Transcript Document

Intervention Mapping
A collaborative project between the Florida Department of Education and the University of South Florida
FloridaRtI.usf.edu
What is RtI?
RTI is the practice of (1) providing high quality
instruction/intervention matched to student needs
and, (2) using level of performance and learning
rate over a time to (3) make important
educational decisions to guide instruction.
National Association of State Directors of Special Education, 2005
Core Principles of RtI
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Frequent data collection on student performance
Early identification of students at risk
Early intervention (K-3)
Multi-tiered model of service delivery
Research-based, scientifically validated
instruction/interventions
Ongoing progress monitoring - interventions
evaluated and modified
Data-based decision making - all decisions made
with data
Traditional
vs.
Response to Intervention
Intervention
J
L
Intervention
Traditional-
Intervention
J
L
Monitor
Progress
Intervention
Response to Intervention-
J
L
J
L
Consider ESE
Monitor
Progress
Intervention
J
Regular
Education
Consider ESE
If
necessary
Beliefs:
A Shift in Thinking
The central question is not:
“What about the students is causing the
performance discrepancy?”
but
“What about the interaction of the
curriculum, instruction, learners and
learning environment should be altered
so that the students will learn?”
This shift alters everything else
Ken Howell
Beliefs:
We Need A New Logic
• Begin with the idea that the purpose of the
system is student achievement
• Acknowledge that student needs exist on a
continuum rather than in typological
groupings
• Organize resources to make educational
resources available in direct proportion to
student need
David Tilly 2004
Three Tiered Model of School Supports:
Example of an Infrastructure Resource Inventory
Academic Systems
Behavioral Systems
Tier III: Comprehensive and
Intensive Interventions
Tier III: Intensive Interventions
( Few Students)
Students who need Individual Intervention
Students who need Individualized
Interventions
( Few Students)
Tier II: Strategic Interventions
Tier II: Targeted Group Interventions
(Some Students)
(Some Students)
Students who need more support
in addition to the core curriculum
Students who need more support in
addition to school-wide positive
behavior program
Tier I: Core Curriculum
All students
Tier I: Universal Interventions
All students; all settings
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Implications for Activities
at Various Tiers
More
Instructional Time
Less
Measurement Frequency
Applicable evidencebased interventions
Measurement Precision
Group Size
Measurement Focus
Depth of Problem Analysis
Less
More
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The Big “BIG” Ideas
1. Decide what is important for students to know (academically
& behaviorally)
2. Teach what is important for students to know (high quality
instruction - academic and behavioral)
3. Keep track of how students are doing (CBMs and tracking
system)
4. Make changes according to the results (hierarchy of
interventions - give kids what they need)
Dave Tilly
Tiers of Service Delivery
1. Problem Identification- What’s the problem?
Tier I
Tier II
Tier III
4. Response to
Intervention-
2. Problem
AnalysisWhy is it occurring?
Is it working?
3. Intervention Design/ImplementationWhat are we going to do about it?
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How Does it Fit Together?
Standard Treatment Protocol
Step 2
Step 1
Addl.
Diagnostic
Assessment
All Students at
a grade level
Individual
Diagnostic
Intensive
Supplemental
Behavior
Academics
ODRs
Monthly
Bx
Screening
BenchMark
Assessment
Step 3
Instruction
Results
Monitoring
Individualized
Intensive
1-5%
5-10%
Standard
Protocol
Small
Group
Differentiated
By Skill
weekly
2 times/month
Core
Annual
Testing
Step 4
80-90%
None
Continue
With
Core
Instruction
Grades
Classroom
Assessments
Yearly Assessments
Needs Assessment
• Review screening data
• Review referral history
• Review any other district
student performance data
H
Needs Assessment
• Aggregated teacher referrals indicate areas of
professional development needs to strengthen the impact
of Tier I core programs
• Codifying and aggregating referrals for the past two years
will predict referrals in the future, by rate and type-implications for Tiers II and III
• Aggregating data on current interventions by the
following will inform Tier II, standard protocol needs:
 Type of intervention
 Average time/day of implementation
 Staff currently implementing
Three Tiered Model of School Supports:
Example of an Infrastructure Resource Inventory
Behavioral Systems
Academic Systems
Tier 3: Comprehensive and Intensive
Interventions
Individual Students or Small Group (2-3)
Reading: Scholastic Program, Reading,Mastery,
ALL, Soar to Success, Leap Track, Fundations
Tier 2: Strategic Interventions
Students not responding to core curriculum
Reading: Soar to Success, Leap Frog, CRISS
strategies, CCC Lab Math: Extended Day
Writing: Small Group, CRISS strategies, and “Just
Write Narrative” by K. Robinson
Tier 1: Core Curriculum
All students
Reading: Houghton Mifflin
Math: Harcourt
Writing: Six Traits Of Writing
Learning Focus Strategies
1-5%
5-10%
80-90%
Students
Tier 3: Intensive Interventions
Individual Counseling
FBA/BIP
Teach, Reinforce, and Prevent (TRP)
Assessment-based
Intense, durable procedures
Tier 2: Targeted Group Interventions
Some students (at-risk)
Small Group Counseling
Parent Training (Behavior & Academic)
Bullying Prevention Program
FBA/BIP Classroom Management
Techniques, Professional Development
Small Group Parent Training ,Data
Tier 1: Universal Interventions
All settings, all students
Committee, Preventive, proactive strategies
School Wide Rules/ Expectations Positive
Reinforcement System (Tickets & 200 Club)
School Wide Consequence System School Wide
Social Skills Program, Data (Discipline, Surveys,
etc.) Professional Development (behavior)
Classroom Management Techniques,Parent
Training
Adapted from Deb Simmons & Edward Kame'enui
Adapted from Deb Simmons & Edward Kame'enui
Summary
Student performance data must drive a
comprehensive school intervention plan
Standard protocols must be chosen
based upon evidence of effectiveness &
matched to student need
Tiers of intervention must be integrated
Questions
Problem Solving &
Response to Intervention