Transcript Problem Solving & Response to Intervention

Parent Leadership
Team Meeting
Intro to RtI
RtI Overview
Problem Solving Process
What papers do I fill out?
A3 documenting the story
Condition 1
Underachievement in:
Oral expression
Listening comprehension
Written expression
Basic reading skills
Reading fluency skills
Reading comprehension
Mathematics Calculation
Mathematics
problem-solving
Condition 2
+
RTI:
Resource intensive or
insufficient response to
scientific, researchbased intervention
Condition 3
+
Conditions 1 and 2 not
primarily the result of:
Visual, hearing or motor
disability
Intellectual disability
Emotional/Behavioral
disability
Cultural factors
Irregular attendance
Environmental or
economic disadvantage
Classroom behavior
Limited English
proficiency
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'Response to Intervention' is an emerging approach
to the diagnosis of Learning Disabilities that holds
considerable promise. In the RTI model:
 A student with academic delays is given one or
more research-validated interventions.
 The student's academic progress is monitored
frequently to see if those interventions are
sufficient to help the student to catch up with his or
her peers.
 If the student fails to show significantly improved
academic skills despite several well-designed and
implemented interventions, this failure to 'respond
to intervention' can be viewed as evidence of an
underlying Learning Disability.
One advantage of RTI in the diagnosis of
educational disabilities is that it allows schools to
intervene early to meet the needs of struggling
learners.
 Another advantage is that RTI maps those specific
instructional strategies found to benefit a particular
student. This information can be very helpful to
both teachers and parents.

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 Core instruction – differentiated, high quality
 Establish teams – Teacher Data Teams that can
make collaborative decisions
▪ Meeting times
▪ Facilitator
▪ Problem Solving method
 Identify at risk students (FIND ‘EM)
▪ FAIR, observation, FCAT, formative assessments
 Skill deficits, interventions, progress monitoring
1.
Tiers of Intervention: Students who do not respond to high-quality
classroom instruction (Tier 1) and intervention (Tier 2) receive more
intensive, individualized research-based interventions (Tier 3). Tiers
are the level of intensity of the intervention.
2.
Progress Monitoring: Data-based documentation of repeated
assessments reflecting student progress.
3.
Data Based Decision Making: Students who don’t respond to these
interventions or require a highly individualized program to progress are
evaluated in a more comprehensive manner.
Translation
iii
=
Tier 2 level of
services


Tiers are the type of instruction NOT the kids.
We are looking at what is successful learning, NOT what is
wrong with the student.
Tier I
90 Minute Core Reading Block. All students receiving
differentiated reading instruction in small groups.
Tier II
Small Group Reading Intervention for 30 minutes 3 – 5
times per week outside of the 90 Minute Reading Block.
Intervention is research based, systematic, explicit, and
targeted to student skill deficit. Data drives interventions.
Tier III
Intensive Intervention for 30 minutes 5 times per week
outside of the 90 Minute Reading Block. Conducted in
small 1-3 student group.
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1.
2.
3.
4.
5.
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Under RTI, if a student is found to be performing
well below peers, the school will:
Estimate the academic skill gap between the
student and typically-performing peers
Determine the likely reason(s) for the student’s
depressed academic performance
Select a scientifically-based intervention likely to
improve the student's academic functioning
Monitor academic progress frequently to evaluate
the impact of the intervention
If the student fails to respond to several wellimplemented interventions, consider a referral to
Special Education

Eligibility focus
 Diagnose and Place
 Get label

Outcome focus
 Problem Solving and
Response to Intervention
 Get help
Eligibility Focus
 Diagnostic/Test & Place Model
 PreReferral
 Get label
Outcome Focus
 Problem Solving/ Response to
Intervention Model
 Get help
Identify
the Problem
Analyze
the Problem
Design
Intervention
Implement
Intervention
Monitor
Progress
Evaluate
Intervention
Effectiveness
J
L
Timeline
1. Find ‘em (assessment)
2. Do Something with ‘em (interventions)
3. Watch ‘em (progress monitoring)
4. Make informed decisions (data-based)
5. Change .. if necessary (instructional
modification)
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Reduce the time a student waits before receiving additional
instructional assistance.
 Reduce the overall number of students referred for special
education services and increase the number of students who
succeed within general education
 Provide critical information about the instructional needs of
the student
 Limit the amount of unnecessary testing that has little or no
instructional relevance
 Ensure that students receive appropriate instruction,
particularly in reading, prior to placement in special
education.

IPST
Individual Problem
Solving Team
•Testing
•Discrepancy
•Q or DNQ
•Place in
Program
•Monitoring
Interventions
•Discrepancy
•Peer comparisons
•Data driven
•Problem solving





Students referred when there is a poor
response to Tier 2 services
After at least two different interventions
documented
Looking for academic gap
Slower learning rate over time
Team decides… additional academic or
behavioral intervention, placement, etc.