RTI Readiness Conference:Intensive Levels of Assistance

Kira Florence

Jonathan Potter

University of Oregon

Intensive Levels of Assistance

Identification Which students are we talking about?

Providing Support How can we provide intensive support for these

students? Assessing intensive students’ response to

intervention How do we determine adequate response to our

intensive support?

Keys to Providing Intensive Assistance

Actions Determine what level of support is necessary for

student success Provide necessary level of support

Decisions Was the problem remediated?

Identification

Question: Which students are we talking about? Answer: It depends on your system and resources Operational definitions – Dependant upon what’s

been done prior with these students Examples

Students who fail to progress after two (2) small group interventions

Students performing in the lowest 5% Students who have not made sufficient progress in at least

2 interventions for at least 6 weeks (Fuchs & Fuchs, 1997)

Identification

Universal/Core80%

Intermediate/Targeted15%

Individualized/Intensive5%

In the Real World…

Planning Support Individual Problem Solving Data-driven intervention

Present Level of Performance Strengths, Weaknesses

Previous Instruction/Intervention Alterable Variables Chart Previous Progress Monitoring Data

Goal When has the problem been remediated?

Alternative Explanations Absences, Hearing, Vision

Planning Support: Gathering Information

Records Review Interviews Observations Testing Standards

Examples Tigard Tualatin Individual Problem-Solving Worksheet

Individual Problem Solving Worksheet

Planning Support:Action Plan

Intervention Details Assessment Plan Decision Rules Next Meeting Scheduled

Example Oregon Reading First CSI Summary Map

Materials

People Time

•http://oregonreadingfirst.uoregon.edu/downloads/blank_CSI_Summary.pdf

Alterable Variables Chart

http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Opportunities to Learn

Allocated Time vs. Academic Engaged Time Instructional Delivery

Pacing of Instruction, Increased Opportunities to Respond

Frequency of Intervention Daily Double-Dosing

How can we maximize engagement?

Alterable Variables Chart

http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Program Efficacy

Evidenced-Based Practices Oregon Reading First Curriculum Review http://oregonreadingfirst.uoregon.edu/curriculum_review.php

Targets Relevant Skills Level of Explicit Instruction

Does the program have evidence of effectiveness for students with similar

skill deficits?

Alterable Variables Chart

http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Program Implementation

Treatment Fidelity Professional Development/Staff Support

Is the program implemented as intended?

Alterable Variables Chart

http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Grouping for Instruction

Group Size Existing Groups—Think Creatively!!! Efficient Use of Resources

Which type of group best meets the student’s needs?

Alterable Variables Chart

http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Coordination of Instruction

More frequent meeting to review progress and modify as needed

Involvement of “specialists”

Is everybody on the same page?

Do we have the necessary expertise?

Providing Support

Focus on what we can change NOT ALWAYS CURRICULUM

Determine what works for EACH child

Assessing Response to Intervention Important Questions

1. What is adequate response to intensive intervention?

2. When should I consider SPED and think about developing an IEP?

What is adequate response to intensive intervention?

Examine the data1. Identify where a child is currently performing

CBM, DIBELS, etc.

2. Set a goal Observable and measurable Examples:

Achieving end of year benchmark Ex. DIBELS end of 1st grade ORF benchmark – 40 wpm

Meet a local normative standard Improve to 40th percentile, based on district norms

General norms for student growth (see table)

What is adequate response to intensive intervention?

Grade Realistic Goals Ambitious Goals

1 2words per week

3words per week

2 1.5words per week

2.0words per week

3 1.0words per week

1.5words per week

4 .85words per week

1.1words per week

5 .5words per week

.8words per week

6 .3words per week

.65words per week

Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)

(Present level of performance) + (# of weeks X wpm per week improvement) = final goal

What is adequate response to intensive intervention?

Example using norms for student growth

(PLOP) + (# of weeks x words per week improvement) = final goal

Billy is a 2nd grader currently reading 20 wpm in the Fall.

(20 wpm) + (30 weeks x 2 wpm per week improvement) = 80 wpm

What is adequate response to intensive intervention?

3. Determine at what rate students need to learn to meet the goal (aimline)

4. Frequently monitor progress towards that goal 1-2 times a week

Determine whether they are on track to meet their goal, or whether a change in instruction should be made to help them meet their goal.

Utilize decision rules Consecutive data points below aimline (depends on

frequency of monitoring) Ex. 3 point decision rule

Trendline analysis of data points Compare slope of student data with slope of progress aimline

Assessing Response to Intervention3 point decision rule

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

M archScores

AprilScores

MayScores

JuneScores

60

50

Ora

l R

ead

ing

Flu

ency

Aimline

Student Identified as Needing Intensive Support

Modify intervention

Modify intervention

Determine resources needed to sustain progress (Gen Ed, SPED, Title, EA assistance, etc.)

Individualized intervention initiated

When should I consider SPED and developing an IEP? Student is not making adequate progress

OR Resources needed to sustain progress only available in SPED

Developing decision rules for SPED referral Considerations:

Number of individualized evidence-based interventions (ex., after 2 intensive interventions were tried)

Time in individualized evidence-based interventions (ex., after at least 3 weeks in an intensive intervention)

Remember: Interventions must be implemented with fidelity Where can necessary resources be provided (Gen Ed, SPED, title, EA

assistance, etc)

Big Ideas – Intensive Levels of Support

RTI is a system – one level of support depends on prior levels of support

Determine level and type of support needed for success of each student

Focus on alterable instructional variables Data, Data, Data!