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Response to Intervention


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									Multi-Tiered Intervention

   Supporting ALL Children
MTI Workshop Content Goals…
Experience tiered intervention from a
 learner’s perspective

Become familiar with the tiered
 intervention model for instruction

Understand your important role as a
 Volunteer Cadre member on the CC
 Intervention Team

MTI Workshop Language Goals…
Talk about the emotions of a struggling

Discuss the tiered intervention model
 for instruction

Reflect on and discuss your important
 role as a Volunteer Cadre member on
 the CC Intervention Team

         Discussion: Read the quote below:
   “The quality of a school as a
    learning community can be
   measured by how effectively
     it addresses the needs of
        struggling students.”
                                    --Wright (2005)

Do you agree or disagree with this statement?
Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.
What is it Like to Struggle?
   Think of something you are looking forward
    to in your life and write about it for 1 minute

    Write about something you are not looking
    forward to. Do not use any words than
    contain the letter, “n.”

   With you less dominant hand, write about
    something you are not looking forward to. Do
    not use any words than contain the letter,
What is it Like to Struggle?
   Think of something you are looking forward
    to in your life and write about it for 1 minute
    ◦ Tier 1 – No intervention, except enrichment

    Write about something you are not looking
    forward to. Do not use any words than
    contain the letter, “n.”
    ◦ Tier 2 – Needs targeted intervention: Vocabulary

   With you less dominant hand, write about
    something you are not looking forward to. Do
    not use any words than contain the letter,“n.”
    ◦ Tier 3 - Multiples skills impacted
System Prior to Change

                                  Special Education

    General Education
                        Sea of Ineligibility
 Changing Special Education:
1990s...Bridging the Gap
                          Special Education


    General Education
Tiered Intervention
   Multi-Tiered Intervention is part of the
    “Response to Intervention” initiative
   RtI is a philosophy of curriculum, instruction,
    and student data management.
   It is a comprehensive early detection and
    prevention strategy that identifies struggling
    students and assists them before they fall
   RtI/MTI systems combine universal screening
    and high quality instruction for all students
    with tiered interventions
   RtI /MTI is a data-based system

    IES Practice Guide for Assisting Students Struggling with Reading: An RtI and Multi-Tiered Intervention in
    the Primary Grades. (Feb 2009)
The Core Principles
of a Multi-Tiered Framework
                              Use a problem-solving
   Insure ALL students        method to make
    are part of one            decisions based on a
    educational system         continuum of student
   Use scientific,            needs
    research-based            Use data to guide
    instruction                instructional decisions
   Use instructionally       Professional
    relevant assessments       development and
   Leadership is vital        follow-up modeling and
                               coaching ensure
                               effective instruction at
                               all levels of instruction
Data-Based Decision-Making
 What is it?
  It is a process of collecting, analyzing,
  and summarizing information to answer a
  question and to guide development,
  implementation, and evaluation of an
 Why is it important?
  Data-based decision making is continuous
  and regular, and most importantly linked
  to educational/socially important
Data-Based Resources
   http://www.k12.wa.us/RTI/CorePrinciples/
    DataBased.aspx (OSPI)

   RTI Data Collection Forms

   Forum Guide to Building a Culture of
    Quality Data (PDF)

   Forum Curriculum for Improving
    Education Data (PDF)
Tiered Interventions
Levels of intervention are referred to as “tiers.”
  Typically thought of as having 3 tiers:

                 Tier 3 – Students that don’t progress
                  with tier 2 interventions after a
                  reasonable amount of time (ideally 5%
                  of students)

                 Tier 2 – Students demonstrating
                  problems on screening measures;
                  slow progress (ideally 15% of students)

                 Tier 1 – Core curriculum, general
                  classroom instruction (ideally 85% of
RTI: School-Wide Three-Tier
Framework       (Kovaleski, 2003; Vaughn, 2003)

                      Tier III
Tier I      Tier II
                                            Programming for
‘School-Wide     Responders’ to
                 Tier I Are                 Students Who Fail
Screening &                                 to Respond to Tier
                 Identified &
Group            Given                      II Interventions’
Intervention’    ‘Individually              (e.g., Special
                 Tailored’                  Education)
                 (e.g., peer

How Can a School Restructure to Support MTI?
The school can organize its intervention efforts into 3
levels, or Tiers, that represent a continuum of
increasing intensity of support. (Kovaleski, 2003;
Vaughn, 2003). Tier I is the lowest level of intervention
and Tier III is the most intensive intervention level.
                 Universal intervention: Available to all students
Tier I           Example: Additional classroom literacy instruction

                 Individualized Intervention: Students who need additional
Tier II          support than peers are given individual intervention plans.
                 Example: Supplemental peer tutoring in reading to increase
                 reading fluency

Tier III
                 Intensive Intervention: Students whose intervention needs
                 are greater than general education can meet may be referred
                 for more intensive services.
                 Example: Special Education 15
Identify Instructional Changes

“Interventions begin in the general
  classroom. Modifications include changing
  the intervention frequency, intensity, and
  duration until the student achieves

"Interventions Always Involve Instruction."

   ~Deloite, Howell, and Patton, Understanding Response to
 Intervention: A Practical Guide to Systemic Implementation
How To Do It??
   1.) Screen all students for potential
    reading problems at beginning and in
    middle of year. Universal screening

   2.) Provide time for differentiated
    instruction for all students (all tiers)
    based on assessment of current reading
    instruction level, while teaching core
    curriculum with fidelity, rigor, and
    capacity to all students
How To Do It??
              We’re working towards…
   3.) Provide intensive, systematic
    instruction on foundational reading skills in
    small groups to students who score below the
    benchmark on universal screening
      (groups meet 3+ times a week, 20+ mins)
   4.) Monitor progress of tier 2 students 2-4
    times per month. Use data to make
   5.) Provide intensive instruction on a
    daily basis for students in tier 3
Implementing MTI: Next Steps
1.   Adopt evidence-based intervention
     strategies. Academic interventions
     will have a higher chance of
     success if they are based on sound
     empirical research
        KSD “Pathways” Document:
         Tier 2 – Math Navigator
         Tier 3 – Connecting Math Concepts

    Implementing MTI: Next Steps
2. Determine the likely reason(s) for the
    student’s depressed academic performance:
     There can be several possible underlying reasons why
     a student is doing poorly in an academic area. It is
     crucial to determine the reason(s) for poor
     performance in order to select an appropriate
    Skill Deficit: The student lacks the necessary skills to
     perform the academic task
    „Fragile‟ Skills: The student possesses the necessary
     skills but is not yet fluent and automatic in those skills
    Performance (Motivation) Deficit: The student has
     the necessary skills but lacks the motivation to
     complete the academic task
Implementing MTI: Next Steps
3.   Develop building-level intervention
     programs to address common
     academic concerns.
     When faced with large numbers of students
     with shared academic concerns and limited
     staff (e.g., number sense), schools can
     create a building-level intervention
     program and staffing to meet this need.
     For example, older children could tutor
     younger students by using simple,
     research-based techniques to boost their
     tutees’ reading fluency (Wright & Cleary,

Implementing MTI: Next Steps
4.   Establish a building intervention team.
     Made up of teachers and support staff, the
     intervention team can help referring
     teachers design feasible strategies for
     struggling students
     Intervention teams also foster a sense of
     collegiality and mutual support among
     educators, promote the use of evidence-
     based interventions, and assist busy
     teachers in carrying out intervention plans

Carriage Crest Intervention Team
   Principal – Mrs. Wick
   Academic Intervention Support Teacher –
    Mrs. Fish
   ELL Teacher – Mrs. Cunningham
   Counselor – Mr. Leiber
   Psychologist: Mrs. Richards
   IP Teacher – Mrs. Johnson
   3rd Gr. Teacher – Mrs. Keen
   4th Gr. Teacher – Mrs. Vandermeulen
   6th Gr. Teacher – Mrs. Oliver
   Para-Educator – Mrs. Fenton
   Volunteer Cadre Members – YOU!
Implementing MTI: Next Steps
5.   Align Current Intervention &
     Assessment Efforts With 3-Tier Model.

     CC already has intervention & assessment
     initiatives in place. We have mapped out
     those initiatives, standardizing their content,
     and tying them to our SIP and the
     appropriate level of the 3-tier intervention
     framework. This can help us to better
     coordinate intervention programming while
     avoiding duplication of services.

   Blending general
    education, special
    education, and ELL staff

   Fidelity of
    implementation of
    Instructional programs

   Selection of programs
    (Tier II and Tier III )

   Limited planning time
    available for
    instructional problem
    solving groups to meet
Next Steps
   Continue to conduct universal screenings
    ◦ Fluency screening (wcpm) isn’t going anywhere!
      The body of research in this area continues to grow.
   Identify tier 1, 2, and 3 students in each
    class and grade level and their specific areas
    of need
   Ensure that all students in each class receive
    Core instruction with fidelity, rigor, & capacity
   Intensify instruction and curriculum for tier 2
    and 3 kids on targeted skills
Next Steps for the Volunteer Cadre
   Use your prior knowledge related to small
    group instruction
   Build relationships, norms, and capacity
    with the students
   Use math games and Math Expressions
    “Differentiation Cards”
   Support students in the classroom
   Support all tiers: Intensive, Strategic,
    Benchmark, and Advanced
   Monitor and record progress
“Children are the only future
the human race has, teach them

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