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Overview of Overview of Pennsylvania’s Pennsylvania’s 3-Tier RtI Model 3-Tier RtI Model Questions? Contact Cristine Wagner-Deitch [email protected]
Overview of Overview of Pennsylvania’s Pennsylvania’s 3-Tier RtI Model3-Tier RtI Model
Questions? Contact
Cristine Wagner-Deitch
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
Am
ount
of
Res
ourc
es N
eede
d to
Sol
ve P
robl
em
RtI - Bridging the GapCore + IntensiveCore + Intensive
CoreCore
Monthly-WeeklyMonthly-Weekly
Intensity of Problem
Am
ount
of
Res
ourc
es N
eede
d to
Sol
ve P
robl
em
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
Pre
para
tion
an
d T
rain
ing
Pre
para
tion
an
d T
rain
ing
Dete
rmin
atio
n o
f Elig
ibility
D
ete
rmin
atio
n o
f Elig
ibility
Ad
min
istra
tive S
up
ports
Ad
min
istra
tive S
up
ports
Pare
nta
l Involv
em
en
t P
are
nta
l Involv
em
en
t
Un
ivers
al S
cre
en
ing
Un
ivers
al S
cre
en
ing
Data
An
aly
sis
Data
An
aly
sis
Colla
bora
tion
with
the R
tI Pro
cess
Colla
bora
tion
with
the R
tI Pro
cess
Stra
teg
ic &
Targ
ete
d In
terv
en
tion
sS
trate
gic
& T
arg
ete
d In
terv
en
tion
s
Ben
ch
mark
& S
ch
ool-w
ide In
terv
en
tion
sB
en
ch
mark
& S
ch
ool-w
ide In
terv
en
tion
s
Inte
nsiv
eIn
terv
en
tion
s
Inte
nsiv
eIn
terv
en
tion
s
Inte
nsiv
eP
rog
ress M
on
itorin
gIn
ten
siv
eP
rog
ress M
on
itorin
g
Pro
gre
ss M
on
itorin
gP
rog
ress M
on
itorin
g
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
