FloridaRtI.usf.edu

A collaborative project between the Florida Department of Education and the University of South Florida

Intervention Mapping

What is RtI?

RTI is the practice of (1) providing high quality instruction/intervention matched to student needs and, (2) using level of performance and learning rate over a time to (3) make important educational decisions to guide instruction.

National Association of State Directors of Special Education, 2005

Core Principles of RtI

• Frequent data collection on student performance• Early identification of students at risk• Early intervention (K-3)• Multi-tiered model of service delivery• Research-based, scientifically validated

instruction/interventions • Ongoing progress monitoring - interventions

evaluated and modified• Data-based decision making - all decisions made

with data

Traditionalvs.

Response to Intervention

Intervention

Intervention

Consider ESETraditional-

Intervention

Intervention

Response to Intervention-

InterventionConsider ESE

Ifnecessary

RegularEducation

MonitorProgress

MonitorProgress

Beliefs:A Shift in Thinking

The central question is not: “What about the students is causing the

performance discrepancy?” but

“What about the interaction of the curriculum, instruction, learners and

learning environment should be altered so that the students will learn?”

This shift alters everything else Ken Howell

Beliefs:We Need A New Logic

• Begin with the idea that the purpose of the system is student achievement

• Acknowledge that student needs exist on a continuum rather than in typological groupings

• Organize resources to make educational resources available in direct proportion to student need

David Tilly 2004

Academic Systems Behavioral Systems

Tier III: Intensive Interventions( Few Students)Students who need Individual Intervention

Tier II: Strategic Interventions(Some Students)Students who need more support in addition to the core curriculum

Tier II: Targeted Group Interventions(Some Students)Students who need more support in addition to school-wide positive behavior program

Tier I: Core CurriculumAll students

Tier I: Universal InterventionsAll students; all settings

Three Tiered Model of School Supports:Example of an Infrastructure Resource Inventory

Tier III: Comprehensive and Intensive Interventions( Few Students)Students who need Individualized Interventions

7

Implications for Activitiesat Various Tiers

More

More

Less

Less

Measurement Frequency

Measurement Precision

Depth of Problem Analysis

Instructional Time

Measurement Focus

Applicable evidence-based interventions

Group Size

8

The Big “BIG” Ideas

1.1. Decide what is importantDecide what is important for students to know (academically & behaviorally)

2.2. Teach what is importantTeach what is important for students to know (high quality instruction - academic and behavioral)

3.3. Keep trackKeep track of how students are doing (CBMs and tracking system)

4.4. Make changesMake changes according to the results (hierarchy of interventions - give kids what they need)

Dave Tilly

Tiers of Service Delivery1. Problem Identification- What’s the problem?

2. Problem Analysis-Why is it occurring?

3. Intervention Design/Implementation-

What are we going to do about it?

4. Response to Intervention- Is it working?

Tier I

Tier II

Tier III

10

How Does it Fit Together?Standard Treatment Protocol

Addl.Diagnostic

AssessmentInstruction Results

Monitoring

IndividualDiagnostic

IndividualizedIntensive

weekly

All Students at a grade level

ODRsMonthly

Bx Screening

Bench-Mark

AssessmentAnnualTesting

Behavior Academics

None ContinueWithCore

Instruction

GradesClassroom

AssessmentsYearly Assessments

StandardProtocol

SmallGroupDifferen-tiatedBy Skill

2 times/month

Step 1 Step 2 Step 3 Step 4

Supplemental

1-5%

5-10%

80-90%

Core

Intensive

Needs Assessment

• Review screening data

• Review referral history

• Review any other district student performance data

H

Needs Assessment

• Aggregated teacher referrals indicate areas of professional development needs to strengthen the impact of Tier I core programs

• Codifying and aggregating referrals for the past two years will predict referrals in the future, by rate and type--implications for Tiers II and III

• Aggregating data on current interventions by the following will inform Tier II, standard protocol needs:

Type of intervention

Average time/day of implementation

Staff currently implementing

Academic Systems Behavioral Systems

Tier 3: Comprehensive and Intensive InterventionsIndividual Students or Small Group (2-3)Reading: Scholastic Program, Reading,Mastery, ALL, Soar to Success, Leap Track, Fundations 1-5%

Tier 3: Intensive InterventionsIndividual CounselingFBA/BIPTeach, Reinforce, and Prevent (TRP)Assessment-basedIntense, durable procedures

Tier 2: Strategic InterventionsStudents not responding to core curriculumReading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended DayWriting: Small Group, CRISS strategies, and “Just Write Narrative” by K. Robinson

5-10%

Tier 2: Targeted Group InterventionsSome students (at-risk)Small Group CounselingParent Training (Behavior & Academic)Bullying Prevention ProgramFBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training ,Data

Tier 1: Core CurriculumAll studentsReading: Houghton MifflinMath: HarcourtWriting: Six Traits Of WritingLearning Focus Strategies

80-90%Tier 1: Universal InterventionsAll settings, all studentsCommittee, Preventive, proactive strategiesSchool Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior)Classroom Management Techniques,Parent Training

Three Tiered Model of School Supports:Example of an Infrastructure Resource Inventory

Students

Adapted from Deb Simmons & Edward Kame'enui

Adapted from Deb Simmons & Edward Kame'enui

SummaryStudent performance data must drive a

comprehensive school intervention plan

Standard protocols must be chosen based upon evidence of effectiveness & matched to student need

Tiers of intervention must be integrated

Questions

Problem Solving &

Response to Intervention