Transcript PowerPoint Presentation - Response to Intervention (RtI

Implementing the
Problem-Solving/Response
to Intervention
Minooka
School District 201
Response to
Intervention
If we can really understand the problem, the answer will come
out of it, because the answer is not separate from the problem.
-Krishnamurti
Contextual Issues Affecting The ProblemSolving Process in General and
Special Education
• IDEA Re-Authorization
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Focus on academic outcomes
General education as baseline metric
Labeling as a “last resort”
Increasing general education options
Pooling building-based resources
Flexible funding patterns
RtI Introduced as option for LD eligibility
• ESEA Legislation-No Child Left Behind
• National Emphasis on Reading
• Evidence-based Interventions
Overview
– Defining RTI
– Where did it come from and why do we
need it?
– Support for RTI in federal law
– Core principles
– Special education eligibility
considerations
– Policy issues
– Professional development issues
Why Focus on Reading?
• 85% of all curriculum is
delivered through the written
word.
• Reading and math scores are
directly linked.
• New standards and assessments
for graduation.
How Big is the Problem?
• According to the most recent NAEP
assessments, only 31 percent of 4th
graders are proficient in reading.
• Low-income students did half as well.
In fact, over half of poor fourth
graders failed to show even a basic
level of knowledge in reading,
science, or history.
But…
• We KNOW what to do!
• We CAN make a difference!
• The RESEARCH gives us the technical
knowledge and tools to teach each
child to read!
What is RTI?
– “RTI is the practice of (1) providing
high-quality
instruction/intervention matched
to student needs and (2) using
learning rate over time and level
of performance to (3) make
important educational decisions
to guide instruction”
of
National Association of State Directors
Special Education, 2005
Response to Intervention:
What are the big ideas?
• High quality instruction/intervention: Instruction or
intervention matched to student need that has been
demonstrated empirically and by practice to
demonstrate high learning rates for most students
• Learning rate and level of performance: Learning
rate refers to student’s growth in academic or
behavioral skills over time in comparison to prior levels
and peer growth rates. Level of performance refers to a
students relative standing (growth) on some critical
dimension of academic or behavioral skills compared to
expected/predicted growth.
• Important educational decisions: Student
intervention outcomes drive decision making at every
tier. Decisions about intensity and duration of
interventions are based upon data across multiple tiers
of intervention.
What RTI Is and Is Not
Is:
• RTI is an overall integrated
system of service delivery.
Is Not:
• RTI is not just an eligibility
system—a way of reducing the
numbers of students placed into
special education.
What RTI Is and Is Not
Is:
• RTI is effective for students
who are at risk for school
failure as well as students in
other disability categories.
Is Not:
• RTI is not limited to students
with learning disabilities.
Why RTI?
• Provides appropriate learning experiences for
all students
• Uses school-wide progress monitoring to
assess entire class progress and individual
student progress
• Promotes early identification of students at
risk for academic failure
• Involves multiple performance measures
rather than measurement at a single point in
time
•
Under RTI, students receive interventions
based on reliable and valid data earlier than
the “wait to fail” scenario;
Why RTI? continued
• RTI identifies specific skill deficits, whereas teacher
referrals are more frequently general statements of
need;
• Scientifically-based interventions are used more
frequently and earlier;
• Over identification based on race/ethnicity is reduced
in programs for students with learning disabilities and
mental retardation;
– African-American children are twice as likely as
white children to be labeled mentally retarded and
more likely to be label EBD
Why RTI? continued
•
•
•
Greater numbers of at-risk
students achieve benchmarks;
Principals and superintendents
want to know if students are
achieving benchmarks,
regardless of placement in
general education, gifted, or
special education;
SLD category has grown 300%
since 1976-80% there because
they haven’t learned how to
read; 40% there because they
haven’t been taught to read.
Problem Solving
• A process that uses the skills of
professionals from different
disciplines to develop and evaluate
intervention plans that improve
significantly the school performance
of students
Problem Solving Process
Define the Problem
Defining Problem/Directly Measuring Behavior
Evaluate
Problem Analysis
Ws It Effective?
Validating Problem
Identify Variables that
Contribute to Problem
Develop Plan
Implement Plan
Implement As Intended
Progress Monitor
Modify as Necessary
Research on ProblemSolving/RtI
•
Focused on accuracy of referral methods and response to
proven interventions
•
RtI methods (local comparisons and multiple measurement)
were superior to teacher referral for problem accuracy.
•
Teachers over-referred male students
•
Greater proportion of African American students responded
successfully to intervention relative to similarly at-risk
Caucasian students. Reduced disproportional placements.
•
Early intervention was powerful
•
Significant reduction in LD placements
(VanDerHeyden, Witt, and Naquin)
Research and PSM/RtI
• Problem identification is more accurate using the PSM (Gap
Analysis) compared to simply teacher referral.
• The number of students requiring services has not
diminished--the WAY the services are provided has
changed.
• Universal screening and progress monitoring practices
ensure that students do not slip through the cracks
• In most cases, the percent of students receiving LD
services has diminished.
What Have We Learned
From Other States?
• Changes in assessment and intervention practices
can occur--generally it takes a number of years
to effect the change completely.
• Teacher and parent satisfaction is greater with
the PSM/RtI model (Illinois Flexible Service
Delivery Model)
• Student performance is enhanced under the
PSM/RtI model
• Student/parent rights do not change under this
model
Status of Reauthorization
• Title: “Individuals with Disabilities
Education Improvement Act”
• Passed House in 2003, Senate in
2004
• Signed by President Bush in
December.
• IN EFFECT July 1, 2005
• Regulations in Fall
Individuals with Disabilities
Education Improvement Act
• (B) Additional authority._In determining whether a
child has a specific learning disability, a local
educational agency may use a process that
determines if the child responds to scientific,
research-based intervention.
• Process refers to “Problem Solving Process”
• Responds refers to “Response to Intervention”
(5) SPECIAL RULE FOR ELIBIGILITY DETERMINATIONIn making a determination of eligibility under paragraph (4)(A),
a child shall not be determined to be a child with a disability if
the determinant factor for such determination is—
(A) lack of appropriate instruction in reading, including in the
essential components of reading instruction (as defined
in
section 1208(3) of the ESEA of 1965);
(B) lack of instruction in math; or
(C) limited English proficiency.
Proposed Regs
• For a child suspected of having a specific learning disability,
• the group must consider, as part of the evaluation described in
• §§300.304 through 300.306, data that demonstrates that-•
•
•
•
•
(1) Prior to, or as a part of the referral process, the child was
provided appropriate high-quality, research-based instruction in
regular education settings, consistent with section 1111(b)(8)(D) and
(E) of the ESEA, including that the instruction was delivered by
qualified personnel; and
• (2) Data-based documentation of repeated assessments of achievement
• at reasonable intervals, reflecting formal assessment of student
• progress during instruction, was provided to the child's parents.
Proposed Regs
•
•
•
•
•
(c) If the child has not made adequate progress after an appropriate
period of time, during which the conditions in paragraphs (b)(1) and
(2) of this section have been implemented, a referral for an
evaluation to determine if the child needs special education and
related services must be made.
But…
• We KNOW what to do!
• We CAN make a difference!
• The RESEARCH gives us the technical
knowledge and tools to teach each
child to read!
Response to Intervention:
Core Principles
• Use all available resources to teach all
students
• Use scientific, research-based interventions
• Monitor classroom performance
• Conduct universal screening/benchmarking
• Use multi-tier model of service delivery
• Make data based decisions using a problem
solving/standard protocol approach
• Monitor progress frequently
• Implementation fidelity
System-wide Commitment
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
Leadership
Diagnostics
Monitoring
Five Essential
Components
Intensive Intervention
Strategic Instruction
Core & Content
Use all available resources to
teach all students
• RTI practices are built on the belief that all
students can learn and everyone supports
all students.
• RTI focuses on student intervention need
and not “What is wrong with the student?”
• Systems Change: Integrated approach
• No one building/district will look the same
Implications
• Poor/lack of instruction must be ruled out
• Curricular access blocked by any of the following
must be addressed
– Attendance
– Health
– Mobility
• Sufficient exposure to and focus on the
curriculum must occur
• Frequent, repeated assessment must be
conducted
Use all available resources to
teach all students, cont.
•
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•
Basic Education
LAP-Title
Reading First (NCLB, 2001)
School Improvement Plan
Student Learning Plans
Special Education (IDEA 2004)
Other resources available to the building
or district
Use scientific, researchbased interventions
• Curriculum and instruction approaches must have
a high probability of success for the majority of
students
• Offer as soon as it is clear the student is lagging
behind
• Increase intensity of instruction and practice
• Opportunity for explicit and systematic
instruction/practice and cumulative review
• Provide skillful instruction with good error
correction, immediate feedback
• Guided by and in response to progress
monitoring data
• Must provide a supportive atmosphere for
learning
Monitor classroom
performance
• General education teacher play a
vital role in designing and delivering
high quality instruction
• General education teachers also
monitor student progress through
CBMs
• Student performance in relationship
to state standards (GLEs)
Universal Screening
• School staff conduct universal screening in
all academic areas and behavior to all
students three times/year to identify
students at risk
• Benchmarks document whether a child is
on track compared to peer group and/or
state standards
• The student’s data at benchmark testing
periods can be utilized to validate the
effectiveness of intervention. Is the gap
closing?
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Response to Intervention:
How Well Are We Doing?
• A systematic and data-based method for
determining the degree to which a student has
responded to intervention.
• Determined solely through analyzing data
• Services should intensify for a student as the
student response to intervention is below
expectations.
• When the intensity of services exceed
significantly those available through general
education, then a student should be considered
for special education funding.
Response to Intervention:
How Well Are We Doing?
• What do we do when a student has
been “placed” in special education
but the student’s rate of progress
has not changed significantly?
• This has significant implications for
special education re-evaluations
under the RtI model.
RtI:
The Conceptual Model
• Integrate with Core Instructional Programs and Activities
in the District
– Reading First, Early Intervention, Positive Behavior
Support
• 3 Tiered Model of Service Delivery and Decision-Making
– “Universal”--What all students get
– “Supplemental”--additional focus and intensity
– “Intensive”--modifying instructional strategies
• Problem-Solving
– Can occur at any level
– Increases in intensity across levels
Features of a Multi-Tiered
Model
• Each tier represents increasingly intense
level of services associated with increasing
levels of learner needs
• All students, including those with
disabilities are found in Tiers I, II, and III
• The nature of the academic or behavioral
intervention changes at each tier,
becoming more rigorous as the student
moves through the tiers
• Students move up and down the tiers
depending on need
Three Tiered Model of School
Supports
Behavioral Systems
Academic Systems
Tier 3: Intensive, Individual
Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
Tier 2: Targeted Group
Interventions
Some students (at-risk)
High efficiency
Rapid response
Tier 1: Universal
Interventions
All students
Preventive,
proactive
1-5%
Tier 3: Intensive, Individual
Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
5-10%
5-10%
Tier 2: Targeted Group
Interventions
Some students (at-risk)
High efficiency
Rapid response
Students
80-90%
80-90%
Tier 1: Universal
Interventions
All settings, all
students
Preventive,
proactive
Three-Tier Model of School Supports
5% of your students
should be here
15% of your students
should be here
80% of your students
should be here
Use multi-tier model of
service delivery: Tier I
• Tier I: ALL Students
– All students receive high quality scientific
research based instruction in the core
curriculum in all areas
– Core curriculum provides the foundation for
instruction upon which all strategic and
intensive interventions are formulated
– Serves 80-90% of the student body
– Some Tier 1 interventions may be applied to at
risk students followed by progress monitoring
Use multi-tier model of
service delivery: Tier II
• Tier II: Some Students
– Strategic interventions supplements
instruction to students who are not achieving
standards through the core curriculum alone
– Consists of 5-10% of the student body
– Occurs in small groups of 3-6 students
– Short-term in duration [9-12 week blocks]
– Recommended 3-4 sessions per week at 30-60
minutes per session
– Students progress is monitored more
frequently at Tier II, usually every 2 weeks
Use multi-tier model of service
delivery: Tier II, cont.
• Tier II: Some Students
– Students may receive more than one
block of Tier II interventions if
progressing but who have not yet
reached the goal
– Students who reach goal would be
reintegrated into Tier I
– Students who do not progress in Tier II
may require more intensive
interventions
Use multi-tier model of
service delivery: Tier III
• Tier III: Few Students
– Intensive interventions are designed to
accelerate a student’s rate of learning by
increasing the frequency and duration of
individualized interventions based on targeted
assessment data.
– Students at Tier III are those performing
significantly below standards and have not
adequately responded to Tier I or Tier II
interventions
– Consists of less than 5% of student body
– Occurs in groups of no more than 3 ideally
– May occur longer than 9-12 weeks
– Students progress is monitored on at least a
weekly basis
Use multi-tier model of service
delivery: Tier III, cont.
• Tier III: Few Students
–
–
–
–
Consists of less than 5% of student body
Occurs in groups of no more than 3 ideally
May occur longer than 9-12 weeks
Student progress is monitored on at least a
weekly basis
– Students who are successful at Tier III
reintegrate to Tier I with Tier II support
– If not successful at Tier III, consider referral
for special education and/or other long-term
planning [504 plan, additional Tier III cycle]
Intensive (Tier III)
Reading Intervention
• Specifically designed reading
instruction that extends beyond
the time allocated for Tier I and
Tier II
• High school students may
require “double dosing” in a two
period block, using a researchvalidated specially designed
program to accelerate their
learning to read
Data-Based Decision Making
• The purpose of using data based decision
making is to find the best instructional
approach for a student with an academic
or behavioral problem
• Decisions are made by teams consisting of
professionals knowledgeable about the
student, and the parent
• Decisions are made through the problem
solving process or standard protocol
Designing Instruction to Meet Student Needs
Standardized
Assessments
Benchmarking
or Screening
Instructional
Problem Solving
Requires taking multiple
sources of evidence and
selecting appropriate
instructional interventions
based on identified
student needs
Performance or
Criterion
Assessments
Progress
Monitoring
A Problem Solving Process
Define the Problem
Clearly identify the deficit area
Evaluate the Plan
Compare progress to the
aimline. Did it work?
Implement the Plan
Carry out the intervention
as planned
Analyze the Cause
Develop a hypothesis: Why is
the problem happening?
Develop a Plan
Decide on the
intervention, timeframe,
frequency and
intervention provider
Domains of Influence
I.nstruction
How we teach
C.urriculum
What is being taught
E.nvironment
Context where learning
is to occur
L.earner
Characteristics that directly
relate to the area of concern
R.I.O.T.
Review
Interview
• Work Samples
• Cumulative Folders
• Health Records
•
•
•
•
Observe
Test
• Student-teacher
• Student-peer
•
•
•
•
Teachers
Parents
Student
Significant Others
Curriculum based
Norm referenced
Criterion referenced
Rating Scales
Evaluation Planning
Relevant
KNOWN
Instruction
(R.I.O.T.)
Curriculum
(R.I.O.T.)
Environment
(R.I.O.T.)
Learner
(R.I.O.T.)
Relevant
UNKNOWN
Standard Treatment Protocol
• Process where student decisions are made
using an established response to regular
occurring circumstances [e.g., Read Well]
• Implementation involves a trial of fixed
duration [e.g., 9-12 weeks]
• Emerging research is showing success
implementing this approach at Tier I and
Tier II in the area of reading
“Universal Interventions”
• Core instructional programs
– Reading curriculum
– Student progression requirements
• Core behavioral programs
– School-based discipline policies
• Core home/community programs
– Attendance program
– Wellness curricula
“Supplemental Interventions”
• Increased time and focus in
academic instruction
• Classroom-based behavioral
interventions
• Building-based interventions for
issues such as attendance, grief
management
• Activate existing peer support
programs, mediation
“Intensive Interventions”
• Specialized academic interventions
– Intensive acceleration classrooms
– 180+ minutes of instruction
• Social skills training, anger control
training, parent education groups
• Behavior intervention plans
• Alternative education programs
Example of Tier Level Interventions
Reading
Time
Curricular
Focus
Curricular
Breadth
Frequency of
Progress
Monitoring
Tier I
Tier 2
Tier 3
90
120
180
5 areas
Less than 5
2 or less
Core
+
Supplemental
Core
+
Supplemental
+
Intensive
Monthly
or
greater
Weekly
Core
Yearly or
greater
What is Necessary for RtI to Work for
Students and Districts?
• Early intervention Use DRA, EduTest,
Aimsweb and similar assessments for this
purpose
• Access to and Use of Data Student data is
the most accurate means of referring
students for assistance and making
judgments about intervention
effectiveness
• Accurate Tier 1 Decisions Special
education cannot “cure” large-scale
pedagogical problems one student at a
time
What is Necessary for RtI to Work for
Students and Districts?
• Evidence-Based and Available Tier 2
Interventions Good example is K-5
Academic Support Plan
• Identifying SUCCESSFUL Tier 3
interventions PRIOR to making an
eligibility determination
• Staff Professional Development
• Technology Support for Data Management
and Access to Evidence-Based Tier 2 and
3 Interventions
Progress Monitoring
• Documents student growth over time to
determine whether the student is
progressing as expected in tiers
• CBMs are primarily used as a method for
progress monitoring because they are brief,
easy to administer and score, and are good
predictors of student ability
• Progress monitoring data provide a picture
of the student’s performance and rate of
growth to inform instructional and
curricular changes so that every student
reaches proficiency on targeted skills
Lack of Responsiveness to
Interventions
• Defined as rate of improvement, or
progress slope that is not sufficient for the
student to become proficient with state
standards without more interventions
• Decisions to advance students from one tier
to another is based upon analysis of the
progress monitoring data to determine if
the student is responsive [e.g. 4-6 data
points below the aimline after interventions
have been altered may show a student is
non-responsive]
“Silver Bullets”?
• All interventions require a commitment of
time, resources, professional
development, and systemic support
• None of the programs listed will be
effective without an enthusiastic, welltrained teacher able to deliver them with
expertise
• All programs will require a ‘shift’ in the
system to accommodate student needs
Targeted Assessment
– Targeted assessment means shifting to
evaluations that are designed around
the specific “targeted” concerns of the
student.
– In other words, we select assessments
that measure the area of concern
rather than administering an
assessment and then trying to
determine what it means.
– Usually conducted when student enters
Tier III, but may be conducted earlier
Fidelity
• Fidelity refers to the degree to which RTI
components are implemented as
designed, intended, and planned.
• Fidelity is achieved through sufficient time
allocation, adequate intervention intensity,
qualified and trained staff, and sufficient
materials and resources.
• Fidelity is vital in universal screening,
instructional delivery and progress
monitoring.
Intervention Plan
• Documents analysis of student data
and outlines interventions and
evaluation of progress
• Also documents implementation of
interventions with fidelity
RTI and Child Find
• Anyone, including parents and
teachers, can make a referral at any
time in a RTI system.
• A student cannot be required to go
all the way through Tier III before
being evaluated if evidence exists to
suspect a disability.
When should a student be
suspected of having a disability
due to a lack of responsiveness?
• Students who are performing
significantly less than their peers and
have been provided two or more Tier
III interventions that did not
significantly decrease the gap in
achievement should be suspected as
having SLD and evaluated absent
other evidence.
Parent Involvement in RTI
• In a RTI system parents must be provided
progress monitoring data. 34 CFR Sec.
300.309(b)(2).
• Parents must also be informed of:
– State policies regarding the amount and
nature of student performance data that
is collected and the general education
services that are provided;
– The strategies for increasing the
student’s rate of learning; and
– Their right to request an evaluation.
34 CFR Sec. 300.311(a)(7).
Is consent required before
conducting screenings or CBMs?
• Teachers or specialists do not need
to obtain consent to evaluate when
administering universal screening,
CBMs, or targeted assessments to
a student in order to determine
appropriate instructional strategies
for curriculum implementation.
20 USC Sec. 1414(a)(1)(E).
Using RTI data to identify
SLD
• District procedures set out criteria for
using RTI data to establish SLD.
• District criteria must incorporate new
federal regulations on SLD.
34 CFR Sections 300.309 through 300.311
Adopt an established approach for
using RTI data to identify SLD
• Districts are strongly encouraged to
use established approaches for using
RTI data to identify SLD.
• Criteria determines if a student is not
making sufficient progress to meet
age or State-approved grade-level
standards in one or more of the SLD
areas. 34 CFR Sec. 300.309(a)(2)(i).
Special Education Eligibility
• To be eligible for special education, the evaluation
group for students with SLD must find an adverse
educational impact and the need for specially
designed instruction (SDI).
• The evaluation report for eligible students should
include recommendations about the SDI and any
related services, program modifications,
accommodations and other supports the student
needs with enough specificity to develop an IEP.
• In a RTI system, the SDI provided should
supplement the scientific-based interventions and
high quality instruction the student was already
receiving in general education.
Same players; new roles I
• The New Psychologist Role
–
–
–
–
–
Data Manager
Data Analyzer
Data Synthesizer
Detective Extraordinaire
Progress Monitoring?
• The New Sped Teacher Role
– Data Provider
• Targeted Assessment
• Progress Monitoring
• Intervention opportunities
Same players; new roles II
• The New Parent Role
– Data Provider
– Interventionist
– Progress Monitoring
• The New General Ed.Teacher Role
– Tier 1 & Tier 2 interventions
– Progress Monitoring
– Data provider for Learning Env.
– Be ready for intervention
Same players; new roles III
• The New Principal Role
– As goes the principal’s attitude, so goes the
team
– Providing for the assessment of intervention
fidelity
• The New Attitude
– We are not looking at the child as broken
– Focus is on “Why isn’t the general education
curriculum working for this child?”
Six critical components to
Implementing an RTI Model
• The first critical component is the development
and initiation of universal screening administered
to ALL students three times per year. Purpose?
• Identify the problem areas in measurable terms.
Assessment results should be objective and
specific, rather than anecdotal or opinion based.
• Establish baseline data. Using CBM allows you to
identify the performance of each student on a
specific skill measure. Comparing the individual
student to the universal screening data allows
you to identify the needs of the student.
Six Components cont.
• Develop and write an accountability plan once
you have identified the measurable problem and
the team has identified the intervention to be
used. The plan MUST address a description of the
specific intervention, the duration, schedule, and
setting of the implementation of the intervention,
and who is responsible. The accountability plan
also must address the measurable outcomes, the
rubric for intervention adjustment, and the
description of the skill measurement and data
keeping responsibilities. Schedule for PM is
required.
Six Components, cont.
• It is critical that a schedule for and a design of a
PM system be established and maintained
throughout the system. Develop the PM system
prior to the intervention. This must be done on
regular intervals.
• Once you have implemented the five critical
components above, you are now ready to
implement the comparison of your baseline date
to your results.
Four Top Intervention Team
Responsibilities
• Define the Problem—Determine IF a problem
exists—Form a hypothesis based on the definition
of the problem—Determine why the problem
occurs
• Develop a plan—Specificity—Clearly defined goals
• Implement the plan—Who—What—Where—When
• Evaluate—on-going assessment of data is needed
to determine effectiveness of the plan—Review
goals and objectives; plot student data; Answer
the following questions:
Questions to Evaluate
• Did the team identify all of the
objectives and assign meaningful
goals?
• Did the student meet/exceed the
goals and objectives?
• Was the student successful?
Five Stages of the
Intervention Team Process
• Stage I: Request for Assistance
• Stage II: Consultation
• Stage III: Problem Identification and
Analysis
• Stage IV: Develop and Implement
the Intervention
• Stage V: Evaluate the Intervention
A Model for Implementation
• Screening (Responsibility: general education with
support)
• Modification of general education program,
minimum of 6-8 documented weeks
(Responsibility: general education)
• Monitoring responsiveness to general education
(Responsibility: general education with support)
• Referral to school support team, diagnostic
intervention minimum 9 weeks (Responsibility:
general education with support)
Model, cont.
• Monitoring response to diagnostic treatment
(Responsibility: general education with support)
• More intensive diagnostic intervention, minimum
9-12 weeks
• Monitoring response to diagnostic treatment
(Responsibility: general education with support)
• (Step 1 for special education consideration
of disability)
Do We REALLY Want To Do This?
• It Depends
• If we are interested in as many
students AS POSSIBLE achieving
benchmarks AND AYP--it’s the best
thing we have
• If we are looking to solve
pedagogical management problems
for diverse populations, then
probably not.
How Long Will It Take to Implement
this Effectively?
•
•
•
•
•
1-3 years
Take it one step (e.g., skill) at a time.
Start with young students (Kindergarten)
Consider Tier 1 issues
Create Tier 2 options with existing staff
and resources
• Develop a 3 year plan for staff
• Ease their job with social support and
technology
• Use networks-avoid “reinventing” the
wheel.
Implications for Team Members
• Identification of “evidence-based”
interventions for high rate student
concerns
• Identification of Tier 1 interventions
• Identification of Tier 2 interventions
• Identification of Tier 3 interventions
• Methods to assess “response to
intervention”
• We must relate student outcomes to
service delivery