Response to Response to InterventionInterventionin a Nutshellin a Nutshell

August 26, 2009August 26, 2009

RtI is a multi-tiered RtI is a multi-tiered

process which process which incorporates the basic incorporates the basic steps of the Problem steps of the Problem

Solving Method to Solving Method to address individual address individual

student needsstudent needs

Analyze the problem and identify an intervention or

interventions

Assess Effectiveness

Of interventions

Identify and define

the problem

Implement the interventions

The Problem Solving Cycle

In general education

classrooms

Why Response to Why Response to Intervention (RtI)?Intervention (RtI)? State Board Rule 6A-6.0331(1) State Board Rule 6A-6.0331(1)

Florida Administrative Code Florida Administrative Code (FAC) (FAC) addresses the requirement addresses the requirement

for general education for general education interventions for students interventions for students with academic and behavior with academic and behavior concerns.concerns.

6A-6.0331(1) Florida 6A-6.0331(1) Florida Administrative Code (FAC) Administrative Code (FAC) –– Requires districts to use the Requires districts to use the

Problem Solving/Response to Problem Solving/Response to Intervention process to develop, Intervention process to develop, implement, and evaluate implement, and evaluate instruction and interventions.instruction and interventions.

Rule statesRule states:: “It is the local “It is the local school district’s responsibility to school district’s responsibility to develop and implement develop and implement coordinated general education coordinated general education intervention procedures for intervention procedures for students who need additional students who need additional academic and behavioral support academic and behavioral support to succeed in the general to succeed in the general education environment.”education environment.”

6A-6.0331(1) (FAC) –6A-6.0331(1) (FAC) –

Parent involvement is critical to Parent involvement is critical to the success of instruction and the success of instruction and interventions.interventions.

Rule states:Rule states: “Opportunities for “Opportunities for parents to be involved in the parents to be involved in the process to address the student’s process to address the student’s areas of concern must be areas of concern must be available. In addition, there must available. In addition, there must be discussion with the parents of be discussion with the parents of the student’s responses to the student’s responses to interventions, supporting data interventions, supporting data and potential adjustments to the and potential adjustments to the interventions and of anticipated interventions and of anticipated future action to address the future action to address the student’s learning and/or student’s learning and/or behavior concerns.”behavior concerns.”

6A-6.0331(1) Florida 6A-6.0331(1) Florida Administrative Code (FAC) Administrative Code (FAC) –– Rule States: Rule States:

“Interventions shall be “Interventions shall be implemented as designed implemented as designed and for a reasonable period and for a reasonable period of time and with a level of of time and with a level of intensity that matches the intensity that matches the student’s needs.”student’s needs.”

6A-6.0331(1) Florida 6A-6.0331(1) Florida Administrative Code (FAC) Administrative Code (FAC) –– What is a “reasonable What is a “reasonable

period of time”period of time” Not appropriate to set or Not appropriate to set or

require “standard” time require “standard” time limits.limits.

The length of time necessary The length of time necessary to respond to interventions to respond to interventions may vary as a function of age, may vary as a function of age, skill area, and skill skill area, and skill complexity.complexity.

Rule 6A-6.03018 – Exceptional Rule 6A-6.03018 – Exceptional Education Eligibility for Education Eligibility for Students with Specific Students with Specific Learning DisabilitiesLearning Disabilities

(2) General education (2) General education intervention procedures and intervention procedures and activities. In order to ensure activities. In order to ensure that lack of academic that lack of academic progress is not due to lack of progress is not due to lack of appropriate instruction, a appropriate instruction, a group of qualified personnel group of qualified personnel must consider:must consider:

Rule 6A-6.03018 – Exceptional Rule 6A-6.03018 – Exceptional Education Eligibility for Education Eligibility for Students with Specific Students with Specific Learning DisabilitiesLearning Disabilities (a) Data that demonstrate that (a) Data that demonstrate that

the student was provided well the student was provided well –delivered scientific, research –delivered scientific, research based instruction and based instruction and interventions addressing the interventions addressing the identified area(s) of concern identified area(s) of concern and delivered by qualified and delivered by qualified personnel in general personnel in general education settings; andeducation settings; and

Rule 6A-6.03018 – Exceptional Rule 6A-6.03018 – Exceptional Education Eligibility for Education Eligibility for Students with Specific Students with Specific Learning DisabilitiesLearning Disabilities Data-based documentation, Data-based documentation,

which was provided to the which was provided to the student’s parent(s) or student’s parent(s) or guardian(s), of repeated guardian(s), of repeated measures of achievement at measures of achievement at reasonable intervals, reasonable intervals, graphically reflecting the graphically reflecting the student’s response to student’s response to intervention during intervention during instructioninstruction..

Rule 6A-6.03018 –Specific Rule 6A-6.03018 –Specific Learning Disabilities: Learning Disabilities: Eligibility Requirements – 3 Eligibility Requirements – 3 criteriacriteria1. The student does not 1. The student does not

achieve adequately (for achieve adequately (for age or grade level age or grade level standards) when provided standards) when provided with instruction and with instruction and learning experiences learning experiences appropriate his/her grade appropriate his/her grade levellevel

Rule 6A-6.03018 –Specific Rule 6A-6.03018 –Specific Learning Disabilities: Learning Disabilities: Eligibility Requirements – 3 Eligibility Requirements – 3 criteriacriteria2. The student does not make 2. The student does not make

adequate progress based on adequate progress based on a response to intervention a response to intervention process or interventoins are process or interventoins are effective but require effective but require sustained and substantial sustained and substantial effort that exceeds what can effort that exceeds what can be offered through general be offered through general education resources.education resources.

Rule 6A-6.03018 –Specific Rule 6A-6.03018 –Specific Learning Disabilities: Learning Disabilities: Eligibility Requirements – 3 Eligibility Requirements – 3 criteriacriteria3. Lack of progress is not primarily 3. Lack of progress is not primarily

the result of one of the other the result of one of the other factors:factors: A visual, hearing, or motor disability;A visual, hearing, or motor disability; Intellectual disability;Intellectual disability; Emotional/behavioral disability;Emotional/behavioral disability; Cultural factors;Cultural factors; Irregular pattern of attendance and/or Irregular pattern of attendance and/or

high mobility rate;high mobility rate; Classroom behavior;Classroom behavior; Environmental or economic factors; orEnvironmental or economic factors; or Limited English ProficiencyLimited English Proficiency

What does PS/RtI What does PS/RtI look like?look like?

Tier 1 – Core Instruction

Tier 3 – Intensive Individualized Instruction

Tier 2– Supplemental small group Instruction

10 - 15%

Tier I Problem-Solving:Data and

Skills Needed

80 - 90%

Tier I - Assessment

•Benchmark Assessment•Progress Monitoring

•FCAT•Universal Screening

•District-Wide Assessments

•Discipline Data (ODR)

Tier I - Core Interventions

•Core Instruction•Incorporated in District

Reading Plan•Whole-class Interventions

School-wide Discipline •Positive Behavior Supports

Differentiation within Core Curriculum

Tier 1 - CoreTier 1 - Core Student receives differentiated Student receives differentiated

instruction within the core instruction within the core curriculum.curriculum.

Progress monitoring as Progress monitoring as frequently as all other students.frequently as all other students.

Class-wide diagnostics, for Class-wide diagnostics, for example in district reading planexample in district reading plan

School Wide / Classroom School Wide / Classroom behavior planbehavior plan

Grade Level progress Grade Level progress monitoring teams identify monitoring teams identify students to monitorstudents to monitor

80 - 90%

10 - 15%

1 - 5%

Tier II Problem-Solving

Data and Skills Needed

Tier II - Targeted Interventions•Targeted Group Interventions

•Increased Intensity•Narrow Focus•Linked to Tier I

80 - 90%

10-15%

Tier II - Assessment•Classroom Intervention Data

•Group Diagnostic•Universal Screening

•Progress Monitoring •Behavioral Observations

Tier I - Core InterventionsTier I Assessment

Tier 2 - TargetedTier 2 - Targeted Targeted – Targeted – more focusedmore focused

interventions based on diagnostic interventions based on diagnostic evaluations and/or FBAevaluations and/or FBA

Smaller groupSmaller group instruction instruction More timeMore time - in addition to core - in addition to core

instructioninstruction Just using a different program Just using a different program unless unless

it is in addition toit is in addition to core is not Tier 2 core is not Tier 2 Increased frequency of progress Increased frequency of progress

monitoringmonitoring Usually in regular classroom or Usually in regular classroom or

regular education resource teacher’s regular education resource teacher’s roomroom

Could be done through a “walk and Could be done through a “walk and …” model…” model

80 - 90%

10 - 15%

1 - 5%

Tier III Problem-Solving

Data and Skills Needed

Tier II - Targeted Interventions

80 - 90%

10-15%

Tier II - Assessment

Tier I - Core InterventionsTier I Assessment

Tier III – Assessment•Progress Monitoring

•Individualized•Focused diagnostic assessments

•More frequent

Tier III – Targeted Interventions•Smaller groups / one-on-one

•Increased Intensity•Narrower Focus•Linked to Tier II

Tier 3 - IntensiveTier 3 - Intensive Even smallerEven smaller group instruction group instruction

or one-on-one instructionor one-on-one instruction More focusedMore focused based on based on

additional diagnostic additional diagnostic evaluationsevaluations

Even more time in addition Even more time in addition toto Tier 2 and Core Tier 2 and Core

Even more frequent progress Even more frequent progress monitoringmonitoring

It MAY be ESE but it will not It MAY be ESE but it will not always be ESEalways be ESE

Who, What, When and Where Who, What, When and Where of the RtI Process – Tier 1of the RtI Process – Tier 1

WhoWho - -School based team School based team grade level teams grade level teams or other school based data teamor other school based data team

WhatWhat - - looks at class-wide looks at class-wide progress monitoring data progress monitoring data to identify students who may need to identify students who may need

additional supportadditional support to consider ideas for to consider ideas for

differentiation of instruction in differentiation of instruction in corecore

Who, What, When and Where Who, What, When and Where of the RtI Process – Tier 1 of the RtI Process – Tier 1 (cont.)(cont.) WhenWhen

Monthly team meetingsMonthly team meetings Weekly team meetingsWeekly team meetings

WhereWhere At school in “data wall” roomAt school in “data wall” room

Who, What, When and Where Who, What, When and Where of the RtI Process – Tier 2of the RtI Process – Tier 2 Who – Who – School based team School based team

grade level teamsgrade level teams parent parent may include reading or math coach may include reading or math coach

or behavior specialist or behavior specialist What – What – looks at individual looks at individual

student progress monitoring data student progress monitoring data to identify areas of learning in to identify areas of learning in

which the student needs additional which the student needs additional supportsupport

to consider strategies and/or to consider strategies and/or additional curricular materials to additional curricular materials to specifically address the identified specifically address the identified areas of needareas of need

Who, What, When and Where Who, What, When and Where of the RtI Process – Tier 2of the RtI Process – Tier 2

WhenWhen More often if necessaryMore often if necessary Monthly or weekly team meetings Monthly or weekly team meetings

WhereWhere General education General education

environmentenvironment

Who, What, When and Where Who, What, When and Where of the RtI Process – Tier 3of the RtI Process – Tier 3 WhoWho – – School based team School based team

grade level teams grade level teams ParentParent may include reading or math coach or may include reading or math coach or

behavior specialistbehavior specialist May include school Psychologist, ESE program May include school Psychologist, ESE program

specialist, other members of the specialist, other members of the multidisciplinary teammultidisciplinary team

What What – – looks at individual student looks at individual student progress monitoring data progress monitoring data to identify areas of learning in which the to identify areas of learning in which the

student needs additional supportstudent needs additional support to consider strategies and/or additional to consider strategies and/or additional

curricular materials to specifically address the curricular materials to specifically address the identified areas of needidentified areas of need

To consider ways to increase instructional To consider ways to increase instructional time in the areas of need.time in the areas of need.

Who, What, When and Where Who, What, When and Where of the RtI Process – Tier 3of the RtI Process – Tier 3

WhenWhen At least weekly team At least weekly team

meetingsmeetings WhereWhere

General education General education environmentenvironment

May be provided in ESE May be provided in ESE environmentenvironment

Response to Response to InterventionIntervention

Support SitesSupport Sites Florida DOE site: Florida DOE site:

www.florida-rti.orgwww.florida-rti.org Introductory On-Line Training Introductory On-Line Training

http://http://floridarti.usf.edufloridarti.usf.edu (Problem (Problem Solving and Response to Intervention Solving and Response to Intervention Project)Project)

RtI and Teaching Learning RtI and Teaching Learning Connection: Connection: http://http://rtitlc.ucf.edurtitlc.ucf.edu

Positive Behavior Support Positive Behavior Support http://http://flpbs.fmhi.usf.eduflpbs.fmhi.usf.edu