1. Implementing and Documenting Tier 1 Interventions Response to Intervention (RtI)

2. Paradigm Shift The “Right to Fail” Philosophy vs. The “RtI” Philosophy

3. What is RtI? Response to Intervention (RtI) is a general education initiative which requires collaborative efforts from all district staff, general educators, special educators and bilingual/ELL staff. In a quality educational environment student academic and behavioral needs must be identified and monitored continuously with documented student performance data used to make instructional decisions.

4. What is RtI? (cont.) Response to Intervention (RtI) is “the practice of providing 1) high-quality instruction/intervention matched to student needs and 2) using learning rate over time and level of performance to 3) make important educational decisions If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to ‘respond to intervention’ can be viewed as evidence of an underlying Learning Disability.

5. What Does This Mean? This means using differentiated instructional strategies for all learners providing all learners with scientific, research-based interventions continuously measuring student performance using scientifically research-based progress monitoring instruments for all learners, and making educational decisions based on a student’s response to interventions.

6. The 3-Tiered Model of School Support Tier 3: Intensive, Individual Interventions Individual Students Assessment-Based High Intensity & Longer Duration 1-5% 5-10% Tier 2: Targeted Group Interventions Above & beyond what all students are receiving Some students High efficiency & Rapid response Tier 1: Universal Interventions In-Class All students Preventive & proactive 80-90%

7. RtI and Federal Law Based on the changes in the Individuals With Disabilities Education Improvement Act (IDEIA) 2004, the US Department of Education (USDE) updated its regulations to state education departments. The new USDE regulations: --Explicitly ALLOW states to use RtIto identify LD --FORBIDstates from forcing schools to use a ‘discrepancy model’ to identify LD

8. RtI in Action Tier 1 (General Education): Universal prevention efforts are established to promote learning for all students. Assumes most students will respond to these strategies and not require further interventions. (80-90%) Ex. Adopt a research-based reading curriculum and screen all students for reading problems three times per year to determine which students might need supports beyond the school-wide reading curriculum. Screening takes place prior to any students experiencing significant failure in comparison to their peers. Adopt a model of differentiated instruction to meet needs of all learners.

9. RtI in Action (cont.) Tier 1 (cont.) Allow students assessment choices Use preferential seating Reading comprehension: Activating prior knowledge Classroom journaling Pretest-Posttest model Preview and review lesson objectives Teaching a structured note-taking process Scheduling regular organization “clean-outs” Student(s) participate in creating personal behavior plan

10. RtI in Action (cont.) Tier 2 (Early Intervening): Students who are identified as being at-risk of experiencing problems receive supplemental or small-group interventions. Increase a student’s time and intensity of exposure to the core curriculum For example, when school-wide screening reveals that some students (e.g., 12%) in Grade 3 are at risk of developing reading problems, the school might provide supplemental reading support through a classwide peer tutoring intervention. Provided an addition 30 min./day to reading in small groups.

11. RtI In Action (cont.) Tier 3 (Intensive Intervening): Includes many children who have been found eligible for special education and related services, and some who have not. Special education eligibility may allow exposure to remedial methods and practices that, although research-based and aligned with the content of the core curriculum, are not necessarily a part of the core curriculum. Yet another increase in time and intensity of exposure to instruction.

12. Brainstorming Tier 1 Interventions In small groups, brainstorm Tier 1 intervention strategies that you believe would be supported by research to address the following concerns. Unorganized Students Inattentive Students Inappropriate Classroom Behavior Reading Comprehension Not Turning in Homework Poor Test-Taker Doesn’t Meet Timelines for Long-Term Assignments Unmotivated Student

13. Documenting Tier 1 Interventions Brainstorm ideas on how you might document the intervention strategies you just discussed.