Understanding Response to Intervention

(RtI) :

What it Is& How it Worksin Midway ISD

Our Focus Today

– Introduce RTI Concepts– Share Midway ISD’s general education

procedures for helping struggling learners– Progress Monitoring

* The examples in this power point target academic concerns, and a similar set of

procedures are in place for behavior interventions and speech issues.

Do You Have A Student That You Are Concerned About?

Here’s Johnny!

Current Grade Placement=

5th Current

Reading Level= 3rd

Johnny is Struggling…

• Can Johnny’s problem be within-– Learning Disability

OR

• Can Johnny’s problem be with instruction-– The instruction was not delivered in a way that

he understood – Changing schools created learning gaps

The “Catch 22” of SPED

• Students are historically 2 years behind “ability” to be eligible

• No services until criteria are met• TWO years is TOO far behind!

Catching up can take a lifetime!

Enter… RtI

With RTI we immediately ask…

• How did Johnny get behind?

• Did this happen gradually?

What can be done for him?How can we help him improve?

How Does RtI Help You Know if Johnny’s Learning Problem is

Instruction or Disability?• You monitor progress of ALL students

– All subgroups should be responding

• A few students will not respond– No curriculum works for every student

• Come in with Tier 2 for those in need

• Logic of RTI: If Tier 1 is working for most, if Tier 2 is effective for most of the rest, then…

Those who do not respond may have a “problem” that is not due to instruction.

Midway’s 4 Tier Model

Designed by the Midway ISD RtI Committee, made up of Counselors, Instructional Specialists, Principals, OCIS

• Instruction at 4 levels of intensity• Students get the level they need• Intensity of services increase as student is

nonresponsive to intervention

RTI Model

 

 

Degree of Unresponsiveness to InterventionLOW HIGH

HIGH

Inte

nsi

ty o

f T

reat

men

t

Level I

Universal Interventions

Level II

Selected Interventions

Level III

Intensive Interventions

Level IV

Special Education ARD Determination

Tier 1: Universal Interventions

The teacher will:• Collect data (Universal screening, TAKS, TPRI,

classroom progress, etc.) • Implement interventions and begin progress monitoring

for at least 2 weeks• Meet with grade level/department team for initial

intervention discussion• Implement interventions and collect data for 4-6 weeks• Contact the parent(s) to share concerns and

interventions

If Johnny Doesn’t Improve…

• The teacher will meet with the Intervention Team to determine further interventions at Tier 1 or Tier 2

• The Intervention Team is made up of:– Teacher– Instructional Specialist– Other members may include the principal and/or

counselor

Tier 2: Selected Interventions

The teacher will:• Implement interventions and collect bi-monthly data for

4-6 weeks• Tier 1 & Tier 2 teachers will meet to discuss student data

and share lesson plans every 2 weeks• Reconvene the Intervention Team to analyze progress

and decide where student should be placed: Tier 1, 2,

or 3

Interventions at Tier 2

• Supplemental Instruction – Good solid instruction– Covers all the bases– Essential components of Reading / Math

• Progress Monitoring is continued• Progress evaluated frequently• Response to instruction assessed

If Johnny Still Doesn’t Improve…

• The teacher will meet with the Student Assistance Team (SAT) to determine Johnny’s placement and needed interventions in Tiers 2 or 3

• The Student Assistance Team is made up of:– Teacher– Instructional Specialist– Counselor– Administrator– Other educators as needed– Parent participation is invited and encouraged

Tier 3: Intensive Interventions

The Interventionists will:• Implement interventions and collect weekly data for 4-6

weeks• Reconvene SAT to analyze progress and decide where

student should be placed: Tier 1, 2, 3 or 4

Tier 4: Special Education

The Interventionists will:• Refer Johnny for SPED

To Summarize

• Selecting interventions– Problem solving

• Brainstorming, generating solutions, reaching consensus

– Standard Procedure• WHO does WHAT WHEN

JOHNNY… the Old Way

• Wait to fail• Test him using

– Block design– Woodcock him

• Compare to National Norms• Place in Special Services

JOHNNY… the RtI Way

• Screen early, help early

• Compare to local norms

• Intervene• Use intervention

response to determine child needs