Overview of Pennsylvania’s 3-Tier RtI Model

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Overview of Overview of Pennsylvania’s Pennsylvania’s 3-Tier RtI Model3-Tier RtI Model

Questions? Contact

Cristine Wagner-Deitch

clw@bviu.org

What Is Response to What Is Response to Intervention?Intervention?

A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.

An alternative to the discrepancy model for the identification of students with learning disabilities.

Key Characteristics of Key Characteristics of RtIRtI

Universal Screening of academics and behavior

Multiple tiers of increasingly intense interventions

Differentiated curriculum-tiered intervention strategy

Use of scientifically research-based interventions

Continuous monitoring of student performance

Benchmark/Outcome assessment

Past and Current Practices to RtIPast and Current Practices to RtIWhere we have been … Where we are going…Where we have been … Where we are going…

Referral for At Risk StudentsResources Gained

1990-2007 Response to

Intervention for ALL students

Request for assistance by teacher or parent Identification of need by universal screening for all students

Student specific team School, grade, group and, student specific flexible and fluid teams

IST (support) teacher coordinates process Coordination required for each team and between teams across the school

Standards-based core curriculum presumed Requires research-based core curriculum for reading and math

Implemented customized effective instruction for students at-risk

Requires effective instructional practices for all students

Student specific targeted ‘strategies’ School, grade, group and student specific interventions for all students

Targeted instructional ‘strategies’ (with available research-based interventions)

Scientific research-based interventions and standard protocol interventions

Implications for whole group instruction Systematic changes in whole group instruction – differentiated instruction

Behavior problems addressed through “Valentine” model and “Initial Line of Inquiry”

Behavior problems addressed through positive behavior supports

Progress monitoring for students at-risk Progress monitoring for all students at varying intensity

Pre-referral system-led to evaluation if needed Data from process can be used as part of primary SLD diagnostic criteria

Parent awareness Extensive parent involvement & reinforcement between home and school

Elementary student assistance program (ESAP) embedded in IST functions

Schools decide on relationship of three-tier process and ESAP

Teams use problem-solving format Teams use problem-solving format with scientific base and consistent data

• Academic Standards

• PSSA/PASA

• Access to General Education Curriculum

• Curriculum Aligned with Academic Standards

• Scientific Research Base

• State-wide Emphasis on Data-Informed Decision-Making

• PVAAS

• State-wide Dibels Training & Support for All Students

• State-wide Positive Behavior Support Training

• State-wide Progress Monitoring Training

• Tutoring & Extended Learning Opportunities

• Assessment Anchors

• Focus on All Students-All Subgroups

• School Improvement Model

• Inclusive Practices

• Academic Standards

• PSSA/PASA

• Access to General Education Curriculum

• Curriculum Aligned with Academic Standards

• Scientific Research Base

• State-wide Emphasis on Data-Informed Decision-Making

• PVAAS

• State-wide Dibels Training & Support for All Students

• State-wide Positive Behavior Support Training

• State-wide Progress Monitoring Training

• Tutoring & Extended Learning Opportunities

• Assessment Anchors

• Focus on All Students-All Subgroups

• School Improvement Model

• Inclusive Practices

Beaver County’sBeaver County’sThree-tiered ModelThree-tiered ModelAn Integrated Approach (General, Remedial and Special Education)

Based upon a functional perspectiveFocused on academic/behavioral growth of all studentsStudent needs exist on a continuumResources organized and provided in direct proportion to student need

ImplementationScientifically research-based practicesProblem Solving Model

A “Best Practice” approachConsiders all system variables (child, teacher, environment)

Results in objective and measurable interventions (evidence-based… “n of 1”)

Beaver County’sBeaver County’sThree-tiered ModelThree-tiered Model

Tier IUniversal School-Wide Supports

Tier IISelected and Targeted Interventions

Tier IIIIntensive Interventions

Tier 1: Tier 1: Benchmark/SchoolwideBenchmark/Schoolwide

Definition:Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence

Benchmark also describes those school-wide interventions that are available to all students

Effective instruction

Clear expectations

Effective student support

Periodic benchmark assessments

Universal prevention

Tier 1 FunctionsTier 1 Functions

Universal Screening

Data Analysis teaming

School-wide Behavior Supports

Whole Group Teaching

Tier 1: Benchmark/SchoolwideTier 1: Benchmark/Schoolwide

High quality instructional and behavioral supports are provided for all students in general education

School personnel conduct universal screening of literacy skills, academics, and behavior

Teachers implement a variety of scientifically research-based teaching strategies and approaches

Students receive differentiated instruction based on data from ongoing assessments

Adapted from: Kovaleski (2005). Special Education Decision Making [ppt.]

Universal Prevention, Screening, Monitoring

Tier I:Tier I:Effective Teaching Effective Teaching PrinciplesPrinciples

Engaged Time

High Success Rates

Opportunity to Learn Content

Direct and Supervised Teaching

Scaffolded Instruction

Critical forms of knowledge

Organizing, storing and retrieving knowledge

Strategic Instruction

Explicit Instruction

Tier 1:Tier 1:Benchmark/School-wideBenchmark/School-wide

Examples: Strategic/Interventions

Core Instructional Program Available to all students in general education curriculum

Differentiated instruction within the core curriculum

School-wide Effective Behavior Supports (SWEBS)

Tier 1: Benchmark/School-Tier 1: Benchmark/School-WideWideCore Reading ProgramsCore Reading Programs1. Rigby Literacy (Harcourt Rigby Education, 2000)2. Trophies (Harcourt School Publishers, 2003)3. The Nation’s Choice (Houghton Mifflin, 2003)4. Macmillan/McGraw-Hill Reading 20035. Open Court (SRA/McGraw-Hill, 2002)6. Reading Mastery Plus (SRA/McGraw-Hill, 2002)7. Scott Foresman Reading, 20048. Success for All 1998-20039. Wright Group Literacy 2002

Reviewed by: Oregon Reading First, Comprehensive: Addressed all 5 areas and included at least grades K-3.

Tier 1: Benchmarks/School-Tier 1: Benchmarks/School-widewide

Florida Center for Reading Research: www.fcrr.org

Oregon Reading First Center: http://reading.uoregon.edu

Texas Center for Reading and Language Arts: www.texasreading.org

Results of Tier 1Results of Tier 1

Continue effective practices for responders

Non-responders begin tier 2 interventions

Tier 2: Strategic/TargetedTier 2: Strategic/Targeted

DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students not making expected progress in the general education curriculum and/or have mild to moderate difficulties demonstrating social competence. These students are at risk for academic failure.

Tier 2: Strategic Tier 2: Strategic InterventionsInterventions

Use of standard protocol interventions

Scientifically research-based interventionsAcademically – reading & math

Behavior

Core instruction with supplemental materials

Differentiated instruction in general ed.

Specialists assist with strategic instruction in regular classroom

A Standard Protocol A Standard Protocol Intervention…Intervention…

Is scientifically researched-based.

Has a high probability of producing change for large numbers of students.

Is designed to used in a standard manner across students.

Is usually delivered in small groups.

Is often scripted or very structured.

Can be orchestrated by a problem-solving team.

Tier 2: Strategic Tier 2: Strategic Interventions (cont.)Interventions (cont.)

Increased opportunity to learn

Increased instructional time

Increased assessmentData collection and analysis once per month

Data-based decision-making

Tier 2: Tier 2: Strategic/Supplemental Strategic/Supplemental Reading ProgramsReading Programs1. Early (soar to) Success (Houghton Mifflin)

2. Read Well (Sopris West)

3. Reading Mastery (SRA)

4. Early Reading Intervention (Scott Foresman)

5. Great Leaps (Diamuid, Inc)

6. REWARDS (Sopris West)

7. Ladders to Literacy (Brookes) Read Naturally

8. Peer Assisted Learning Strategies (PALS)

Results of Tier 2 Results of Tier 2 InterventionsInterventions

Cycle responders back to tier 1

Identify non-responders for tier 3

Special Education

General Education

Sea of Ineligibility

Without Response to Intervention

RtI – Bridging the GAP

Special Education

General Education

Interventions

Intensity of Problem

RtI - Bridging the GapCore + IntensiveCore + Intensive

CoreCore

Monthly-WeeklyMonthly-Weekly

Intensity of Problem

Core + SupplementalCore + Supplemental

3x/year 3x/year

WeeklyWeekly

Tier 3: Intensive Tier 3: Intensive InterventionsInterventions

DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence.

Tier 3: Intensive Tier 3: Intensive InterventionsInterventions

Use of Standard Protocols

Supplemental Instructional Materials

Small Intensive Groups

Can be outside the general ed. classroom

Tutoring by remedial educators

10-20 week interventions

Tier 3: Instructional Tier 3: Instructional StrategiesStrategies

Increased direct instruction timeMore time on taskMore immediate and corrective feedbackMore opportunity to respondFunctional Behavior Analysis (FBA) or Behavior Intervention Plan (BIP)Frequent Progress Monitoring (once per week)Core Curriculum and Intensive Interventions

Tier 3: INTENSIVE Tier 3: INTENSIVE Reading ProgramsReading Programs

Corrective Reading (SRA)Language (Sopris West)Wilson Reading System – Reading MasteryEarobics (phonics/Phonemic awareness; Cognitive ConceptsGreat Leaps/ Read Naturally (Fluency)REWARDS (Fluency, Comprehension and Vocab in Plus ProgramSoar to Success (Comprehension)

Results of Tier 3 Results of Tier 3 InterventionsInterventions

Cycle responders back to tier 2

Refer non-responders for evaluation for eligibility for special education

Alignment of RtI Model &Alignment of RtI Model &Framework for ImplementationFramework for Implementation

Tier 1 Tier 1 Benchmark and School Wide

Interventions for Students on Target and All Students

Tier 2Tier 2Strategic & Targeted

Interventions forStudents at Risk

Tier 3Tier 3Intensive

Interventions

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General OutcomesGeneral Outcomes

Increased Expectations for ALL StudentsShared ownership of ALL studentsFocus on instructionFocus on the matching of instructional approach/method to student needReduced special education referralsReduced disciplinary referrals

Overview of Pennsylvania’s 3-Tier RtI Model

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