Transcript Slide 1
Response to Intervention (RTI):
A System Overview
La Escuela Fratney
2014-2015
Learning Objectives
• Learning Objectives:
– Staff will gain an understanding of the Response
to Intervention (RtI) framework and essential
features.
– Staff will gain an understanding of the primary
objectives of the Building Intervention Team (BIT).
• Success Criteria:
– We will know we are successful when we
understand why we are using a RtI framework.
– We will know we are successful when we
understand an overview of the BIT process.
– We will know we are successful when we know
what steps we need to implement in our
classrooms right now.
Response to Intervention (RtI)
•
What is RtI?
– An organizational framework
– A multi-level system of support
– Goal = academic and behavioral success for ALL students
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Regular Education AND Special Education
RtI is NOT…
– A computer-based program
– Just for special education students/students suspected of having special education needs
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Students should be referred for intervention to improve their academic skills and close the
achievement gap, NOT so that we can make a special education referral. A special education referral
may occur after we have evidence that interventions are not working.
Important Features
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Culturally responsive practices
High quality instruction
Collaboration
Balanced assessment (standardized testing, benchmarks, unit tests, curriculum-based
measures, work samples, etc.)
– Research and evidenced-based interventions
– Progress monitoring
Response to Intervention
• Why RtI?
– We want all students to succeed!
– RtI has proven to close the achievement gap.
• Our district goal is to close the achievement gap by 5%
this year
– It’s a fluid way to evaluate and support all
students
• Some students need a little more support… others need
a lot more support
– Uses research and evidence-based techniques
– Uses data to make decisions
RtI Works in MPS:
A School Example
MAP Reading Gains
Intervention Students' Gains
12
10
8
MAP Math Gains
Grade Level Gains
Intervention Students' Gains
14
12
10
8
6
6
4
4
2
0
2
0
Grade Level Gains
A Tiered System of
Support
Tier 1: All Students
Tier 2: One Adult/ Multiple Students
Tier 3:
1 Adult/ One or Two Students
OR Many Adults/One or Two Students
A Tiered System of
Support
Tier 3
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Individualized
& Intensive
Interventions
Progress
Monitoring
~ 15%
~15
%
Tier 2
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Effective &
Strategic
Interventions
Progress
Monitoring
Tier 1
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ResearchBased Core
Programs
Universal
Screening
~80%
Response to Intervention
• How?
– MPS is using Building Intervention Teams (BIT)
• The BIT was initially introduced during the 2013-2014
school year
• The BIT serves as a hub for both academic and
behavioral intervention systems for Tier 2 and Tier 3 in
the school
• The BIT focuses on the “big picture” (i.e. the overall
intervention system)
• Formerly known as the Tier 2 Team
So… This is Something New?
• No!
– RTI is essentially good teaching/Best Practices
• Teachers have always been using interventions!
– The Tier 2 team (now called the BIT) will still
complete the same tasks, with the addition of
now including academics
Building Intervention Team
• Suggested to meet twice per month
– One meeting focuses on academics
– One meeting focuses on behavior
• The BIT should include the following team members:
– Regular Education Teacher(s), Special Education Teacher(s),
Support Staff member(s) (Counselors, School
Psychologists, Social Workers, etc.)
– Administrator (as needed) (Administrator must attend
1x/month to qualify for RTI School of Merit/Distinction)
– Expertise depending on the topic/ grade/ subject matter
being covered
4 Primary Objectives of BIT
1) Ensure Tier 2 and Tier 3 Intervention Systems
Are In Place
o Identifies training needs, ensures the framework is in
place, evaluates fidelity, etc.
2) Screen Students for Behavior Interventions
o Using ODRs, teacher/parent recommendations, etc.
3) Review Individual Student Intervention Data
o Use data to discuss next steps for student
4) Review Intervention Systems Data
o Examines how many of the students are responding to
a particular intervention in the school.
Academic vs Behavior
In an Ideal World…
• Every month the BIT runs behavior data
(ODRs) to screen students. Teachers and
parents can request for a student to be
screened at any time (SCREEN)
• Look at other data for students and get
information from teacher (DIAGNOSE)
• BIT discusses which intervention a student will
receive - usually starting with CICO (MATCH)
In an Ideal World…
• Student receives intervention (INTERVENE)
• Every day a student is monitored with a Daily
Progress Report- DPR (PROGRESS MONITOR)
• Monthly, the BIT looks at individual students
to determine who is successful and who is not
successful (EVALUATE)
Possible Next Steps (Behavior)…
• Behavior: The Building Intervention Team is
responsible for tracking individual student data for
behavior interventions.
– Success = 80% or more of possible points, 80% of the time,
after at least 4 weeks
– If a student is responding, the BIT will recommend the
student continue the intervention
– If the student is not responding, the BIT may recommend a
higher level intervention
Academic vs Behavior
In an Ideal World…
• Teacher teaches all students
• Teacher team meets after MAP/PALS/Easy
CBM to determine which students are in need
of an intervention. Teachers may also use
formative assessment data (SCREEN)
• Students take EasyCBM or DIBELS to
determine baseline and target and area of
need (DIAGNOSE)
• Teacher teams determine which interventions
would be most appropriate for student
(MATCH)
In an Ideal World…
• Teacher engages with 4-5 students in a small group with an
academic intervention while other students are engaged in
other academic work (INTERVENE)
• Progress is monitored, and scores are entered in Exceed
(PROGRESS MONITOR)
• The teacher team meets and looks at students on Exceed
and determines who is successfully making progress with
an intervention
• For those who are successful, they continue until they
reach their goal
• For those unsuccessful, the teacher team connects with the
BIT for support and a decision is made around the next
steps (EVALUATE)
Bilingual Interventions and
Progress Monitoring
• Intervention should occur in the language of
instruction
– Teachers may use interventions designed for English
instruction and deliver them in Spanish. The intervention is the
“how,” not the “what.”
• Students who are instructed in both languages should
receive intervention in the language in which the
student is struggling
– If the student struggles in both languages, intervention
should occur in the student’s dominant language
• The district is currently working to identify progress
monitoring for Spanish reading.
Not Responding to an Intervention?
• Academics: If a student is not responding to the
intervention after a sufficient amount of time, the
Teacher Team collaborates with the BIT using
the Reverse Request for Assistance and reviews:
– What has been already implemented?
– What went well?
– What did not go well?
– What additional information is needed for
decision-making?
– The BIT helps decide on the next steps.
Reverse Request for Assistance
Possible Next Steps (Academics)…
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Intensify the intervention
Increase intervention time
Complete intervention more often
Use a different intervention
Conduct intervention with improved fidelity
Alter intervention setting/ teacher/ etc
Complete special education referral
– New this year: Special education referrals should go through
the BIT. Consult with Jeri and/or Brooke regarding students
who you believe may need to be evaluated for special
education.
• Retain
Steps Right Now
• Your BIT will be here for support. RtI is a
collaborative process!
• In October, we will discuss PBIS Tier 2 & 3
interventions and progress monitoring
• In November, we will discuss academic
interventions and progress monitoring
• If you have a student who is referred for SLD,
Jeri and/or Brooke will work with you to
develop an intervention and progress
monitoring plan
Steps Right Now
• Develop classroom expectations, procedures, and consequences
• Practice and model school-wide and classroom procedures with
students
– Some students may need more practice
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Develop relationships with students and parents
Use frequent pre-corrections
Consult and collaborate
Differentiate instruction
Use engaging lessons (Karen Beeman)
Frequently acknowledge positives (5:1 ratio)
Frequently use PBIS language throughout the building
Use problem behavior flow chart
Keep Calm & Teach On!
• THANK YOU FOR ALL YOU DO FOR OUR
STUDENTS!!!
Title
MPS Board of School Directors
Senior Team
Michael Bonds, Ph.D., President, District 3
Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Darienne B. Driver, Ed.D., Acting Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives