A Multi-Tiered Prevention System
Cindy Edwards, Administrative Supervisor
Response to Intervention, Dyslexia/504
August 2, 2011
What is RtI?
A multi-level prevention system,
which integrates assessment and
intervention to maximize student
achievement and to reduce
behavioral problems
Why early intervention?
Intervention needed to close
gaps : 2-2 ½ hrs
Intervention needed to close
gaps : 20-30 minutes
Kinder
1st
2nd
3rd
4th
5th
6th
7th
8th
National Reading Panel
Benefits
RtI is Synonymous to “Improving Student Achievement”
Eliminates the “wait to fail” model
Provides instructionally relevant data
Allows us to intervene early to meet the needs of struggling
learners
 Maps specific instructional strategies found to benefit a
particular student (Tiered Academic Plan)
 Allows students to be successful!
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Intervention vs. Remediation
 Remediation: Effective reteaching of material not
previously mastered when it was originally taught.
 Supplemental instruction on content students should
have mastered but have not
 Intervention: Targets specific skills deficits that causes
a student to fall behind in grade level material
 Students’ difficulties or strengths are in early stages
 Intervention ideally addresses weaknesses or
strengths before they become a problem for the
student
Key Components of RtI
 Assessment
 Universal Screeners (3 times per year, all students)
 Progress Monitoring (usually students in Tier II and III
interventions)
 Support Student Problem Solving Team (campus based
decision)
 Support PLC’s through ongoing professional development
 Site-based consultation (RtI Department)
Universal Screener and Progress
Monitoring tools for RtI Initiative
Schools
TEMI- Texas Early Mathematics Inventory
http://3tiermathmodel.org/
User Name: Texas Teacher
Password: mathematics
Kinder-Second grade math universal screener, progress
monitoring and interventions
We have created a TOT model in AISD to support our 8
elementary schools
Universal Screener and Progress
Monitoring tools for RtI Initiative
Schools
TPRI and Tejas Lea universal screener
TPRI and Tejas Lea progress monitoring instruments
http://www.brookespublishing.com/store/books/tpri/monit
oring.htm
TPRI intervention guide
http://www.tpri.org/resources/IAG.html
AIMSweb for reading and mathematics grades 3-8
http://www.aimsweb.com/
Multi-Tier System of Interventions
Intensive Interventions – 3-5%
What does it look
like on your
campus?
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2
1
Strategic Interventions –15-20%
Core Instruction– 80%
AISD-Multi-Tiered Prevention System
 Tier 1- High Quality Core
Instruction with differentiation,
whole group, small groups and cooperative learning groups
 Evidenced based-standards based inclusive of ELPS and CCRS
 Curriculum Road Maps and Street Views
Tier II
 Small group -strategic, focused intervention in addition to Tier I
instruction
Which example is a strong Tier II setting?
While students are engaged in meaningful activity within Tier I, the teacher works
with a small group of learners with a similar skill deficit. Intervention focuses
specifically on building that skill deficit.
Or
While students are engaged in meaningful activity within Tier I, the
teacher monitors a small group of students as they partner read.
Tier III
 Small homogeneous group intervention providing intensive,
targeted instruction in addition to core instruction
Which is an example of a strong Tier III setting?
Whole class instruction with TA providing additional support daily to
a few students in a small group
Or
A separate class setting with a specialist providing intensive targeted
instruction to a small group of students four to five days a week
What is the difference between
Tier II and Tier III Interventions?
 Tier II :
Small homogenous group (3-5 students), systematic
instruction, focused on skill deficit, 15 -20 minutes between
3-5 days a week, typically delivered by the core classroom
teacher
Progress monitor and data collection on focused skill deficit
every two weeks
Tier III
Small homogeneous group
(1-3 students),intensive/systematic-focused
instruction, 60 to 90 minutes, 4 to 5 days a week
Progress monitor and data collection on focused
skill area weekly
Suggested School Wide Decision Making
 80 percent decision rule: If less than 80 percent of all students are
meeting benchmarks, review of core curriculum may be needed.
(Tier 1)
 25th Percent Decision Rule: Students below the 25th percentile
in academic skills are placed in small group instruction. (Tier 2)
 Change Small Group or Individual Instruction Rule: When
progress monitoring data are below the aim line three consecutive
days or when six or more data points produce a flat or decreasing
trend line, the problem solving team should adjust or make a
decision to intensify the intervention.
 Individualized Instruction Rule: Individual instruction begins
when a student fails to progress after two cycles Tier 2
interventions. (Tier 3)
Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006,
August). Responsiveness to Intervention (RtI): How to do it (NRCLD).
Exceptions to the Rules…
 Dyslexia Identification
 Parent request for evaluation to rule out a learning disability
 Other (situational challenges)
Tiered Academic Plan
Austin Independent School District
Tiered Academic Plan
Tier I
Core Classroom Instruction

Definition

Student

District Resources

Instructional Approaches
and Strategies

Interventionist/Instructor

Setting

Grouping

Time

Assessment

Professional

Additional Resources and
Weblinks
Tier II
Targeted Interventions
Tier III
Intensive Intervention
Next Steps
 Continue to develop strong Professional Learning
Communities that support teacher and student growth. Use
the Tiered Academic Plan as a resource that aligns resources
to professional development.
 Continue to support student problem solving teams, using
the Tiered Academic Plan as a resource and guidance
document
RtI Initiative Schools 2011-2012
Baldwin
Williams
Menchaca
Davis
Boone
Brentwood
Maplewood
Pease
 All middle schools
Questions/Answer
On 1 index card, please write:
On the back, please write:
RtI is good because __
__________________ .
My concern/question is
__________________ .
Please also include your name and campus.
Evaluation Survey
 Please take time to complete the Evaluation Survey.
 Go to the Educator Quality page on the AISD website.
 Click on “2011 Administrators Institute” on the left hand side.
 Click on the survey link:
https://www.surveymonkey.com/s/XHCNLQC
Your feedback is very important and will be used to guide our future
work.
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