This document provides an overview of Response to Intervention (RTI) best practices. It discusses using prevention and early intervention to promote student success. The core characteristics of RTI include using research-based practices, addressing academics and behavior, employing a problem-solving model, and monitoring student progress over time. It also describes the three tiers of support - Tier 1 being core instruction for all, Tier 2 being strategic interventions for 10-15% of students, and Tier 3 being intensive interventions for 1-5% of students. The document outlines universal screeners, intervention resources, progress monitoring tools, and expectations for RTI documentation.
2. RTI: PREVENTION IS THE BEST MEDICINE
The
Early
intervention to promote success is
critical to future school achievement.
created by Heidi Veal
best way to address problems is to
prevent them before they happen.
3. CORE CHARACTERISTICS OF RTI
Responsibility of general education
Uses research based materials & instructional
Addresses both academics & behavior
Uses a problem-solving model
Analyses multiple data sources
Monitoring of student progress over time
to determine the effectiveness of both instruction
& interventions
created by Heidi Veal
best practices
4. 100% COLLEGE READY: TIER 1
ALL
Tier 2
Tier 1
o
created by Heidi Veal
Tier
3
students experiencing
high quality core curriculum,
instructional practices &
behavioral supports
Document via teacher’s
monitoring notebook
Decision making based on
universal screening
(iStation, TEMI, MAP)
5. 10%-15% STRATEGIC INTERVENTION: TIER 2
Identified
Tier 2
Tier 1
created by Heidi Veal
Tier
3
student with marked
difficulties, not responding to Tier 1
Meeting a student on their
instructional level, NOT re-teaching
Requires setting a targeted
learning goal
Weekly: 30 minutes of intervention
instruction in small group
Documentation of targeted
intervention/s and progress
monitoring
Uses progress monitoring (pgm) to
inform decisions
6. 1%-5% INTENSIVE INTERVENTION: TIER 3
Deepest
Tier 2
Tier 1
created by Heidi Veal
Tier
3
level of support within
the gen. ed. Setting
Requires documentation on a
weekly basis
Increased intensity (90 minutes
time & 3:1 ratio) of targeted
interventions
Intervene with approved
research based interventions
Close progress monitoring after
every 90 minutes of intervention
to drive decisions
8. UNIVERSAL SCREENERS TRIGGER
STRATEGIC INTERVENTION
BOY - Fall
Math: TEMI for K, 1st, and 2nd {24%ile or below}
Reading: 1st Gr Istation Overall Score {T2= 196-209;
T3= 195 or below} & Spanish DRA
Math & Reading: MAP for 2nd, 3rd, 4th, and 5th
{T2= 20%ile-40%ile; T3= 19%ile or below}
created by Heidi Veal
MOY - Winter
Math: TEMI for K, 1st, and 2nd {T2= 9%ile - 24%ile;
T3= 8%ile or below}
Reading: 1st Gr Istation Overall Score {T2= 206-223;
T3= 205 or below} & Spanish DRA
Math & Reading: MAP for 2nd, 3rd, 4th, and 5th
{T2= 20%ile-59%ile; T3= 19%ile or below
9. RTI PROBLEM SOLVING
Keeping Students at the Center
created by Heidi Veal
1. Define the Problem: use
data to identify the most
significant area/s of concern
2. Develop a Plan & Set Goal/s
(specify intervention,
assessment/pgm, and
responsible staff)
3. Implement & Monitor the
Plan
4. Evaluate the Plan’s
Effectiveness (response to
intervention)
10. Goal setting
happens in
the context of
developing a
DeepIntervention
Plan.
“Assessment,
instruction,
and
meaningful
outcomes for
students
must be
aligned.”
created by Heidi Veal
MEASURABLE GOALS
Use student data to identify the
most critical weakness; academic
and/or behavioral.
Use specific SE’s to word goals; use
vertically aligned SE’s.
It should be measurable in terms of
frequency, rate, duration, and/or
intensity.
Limit goals to no more than 2.
Remember the goal is where we
want the student
to grow towards.
“TARGET”
11. Frame:
(student
Example
goal:
The student
will increase
reading
fluency to
120 words
per minute
as measured
by 2nd grade
level Texas
Treasures
fluency
probes
administered
on a biweekly basis
until Nov.
15, 2013.
created by Heidi Veal
name) will (academic
SE or behavior) at/to (rate of
achievement) as measured by
(PGM probe) administered on
(frequency ex. weekly basis or
bi-weekly basis) until (end of
PGM cycle).
MEASURABLE GOALS
Goal
13. INTERVENTION RESOURCES
Reading
TEMI (K-2, and 3rd too)
Go Math!
Intervention Lessons in
Forethought
First Steps Activities
Envision Interventions
(in the black box with the
turquoise lid)
AIMS Lessons on the
shared drive (common
folder, math, elem.)
Problem Solvers
(2-4)
created by Heidi Veal
Computer Based
(iStation)
Read Naturally
Guided Reading
Comprehension Tool Kit
Reading Recovery Best
Practices
Reading A-Z
Reader’s Theater
Texas Treasures teacher
intervention resources &
Triumphs materials
Math
14. INTERVENTION RESOURCES CONTINUED
Writing/Spelling
Social Skill Instruction
Tough Kids Toolbox
Safe & Civil Schools
Behavior Intervention
Encyclopedia by Dr. Sprick
Behavior
Contracts/Positive
Behavior Support
Boy’s Town Posters
created by Heidi Veal
Individualized
Spalding Instruction
Computer Based
(Istation & Core5)
Guided Writing
Behavior
15. PROGRESS MONITORING (PROBING)
Options
And then…
Running Records
Fluency Probes
Math Quick Checks
Fact Fluency
Behavior Charts/Tally
15 Minute Behavior
Monitoring
Rubric Scoring
Morrison McCall Lists
“More Numbers, Less Words”
created by Heidi Veal
Istation (Demand
Testing)
o AIMS Web Probes
o TEMI AIM Checks
o Teksing Towards Taks
o
18. RTI DOCUMENTATION
EXPECTATIONS
•
•
•
created by Heidi Veal
•
RtI Form in Aware
RtI Spreadsheet on
the Caldwell Portal (in
RtI folder)
TEMI Spreadsheet
Additional Paperwork
as needed/required
