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Response to Intervention (RTI): Targeting Student Needs for Progress Monitoring

This article discusses the RTI process, which includes universal screening, identifying at-risk students, implementing interventions and strategies, and monitoring progress to ensure student needs are being met. It emphasizes the importance of integrating RTI into overall school improvement plans and not pigeon-holing it as a special education process. The article provides specific steps for each tier of the RTI process and highlights the role of progress monitoring in determining the effectiveness of interventions.

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Response to Intervention (RTI): Targeting Student Needs for Progress Monitoring

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  1. Target specific student needs • Research-Based Interventions • Progress Monitoring • Adjust strategies and programs based on student progress • How well a student responds to a targeted intervention! RTI is…

  2. Vision of RTI RTI will be most successful in raising student achievement and lowering behavior problems when it is incorporated into a plan of overall school improvement. RTI should NOT be pigeon-holed as a “special education” process.

  3. The Process of RTI UNIVERSAL SCREENING of GENERAL POPULATION Students “At-Risk” for Not Graduating Identified Student Needs Met in General Classroom Student Identified as “At Risk” Continue Best Practices, Scaffolding, Differentiation & Progress Monitoring (Benchmarks, Tests, daily work, etc.) Regular Classroom Intervention Strategies: Double Dipping, Extended Time, Review/Acceleration in small groups, etc. Interventions/Strategies: As needed in the classroom Progress Monitoring: Every 2-3 Weeks Tier 1 Process Not Progressing? (See RTI Team)

  4. Tier 2 Process • If teachers want to refer a student to Tier 2 you give them a packet of the following: • Teacher RTI checklist (make sure they have checked off all of those things) • Tier 2 Entry Form- RTI Form D • RTI Data Sheet- RTI Form DD • RTI Speech and Language Assessment- RTI Form D-1 • When teachers return the packet to you, look over all the data, grades, strategies tried, etc. and decide whether the student needs to be served in RTI. • If so, notify the teacher and parent and set up a meeting with the parent to discuss the student’s strengths and weaknesses and the RTI process.

  5. Student Needs Met in General Classroom SPECIFIC NEEDS BASED PROGRESS MONITORING “At Risk” Students’ Need Areas Targeted Further Groups of 3-5 Students (homogeneous by need area/skill) Intervention Programs: (specific, research-based programs addressing identified need areas/skills) Ex. LEXIA, Fundations, Language for Learning, Number Worlds, Touch Math, Moby Max, Khan Academy, etc… Interventions: 2-3 times weekly for 25-30 minutes Progress Monitoring: Every 1-2 Weeks RDG, Monthly Math Student Identified as “At Risk” Tier 2 Process Not Progressing? (See RTI Team)

  6. If a student is not progressing toward the goals while being served under the Tier 2 process, and you and the teacher believe they may need more intensive interventions, you may need to move them to Tier 3. • To move a student to Tier 3, give the teacher a Tier 3 entry packet that includes: • RTI Forms- J1, J2, and J3 • Have the nurse complete a vision/hearing screening • If In-school academic/achievement screening is needed, send home a parent consent for screening BEFORE you test the student. RTI Form I • Complete the KBIT or DAB 4 on the student if necessary Tier 3 Process

  7. Student Needs Met in General Classroom INTENSIVE NEEDS BASED PROGRESS MONITORING Intensive Programs Addressing “At Risk” Students’ Need Areas Groups of 1-3 Students (homogeneous by need area/skill) Intervention Programs: (specific, research-based programs addressing identified need areas/skills) Ex. Sonday Reading, DI Math & Reading…See Tier 3 intervention menu Interventions: 4-5 times per week for 25- 30 minutes Progress Monitoring: Once a Week RDG, Monthly Math Student Identified as “At Risk” Tier 3 Process Not Progressing? (See RTI Team) SPECIAL EDUCATION/GIFTED TESTING Specialized Programs Addressing “At Risk” Students’Need Areas

  8. If a student is still not making progress toward their goals or toward the grade level requirements, and teachers and RTI Coordinator think there may be a deeper issue, then a meeting with the school psychologist and the parents must be held to discuss whether there is sufficient data to refer the student to SpEd. • Before this meeting, complete the pre-referral checklist—RTI Form HHH • If the school psychologist believes there is enough evidence to refer the student, a SpEd referral packet will be given and must be filled out appropriately. Tier 4 Process

  9. 5% SPECIAL EDUCATION/GIFTED TESTING TIER 4 Specialized Programs Addressing “At Risk” Students’Need Areas INTENSIVE NEEDS BASED PROGRESS MONITORING TIER 3 Intensive Programs Addressing “At Risk” Students’ Need Areas 15% SPECIFIC NEEDS BASED PROGRESS MONITORING TIER 2 “At Risk” Students’ Need Areas Targeted Further Response to Intervention 80% UNIVERSAL SCREENING of GENERAL POPULATION TIER 1 Students “At-Risk” for Not Graduating Identified

  10. Universal Screening (all students) • Measurable definition of problem area • Baseline data prior to an intervention • Establishment of a WRITTEN plan detailing accountability (documentation) • PROGRESS MONITORING • Comparison of pre-intervention data to post- intervention data Six Critical Components of an RTI Model

  11. Questions/Comments • Thank You! Meets/Exceeds! RTI Process

  12. Meet Theodore Third Grader • Teddy moved to Heronville Elementary School at the beginning of this year. • His file included report cards from two different schools with low grades in Reading and ELA, but he has no SST or SpEd paperwork. “Teddy”

  13. TIER IDifferentiation in the Classroom

  14. Problems Teddy’s teacher has identified at the end of the first month of school: • Not Reading Fluently • Does Not Know Basic Sight Words • Phonics Skills Low • Not Comprehending Grade Level Text • Documented Proof • BLT – 30 points (should be somewhere around 70-80 for avg. student) • STAR Reading – Independent Reading Grade Level 1.8 • Work Samples (compared w/ avg. student) Tier I

  15. What does Teddy’s teacher do now? • Interventions (on his instructional level) • small group instruction • recommendation for EIP • peer tutoring • picture walks • tape him reading orally • interest inventory to find motivating reading materials • differentiated Activities/Assignments in Class Tier I

  16. Teddy’s Update: • At the end of the second month (even with more individual interventions) Teddy is still struggling and falling further behind as his classmates master the new material. • His BLT has improved by only seven points, and his STAR Reading score remains the same. His work is showing a growing gap between his knowledge/skills and those of the average 3rd grader. • Teddy’s teacher wants to recommend him to the RTI committee (administrators, academic coach, counselor, and the child’s teacher or teachers) as a candidate for Tier II interventions. Tier I

  17. What does the teacher do next? *RTI Committee Recommendation Tier I

  18. STEP #1 Teacher completes RTI Entry Packet on the student and turns in to RTI Coordinator for evaluation of material readiness Question we will ask: Do you have sufficient evidence and data to support your recommendation of this child to RTI? – If no, wait to meet. If yes, see next step. Tier I

  19. STEP #2 • RTI Coordinator puts the student’s name on the agenda for the next scheduled RTI meeting with Teddy’s parents. • Teacher is informed of the date of this meeting and must attend with student data. Tier I

  20. STEP #3 • Meeting is held and enough data is given to place student into the RTI Tier 2 for more individualized interventions. • If data had been deemed insufficient, suggestions for further interventions in Tier I would have been made to the teacher by the RTI team before the meeting with the parents. Tier I

  21. What does Teddy do now? Pull-Out 2-3 times per week for 25-30 minutes with 3-5 students on same level (taught by paraproor teacher/supplemental teacher) • Lexia • Moby Max • Study Island • Modified Reader • Continued Progress Monitoring bi-weekly for Rdg or Monthly for Math Tier 2

  22. Teddy’s Update: • At the end of the fourth month, Teddy’s progress monitoring data points have improved slightly, but he is still not gaining enough to be on target with his grade level. Tier 2

  23. What does the RTI Team do now? *RTI Committee Recommendation Tier 2

  24. STEP #1 • Teachers (both homeroom and pull-out) meet with RTI Coordinator for further intervention recommendations in Tier 2(different program or more time with same program if enough improvement has been made). Progress Monitoring data points and current grades should be discussed. Question we will ask: Do we need a different program or more time with the same program (if enough improvement has been made)? Tier 2

  25. STEP # 2 • RTI coordinator recommends trying LEXIA Core 5 for the next six weeks and then reevaluating Teddy’s progress using RTI data sheets. • Teddy does not respond to LEXIA and his progress monitoring data points have no real improvement. RTI Coordinator puts the student’s name on the agenda for the next scheduled RTI meeting with parents. Teacher is informed of the date of this meeting and must attend with student data. Tier 2

  26. STEP #3 • Meeting is held and enough data is given to place the student into the RTI Tier 3for even more individualized interventions. Teacher fills out the Tier 3 Entry packet. • Note: the specialized teacher’s schedule must be considered. • If data had been deemed insufficient, suggestions for further interventions in Tier 2would have been made to the teachers by the RTI team before the meeting with parents. Tier 2

  27. Teddy’s TIER 3 (30 minute segments 4-5 times each week with 1-3 students at same ability level using specific programs and frequent assessments – pull-out with specialized teacher)

  28. Step #1 • Meeting is held and data is reviewed to determine if sufficient progress has been made. If no – student should either be recommended for Tier IV or different intervention programs should be considered. Question we will ask: Do we need a different program or more time with the same program (if enough improvement has been made)? Tier 3

  29. Wonderful, Teddy! What now? *RTI Committee Recommendation Tier 3

  30. Options: • Teddy stays in Tier 3 for the rest of the year if his Tier 3 specialized teacher deems it necessary, or… • Teddy’s teachers reevaluate Teddy’s data in 6-8 weeks and find that he is making enough progress to drop to Tier 2, using the same program for 2-3 30 minute segments each week. (Note: Teddy could eventually move out of RTI, back to Tier I.) Tier 3

  31. What if a student doesn’t do well in Tier 3 even with specialized interventions? • If a student continues to fall significantly below grade level, he/she would be recommended for Tier 4, Special Education consideration. However, RTI is not a pathway to SpEd. It is a program of interventions. Tier 3: WHAT IF...

  32. Bender, W., & Shores, C. (2007). Response to Intervention: A Practical Guide for Every Teacher. California: Corwin Press • McCook, J. (2007). Implementing a Response to Intervention Model • Wesley Educational Services (2007). Meeting the RTI Challenge References

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