 1

2. Today’s Goals & Objectives • Revisit our understanding of RtII • Examine the District schedule of assessments and data review • Discussion of scenarios • Building level planning

6. 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)

7. 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 7

8. 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

9. DIBELS Day Schedule

10. Sample DIBELS Data Sheet

11. THE 5 Pillars of Reading Instruction (Foundational Skills in Reading Development)

12. RtII Framework Tier 3:Intensive Interventions for few students Additional time, support and resources. Continuum of Time, Intensity and Data Increases Percentage of Students Requiring Intensive Supports Decreases Strategic Interventions for Students at Risk of Academic Failure Tier 2: Strategic Interventions for some students Strategic Instruction, Increased Time and Opportunity to Learn Tier I: Foundation / Standards-Aligned Instruction for all students 12

14. 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

15. 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

16. Tier II – Interventions for SOME Increased 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)

17. Tier III – Interventions for FEW Definition: 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 instruction • Use of standard protocol interventions • Supplemental instructional materials for specific skill development • Small, intensive, flexible groups • Can be outside the general education classroom • Weekly progress monitoring.

18. Consider a referral to Special Education only if... • 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).

19. Data Analysis Review Teams Grade 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.

21. DART Meetings & Data Analysis DIBELS Data MAP Data DRA Data

22. Scenarios DIBELS Data Core – Level 1 What are your thoughts? 1st Grader MAP Data DRA Data Level 3 Low RIT score

23. Scenarios DIBELS Data Core – Level 1 What are your thoughts? 2nd Grader MAP Data DRA Data Level 20 Average RIT score

24. We’ll figure it out together!

25. Any questions?

26. Discussion points • DIBELS Day schedule • Use of Substitutes • DART meetings • Differentiation • Resources Building Time

27. Web resources for evidence-based intervention strategies • 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