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Response to Intervention (RtI) & The IST Process. Whittney Smith Adelphi University. NYS Structure & Components. Tiers (# of levels) Research based core instructional program (e.g. reading, math and writing) Universal screening and progress monitoring tools
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Response to Intervention (RtI)&The IST Process Whittney Smith Adelphi University
NYS Structure & Components • Tiers (# of levels) • Research based core instructional program (e.g. reading, math and writing) • Universal screening and progress monitoring tools • Decision-making process (problem solving vs. standard protocol) • If using a problem solving approach --- composition of the IST • Professional Development • Procedures to ensure fidelity of implementation • Parent involvement and notification procedures http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm
Criteria and Decision Rules for Determining Levels of Intervention • Cut points to determine individuals at risk based on Universal Screening • Criteria for judging whether a student is progressing adequately in response to instruction • Criteria and decision rules for movement of students between levels • Criteria for determining when an intervention is no longer needed http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm
Types of Intervention • Criteria for determining duration and frequency of interventions designed to supplement tier I or core instruction • Criteria for determining the type of intervention including: focus of instruction, size of instructional group, appropriate instructional setting, and appropriately trained staff • Progress monitoring procedures and tools http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm
Three Tier Model Explicit, intensive instruction specifically designed to meet individual needs Supplemental Instruction in addition to the standard classroom instruction Quality Classroom Instruction based on NYS Curriculum and Standards RtI can also be used to address the social / emotional needs of our children (e.g. BIP; Group Counseling; Individual Counseling)
Focus on a student struggling in reading… “I need help!”: The Role of the IST (problem solving team) • Address the needs of the student • First look at the data (including influencing factors) • Determine specific deficit area(s) • Develop options and decide on specific research based intervention • Set goals for progress and Increase self-awareness of the students (age appropriately) • Create a cycle of follow-up meetings • Monitor progress (student and team)
Members of an IST Core Team : • IST Chairperson(s) • Guidance Counselor or Social Worker • Speech Therapist • School Psychologist Dynamic (those that vary) Members: • Parent • Student (when appropriate) • Classroom Teacher / Special Education / Reading • Reading / Math Curriculum Associates • Nurse (when appropriate) • Administration (when appropriate)
READING MAZE Reading CBM MATH MCOMP MCAP Benchmarking and Progress Monitoring Tier II
Pyramid of Interventions Tier 3 - Intensive Small group (4-6 students) AIS classes Progress Monitoring every 2-3 weeks Regression /no progress, revise (repeat if not successful) --- consider referral to CSE Progress Continue with program IST Process Tier 2 - Strategic Small Group (10-12 students) AIS Classes Benchmarking three times / year Three data checks IST Process Three data checks, regression/no progress IST Process Tier 1 - Universal Quality classroom instruction using research-based strategies with targeted students On Target Student Teacher analyzes data and keeps student in Tier 1. At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2.
