3.      Responsiveness to Intervention (Carlos Perez)

a.      Overview of Responsiveness to Intervention

1.      Description of the overall process (develop your own original graphic) and include an example of an established graphic. Label aspects of the process and include descriptions as appropriate. RTI is an early approach to students that helps them support with learning and behavior needs. It is composed of 3 Tiers, Tier 1 being universal for the whole class. Examples- All students are receiving high quality instructions in the classroom. It is to identify students who may need extra support. Tier 2 group interventions or small group interventions, when a student is not doing good in tier 1. Examples- Small group discussion, focusing on the area skills or subjects where students are struggling with. Tier 3 Intensive intervention is for students who haven’t responded to Tier 1 and 2, it becomes more intensive and individualized instructions, and they keep a closer eye on them. Examples- One on one teaching, helping the individual student with the instructional needs.

Tier 1- classroom general instructions

Tier 2- targeted small groups for instruction

Tier 3- More intensive individualized intervention

2.      5 Research-based strategies appropriate for each tier of RTI (Tier1,2,&3) that are considered evidence-based strategies for the team’s content/grade level. Tier 1 strategies- differentiated instructions, Universal Design for Learning (UDL), Positive Behavioral Intervention, Collaborative Learning, Formative Assessment. Tier 2 strategies- focus on small group sessions with a smaller number of students, your instructions for teaching a specific skill and concept, reading interventions that are focused for students struggling with reading, math interventions specific for students who need help with math. Tier 3 strategies- individualize meaning one-on-one instructions/teaching to the student specific need, intensive reading specialized for students with severe reading difficulties, behavioral interventions individualized interventions to address specific behavioral issues, specialized after school teaching for the area of need, counselling therapy interventions for students with emotional or behavioral challenges.

b.      Pre-referral Process for Special Education

Description of the process (starting from determining the student is non-responsive to RTI through to

1.      evaluation for disability; develop graphic-include steps and descriptions for each process)

Parental consent must be asked before the evaluation of a student can obtain the procedure to begin. Teachers evaluate the student if is struggling academically or behaviorally. The teacher makes documents and notes the specific area of the struggle. Proceed to introduce RTI 

Tier 1-General universal instructions to all students needed. Tier 2- Then the target becomes smaller in groups who don’t respond to tier 1, Tier 3- Intensive intervention for one or few students who do not respond to trier 2. During the RTI the teacher is closely documenting and monitoring students progress determining how effective is the interventions. If the student does not respond to RTI with all the precaution and awareness, then the student might be placed for consideration to special education. Unless it is eligible to be placed to have a IEP and can be developed around the specific services and support for the student will receive.

2.      Parental rights, consent, timelines (at least 3 resources)

Parental rights- they have the right to be informed and acknowledge and involved in every aspect of the evaluation process. Consent- parents must be given the go to evaluate the student. Parents must give a written statement before conducting any formal evaluation of the student. Timelines- The evaluation process must have a time limit on how many days it will last. This includes the IEP meetings, Tier 1,2,3.

3. Assessment

1.      Data based decision making overview (create a descriptive flow chart or visual that highlights essential elements associated with data-based decision making)

Step 1- Identify the student’s problems.

Step 2- observer and gather information on its academic performance.

Step 3- evaluate the information and identify the areas of concern.

Step 4- create intervention strategies based on the areas of struggle.

Step 5- Apply the Tier 1,2,3 and IEP

Step 6- monitor the student progress, adjust if intervention if needed.

Step 7- conclude the evaluation of the intervention and how effective it was and if any necessary means of adjustments.

2.      Data based decision making resources (at least 5 related to your team’s content/grade level)

The resources: 1. Web-based assessment system where it can provide data for universal screening and progress the monitoring of the student. 2. DIBLES- is a set of procedures to measure the acquisition of early literacy from k-6. 3. I-ready- an online program that specializes in student personal instructions for support and growth. 4. FASTBridge- A system that is comprehensive that includes many materials such as screening, progress monitoring, and data collecting tools. With the right resources the teachers and school can effectively implement RTI and provide the necessary instruments for data collection, analysis, evaluation, and intervention planning.

d.      Examples of successful implementation in schools/school districts

3.      3 synopses of successful implementation in schools/school districts (include references- these can be videos or text that meaningfully apply to either RTI and/or pre-referral practices)

Condition #1: Ensure our most effective staff members are assigned to work with our most vulnerable students. The question principals must consider is not who but who would best deliver the additional time and support. The choice of who is best suited to provide students with support is based on factors like background and experience, specialized training and expertise, or instructional effectiveness as demonstrated by the performance of a group of students on a recent common assessment. Principals must ensure whoever delivers interventions has the necessary tools and strategies to help students succeed. Our students deserve the most qualified, not the most available adult to deliver interventions. If the goal is to create interventions that work, principals must commit to assigning our most effective and qualified staff members to work with our most vulnerable and struggling students.[1] https://www.tepsa.org/resource/ensure-the-successful-implementation-of-rti-in-professional-learning-communities/

Condition #2: Ensure students have access to interventions without missing direct instruction in core subjects. Any effective intervention (RtI) program is built upon the belief all students can learn. While it’s true not all students learn at the same time or in the same way, schools functioning as PLCs believe given enough time and support, all students will learn. An effective intervention (RtI) program provides extra support in addition to core instruction.[2] https://www.tepsa.org/resource/ensure-the-successful-implementation-of-rti-in-professional-learning-communities/

Condition #3: Ensure interventions are of sufficient frequency and duration to positively impact student learning. Our experience has been that the frequency and duration of intervention programs falls short of what is recommended. Best practice calls for 90 minutes of reading instruction during core instruction. For students not learning as expected in Tier 1, additional Tier 2 and/or Tier 3 interventions are provided to their core instruction. Balu and her colleagues found the length of daily intervention sessions fell within a range of 20 and 40 minutes. The research team recommended Tier 2 interventions be delivered three times a week and Tier 3 interventions meet four to five times a week. (p. 33) Using 30 minutes (the mid point of the range) as the standard, students in Tier 2 would receive 90 minutes of additional intervention programming and as much as 150 minutes in Tier 3. This simply is not what is typically available to students in most schools.[3] https://www.tepsa.org/resource/ensure-the-successful-implementation-of-rti-in-professional-learning-communities/

4.      3-5 RTI national resources

1.  The Educator's Choice for Professional Development Resources- By: Joseph Casbarro

2.  The IRIS Center for Training Enhancements: The IRIS Center resources are designed to address instructional and classroom issues relevant to today's educators, issues that include Response to Intervention, classroom behavior management, early childhood instruction, and others.

3.  The National Center on Intensive Intervention at American Institutes for Research: The National Center on Intensive Intervention provides resources focused on building the capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.

5.      3-5 intervention studies from a peer-reviewed special education journal that focuses on co-teaching/inclusion as it relates to RTI. Include a minimum of a one paragraph synopsis of each study 

1.      Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3-. This article talks about tier 3 and 2, is about the type of interventions examining by a non-overlapping set of studies addressing the effects of less extensive interventions for students’ with or at risk for reading difficulties between grades K-3. The studies that were examined were from interventions on students on foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcome.

Wanzek, Jeanne, et al. “Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.” Educational Psychology Review, vol. 28, no. 3, 2016, pp. 551–76. JSTOR, http://www.jstor.org/stable/24761248. Accessed 31 July 2024

2.      Extensive Reading Interventions for Students with Reading Difficulties After Grade 3- This synthesis extends a report of research on extensive interventions in kindergarten through third grade and grades 4 through 12. Address the effectiveness of reading interventions with younger students and older students. With steps on how effective intensive interventions in are improving reading outcomes, with students with reading difficulties or disabilities. 

Wanzek, Jeanne, et al. “Extensive Reading Interventions for Students With Reading Difficulties After Grade 3.” Review of Educational Research, vol. 83, no. 2, 2013, pp. 163–95. JSTOR, http://www.jstor.org/stable/24434155.Accessed 31 July 2024.

3.      Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update. The purpose of this review was to update previous reviews on factors related to students' responsiveness literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on reading interventions, and analyzed factors related to responsiveness to those interventions. This review may provide guidance to researchers in identifying students who require intensive intervention support.

Lam, Elizabeth A., and Kristen L. McMaster. “Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update.” Learning Disability Quarterly, vol. 37, no. 3, 2014, pp. 134–47. JSTOR, http://www.jstor.org/stable/44290336.

e.      Student developed or existing pictorial representation of relationship between Content Based Teaching and RTI.

Content Based Teaching is emphasized on a subject teaching like reading, science and math. Teachers have a lesson and a goal that is aligned to the states curriculum already set up for the students. RTI is to support students who are struggling in the content-based teaching and need support that involves 3 Tiers of intervention, each tier increasing on how much the student needs it. Both can form a relationship that can work together in the same environment by implementing RTI and providing support for students who are struggling with the content. RTI can implement instructional strategies to structure a way to identify students’ needs and delivered appropriate intervention ensuring that the students’ can be successful with the content being taught right.

[1] https://www.tepsa.org/resource/ensure-the-successful-implementation-of-rti-in-professional-learning-communities/

[2] https://www.tepsa.org/resource/ensure-the-successful-implementation-of-rti-in-professional-learning-communities/

[3] https://www.tepsa.org/resource/ensure-the-successful-implementation-of-rti-in-professional-learning-communities/