Response to Instruction/Interventions

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Response to Instruction/Interventions

• ESEA
• NCLB
• IDEIA

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Shifts in the LAWS

• ESEA/NCLB
• School improvement
• Greater accountability
• Adequate yearly progress
• IDEIA 2004
• Effective instruction with HQ teachers
• Progress monitoring
• Early intervening services

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3-Tier Academic/Behavior RtI
TIER 1 Universal Interventions 80-90 of students
TIER 2 Strategic Interventions 10-15
TIER 3 Intensive 1-5
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Tier 1 UNIVERSAL INSTRUCTION

• Curriculum Scientifically research-based core
  academic curriculum implemented with fidelity
  CONSISTENCY
• Instruction Differentiated instruction (teaching
  flexibly and matching instruction to student need
  to maximize the potential of all students) SUCH
  AS 90-MIN READING BLOCK, grouping students by
  levels instead of grade
• Assessment
• Benchmark/Universal screening (AIMSWEB)
• Formative assessment ACFA to make sure students
  are mastering standards/skills and to inform
  instruction

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Tier 2 STRATEGIC INSTRUCTION

• Curriculum Core curriculum supplemental
  instruction on targeted skills
• Instruction Small group (3-4 students) with
  re-teaching core skills using supplemental
  materials for an additional 15-20 min./3x week
• Assessment
• Benchmark/universal screening
• Formative assessment (Alaska Comprehensive
  Formative Assessments ACFA)to assure students are
  mastering standards/skills and to inform
  instruction
• Program monitoring (Aimsweb) to determine whether
  students are responding adequately to targeted
  instruction (monthly)

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Tier 3 INTENSIVE INSTRUCTION

• Curriculum Core instructional programs or
  replacement core program targeted supplemental
  interventions
• Instruction Problem-solving team develops a plan
  to guide data-based instructional interventions
  Face-to-face instruction with highly qualified
  teachers. Increased opportunities for oral
  respond systematic and direct instruction
  explicit and immediate corrective feedback
• Assessment
• Benchmark/Universal screening (AIMSWEB)
• Formative Assessment (ACFA)to make sure students
  are mastering standards/skills and to inform
  instruction
• Progress monitoring more frequently (weekly) to
  determine whether students are responding
  adequately to intensified instruction
• Individualized diagnostic assessment to determine
  the problem and inform instruction/intervention
  (KeyMath,WJRMT, TOWL)

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ACADEMIC
BEHAVIOR

Tier 1 Universal
80-90
Tier 2 Strategic
10-15
Tier 3 Intensive
1-5
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Tier 1 Universal

• Curriculum School-wide expectations
• Responsible Thinking Program
• Instruction/intervention Teach process to
  students and maintain throughout school
  activities
• Assessment
• Fidelity of implementation measures
• Systematically collect, analyze and review
  incident data
• IdentifyFrequent flyer list
• Tease out incident trends by the setting, time
  of day,etc.

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Maslows Hierarchy of NEEDS
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Tier 2 Strategic

• Curriculum
• Explicit lessons for frequent flyers PRIM
• Positive Behavioral Interventions stressing
  success over failure
• Instruction/intervention
• Small group social skills lessons (lunch bunch,
  mentors, family component)
• Check-in/check-out program with an adult in the
  school building, quality time
• Improved classroom structure (e.g. cueing,
  individually designed signals)
• Linking school to family support
• Self-management systems, daily logs/grades where
  behavior is the focus
• Assessment
• CONFIRM physical condition of student vision,
  hearing, hunger, sleep
• Continue to evaluate the fidelity of universal
  supports
• Daily observation, looking for successes
• Analyze behavior incident data to identify
  further need, when, where, why
• Progress monitoring with AIMWEB to inform
  instructional changes for students receiving
  strategic behavioral interventions

http//www.sesa.org
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Ful- fillment
Self-esteem, Self-respect
BELONGING, LOVE
SAFETY, PROTECTION
HUNGER, SLEEP
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Tier 3 Intensive

• Assessment
• Gather information, Conduct student/teacher/parent
  surveys
• Conduct a functional behavior assessment (FBA)
• Determine need for referral to treatment
  professionals BBAHC Mental Health counselors
• Curriculum Develop an individualized Behavior
  Intervention Plan (BIP) that defines the function
  of the problem behavior avoidance, control.
• Instruction/interventions
• Implement BIP with CONSISTENCY
• Help student define vocabulary to express
  him/herself
• Debrief episodes of misconduct How are you
  feeling? What caused you to feel this way? What
  would help you right now? What do we need to make
  this situation work?
• Assessment Monitor progress through objective
  measure such as AIMSWEB
• Revisit and revise BIP as necessary.

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Stages of RtI
RtI process Stage 1 Stage 2 Stage 3 Stage 4
Getting Started Train staff in Universal interventions data collecting (AIMSWEB) Conduct Universal screening Collect, organize, analyze data Focus on students in need of interventions
Tier 1 Weekly Collaboration Staff meetings Develop school-wide intervention Strategies Benchmark testing 3x/year, quarterly Review revise intervention strategies
Referral Preparation Complete health information Gather testing observation data for student Parent interview Student interview
Tier 2 SIT meeting to analyze student data targeting areas of need Develop intervention plan for additional time in small groups Bi-monthly progress monitoring Review revise plan routinely, as agreed upon
Tier 3 SIT reviews diagnostic assessments Increase time for intervention 11-3 Progress monitoring weekly Review and Revise, as agreed upon
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State of RtI at SWRSD
ACADEMIC
BEHAVIOR

Reading Open Court
RTP
Tier 1 Universal
Tier 2 Strategic
Coordinate
Tier 3 Intensive