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Overview of Pennsylvania’s 3-Tier RtI Model

Overview of Pennsylvania’s 3-Tier RtI Model. Questions? Contact Cristine Wagner-Deitch clw@bviu.org. What Is Response to Intervention?. A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.

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Overview of Pennsylvania’s 3-Tier RtI Model

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  1. Overview of Pennsylvania’s 3-Tier RtI Model Questions? Contact Cristine Wagner-Deitch clw@bviu.org

  2. What Is Response to Intervention? • A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk. • An alternative to the discrepancy model for the identification of students with learning disabilities.

  3. Key Characteristics of RtI • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differentiated curriculum-tiered intervention strategy • Use of scientifically research-based interventions • Continuous monitoring of student performance • Benchmark/Outcome assessment

  4. Past and Current Practices to RtIWhere we have been … Where we are going… • Academic Standards • PSSA/PASA • Access to General Education Curriculum • Curriculum Aligned with Academic Standards • Scientific Research Base • State-wide Emphasis on Data-Informed Decision-Making • PVAAS • State-wide Dibels Training & Support for All Students • State-wide Positive Behavior Support Training • State-wide Progress Monitoring Training • Tutoring & Extended Learning Opportunities • Assessment Anchors • Focus on All Students-All Subgroups • School Improvement Model • Inclusive Practices

  5. Beaver County’sThree-tiered Model • An Integrated Approach (General, Remedial and Special Education) • Based upon a functional perspective • Focused on academic/behavioral growth of all students • Student needs exist on a continuum • Resources organized and provided in direct proportion to student need • Implementation • Scientifically research-based practices • Problem Solving Model • A “Best Practice” approach • Considers all system variables (child, teacher, environment) • Results in objective and measurable interventions (evidence-based… “n of 1”)

  6. Beaver County’sThree-tiered Model • Tier I • Universal School-Wide Supports • Tier II • Selected and Targeted Interventions • Tier III • Intensive Interventions

  7. Tier 1: Benchmark/Schoolwide • Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence • Benchmark also describes those school-wide interventions that are available to all students • Effective instruction • Clear expectations • Effective student support • Periodic benchmark assessments • Universal prevention

  8. Tier 1 Functions • Universal Screening • Data Analysis teaming • School-wide Behavior Supports • Whole Group Teaching

  9. High quality instructional and behavioral supports are provided for all students in general education School personnel conduct universal screening of literacy skills, academics, and behavior Teachers implement a variety of scientifically research-based teaching strategies and approaches Students receive differentiated instruction based on data from ongoing assessments Tier 1: Benchmark/Schoolwide Universal Prevention, Screening, Monitoring Adapted from: Kovaleski (2005). Special Education Decision Making [ppt.]

  10. Tier I:Effective Teaching Principles • Engaged Time • High Success Rates • Opportunity to Learn Content • Direct and Supervised Teaching • Scaffolded Instruction Critical forms of knowledge Organizing, storing and retrieving knowledge Strategic Instruction Explicit Instruction

  11. Tier 1:Benchmark/School-wide • Examples: Strategic/Interventions • Core Instructional Program Available to all students in general education curriculum • Differentiated instruction within the core curriculum • School-wide Effective Behavior Supports (SWEBS)

  12. Tier 1: Benchmark/School-WideCore Reading Programs • Rigby Literacy (Harcourt Rigby Education, 2000) • Trophies (Harcourt School Publishers, 2003) • The Nation’s Choice (Houghton Mifflin, 2003) • Macmillan/McGraw-Hill Reading 2003 • Open Court (SRA/McGraw-Hill, 2002) • Reading Mastery Plus (SRA/McGraw-Hill, 2002) • Scott Foresman Reading, 2004 • Success for All 1998-2003 • Wright Group Literacy 2002 Reviewed by: Oregon Reading First, Comprehensive: Addressed all 5 areas and included at least grades K-3.

  13. Tier 1: Benchmarks/School-wide • Florida Center for Reading Research: www.fcrr.org • Oregon Reading First Center: http://reading.uoregon.edu • Texas Center for Reading and Language Arts: www.texasreading.org

  14. Results of Tier 1 • Continue effective practices for responders • Non-responders begin tier 2 interventions

  15. Tier 2: Strategic/Targeted Definition: Academic and behavioral strategies, methodologies and practices designed for students not making expected progress in the general education curriculum and/or have mild to moderate difficulties demonstrating social competence. These students are at risk for academic failure.

  16. Tier 2: Strategic Interventions • Use of standard protocol interventions • Scientifically research-based interventions • Academically – reading & math • Behavior • Core instruction with supplemental materials • Differentiated instruction in general ed. • Specialists assist with strategic instruction in regular classroom

  17. A Standard Protocol Intervention… • Is scientifically researched-based. • Has a high probability of producing change for large numbers of students. • Is designed to used in a standard manner across students. • Is usually delivered in small groups. • Is often scripted or very structured. • Can be orchestrated by a problem-solving team.

  18. Tier 2: Strategic Interventions (cont.) • Increased opportunity to learn • Increased instructional time • Increased assessment • Data collection and analysis once per month • Data-based decision-making

  19. Tier 2: Strategic/Supplemental Reading Programs • Early (soar to) Success (Houghton Mifflin) • Read Well (Sopris West) • Reading Mastery (SRA) • Early Reading Intervention (Scott Foresman) • Great Leaps (Diamuid, Inc) • REWARDS (Sopris West) • Ladders to Literacy (Brookes) Read Naturally • Peer Assisted Learning Strategies (PALS)

  20. Results of Tier 2 Interventions • Cycle responders back to tier 1 • Identify non-responders for tier 3

  21. Without Response to Intervention Special Education Sea of Ineligibility General Education

  22. RtI – Bridging the GAP Special Education Amount of Resources Needed to Solve Problem Interventions General Education Intensity of Problem

  23. RtI - Bridging the Gap Core + Intensive Core + Supplemental Weekly Core Amount of Resources Needed to Solve Problem Monthly-Weekly 3x/year Intensity of Problem

  24. Tier 3: Intensive Interventions • Definition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence.

  25. Tier 3: Intensive Interventions • Use of Standard Protocols • Supplemental Instructional Materials • Small Intensive Groups • Can be outside the general ed. classroom • Tutoring by remedial educators • 10-20 week interventions

  26. Tier 3: Instructional Strategies • Increased direct instruction time • More time on task • More immediate and corrective feedback • More opportunity to respond • Functional Behavior Analysis (FBA) or Behavior Intervention Plan (BIP) • Frequent Progress Monitoring (once per week) • Core Curriculum and Intensive Interventions

  27. Tier 3: INTENSIVE Reading Programs • Corrective Reading (SRA) • Language (Sopris West) • Wilson Reading System – Reading Mastery • Earobics (phonics/Phonemic awareness; Cognitive Concepts • Great Leaps/ Read Naturally (Fluency) • REWARDS (Fluency, Comprehension and Vocab in Plus Program • Soar to Success (Comprehension)

  28. Results of Tier 3 Interventions • Cycle responders back to tier 2 • Refer non-responders for evaluation for eligibility for special education

  29. Alignment of RtI Model &Framework for Implementation Administrative Supports Preparation and Training Benchmark & School-wide Interventions Progress Monitoring Intensive Progress Monitoring Intensive Interventions Determination of Eligibility Strategic & Targeted Interventions Universal Screening Data Analysis Collaboration with the RtI Process Parental Involvement Tier 3 Intensive Interventions Tier 2 Strategic & Targeted Interventions for Students at Risk Tier 1 Benchmark and School Wide Interventions for Students on Target and All Students

  30. General Outcomes • Increased Expectations for ALL Students • Shared ownership of ALL students • Focus on instruction • Focus on the matching of instructional approach/method to student need • Reduced special education referrals • Reduced disciplinary referrals

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