RTI and Intervention
Fidelity Tools
GACIS Conference
December 2012
Paula Freer, PhD
RTI, SST, Psychological Services GaDOE
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Session Objectives
Tools to Support RTI Framework/Process
• Curriculum and Instruction
• Assessment
• Data Decision Making and Interpretation
• Problem-Solving Process
• Interventions
–Tools to Help You Build an Intervention Fidelity
Framework in Your School and/or System
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
21st Century Context
(Horner adapted, 2008)
Science guided by our values and vision
Programs and practices guided by our science
School
Improvement
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Math
Early Intervention
ALIGNMENT
Literacy
Response to Intervention/Prevention
Using RTI to Align Resources
Primary
Prevention
Universal
Screening
Wraparound
Multi-tiered
Interv Support
Math
Early Intervention
Family Support
Behavior Support (PBIS)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
(Fixsen, Blase, Horner,
Sugai, 2008)
www.gadoe.org
Student Outcomes
Progress
Monitoring
Systems to
support practices
Key elements: Ga Pyramid of Interventions
(SSTAGE,
2010)
Specially-Designed Learning:
GPS access/extension, greater
frequency of progress monitoring, specialized programs, methodology or instructional
delivery ((Sped, EL, Gifted..)
4
Tier 3
Tier 2
Tier 1
SST-Driven Learning:
In addition to Tier 1 and Tier 2 Different by
including individualized assessments, formal progress monitoring, interventions tailored
to individual needs, referral for specially- designed instruction if needed.
Needs-Based Learning:
In addition to Tier 1 Different by
including specialized pyramids of intervention, greater frequency of progress
monitoring of learning
Standards-Based Classroom Learning :
All
students; implementation of the GPS through research-based practices,
differentiated instruction and progress monitoring through multiple formative
assessment and analysis of student work. School-Wide Positive Behavioral
Interventions and Supports.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Tier 1 is the Foundation for ALL Tiers
Tier 1 is the foundation of the Pyramid. Tier 1 academic
and behavioral supports are vital to the success of all Tiers.
School-wide, grade level, class- wide data guides:
Selection of Tier 1 research based strategies
Universal Design for Learning
Differentiation
Instructional planning including core foundational
skills
Ongoing formative assessment
Focus for coaching, consultation, feedback
Common Core GPS
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
RTI, Differentiation, and UDL
Tier 4
Tier 3
Tier 2
Tier 1
Classrooms: Instruction is differentiated
based on the readiness, interests, or learner
profile data of specific students in the class
District-wide/School-wide: Local curricula incorporate
UDL Principles to maximize student access
Statewide: CCGPS and GPS—WHAT
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
HOW
Universal Design for Learning (UDL) is a set of
principles for curriculum development that give all
individuals equal opportunities to learn at Tier 1.
UDL provides a blueprint for creating instructional
goals, methods, materials, and assessments that
work for all students—not a single one-size-all
solution but rather flexible approaches that can be
customized and adjusted for individual needs.
Source: Cast.org
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Universal Design for Learning
IS incorporated in the initial unit
and lesson planning to meet the
needs of a wide diversity of
students from the start.
IS NOT retrofitted adjustments or
modifications to units or lessons for
specific students or groups of
students.
DOES provide access to a rigorous DOES NOT lower expectations or
curriculum for all students,
achievement for certain students or
including ELs, SWDs, gifted
groups of students.
students and the kids next door.
IS a framework for all students.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
IS NOT a special education initiative.
UDL PD Resources on GPB
UDL, Part 1: Principles of Universal Design
http://www.gpb.org/education/common-core/udl-part-1
UDL, Part 2: Scaffolding Texts & Providing Explicit
Strategy Instruction
http://www.gpb.org/education/common-core/udl-part-2
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
10
Connecting RTI to New Priorities:
Aligning Educational Initiatives
(Center on Instruction, 2011)
The Center on Instruction hosted a webinar Oct-2011 discussing
states’ implementation of new priorities and how these initiatives
align with Response to Intervention (RTI):
 School Improvement Grants (SIG),
 College & Career Ready Standards (including Common Core
State Standards),
 Meeting the needs of diverse student populations,
Tools:
•
•
•
Connecting RTI to New Priorities: Aligning Educ. Initiatives/pdf
Connecting RTI to New Priorities: Aligning Educ. Initiatives/ppt
RTI Alignment Planning Packet/doc
http://centeroninstruction.org/webinar-connecting-rti-tonew-priorities-aligning-educational-initiatives
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Essential & Core Concepts of RTI
TIER 1
TIERs 2, 3, & 4
• Students receive high
quality, research-based
instructional strategies by
qualified staff in general
and special education.
• Instructors assume an active
role in students’ assessment
in that curriculum.
• School staff conduct
universal screening of
both academics
and behavior.
• School staff implement specific,
research-based interventions
to address the student’s
difficulties.
• Regular progress monitoring of
student performance occurs.
• School staff use progressmonitoring data and data
decision rules to determine
interventions’ effectiveness and
needed modifications.
• PL, Coaching and systematic
assessment of the intervention
fidelity or integrity of
instructional implementation
are ongoing and documented.
(NRCLD,adapted for GA POI/RTI)
Positive Student Outcomes are
Dependent Upon
• Fidelity of implementation of RTI Framework
(at the school and system levels)
•Degree to which interventions are empirically
supported (evidence and/or research-based)
• Fidelity of intervention implementation
(at the interventionist and teacher level- classroom
level)
(Pierangelo & Giuliani, 2008)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What is Fidelity?
Fidelity of implementation refers to how closely
the prescribed procedures of a process or
intervention are followed (Mellard & Johnson, 2007).
Fidelity and Integrity are two major terms used in
RTI research. They are often used interchangeably.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
RTI Fidelity Matters
Tier 4
Problem-Solving Process
Fidelity of Progress Monitoring
Fidelity of most intensive interventions
Tier 3
SST Problem-Solving Process
Individualized interventions
Progress Monitoring
Tier 2
Data teams
Targeted group, standard protocol interventions
Progress Monitoring
Tier 1
Assessment and Universal Screening
Instruction, Curriculum
Walk-Through (e.g., instructional fidelity)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
RTI has the potential to help a school make
better use of its resources for increasing overall
student achievement
However, achievement cannot be realized if
screening, interventions, and progress
monitoring procedures are not implemented
with fidelity (NRCLD, 2006).
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SSTAGE RTI/POI Best Practice Rubric: Learning,
Self-assessment and Planning Tool
Includes five major components of the
RTI/ POI framework:
1. Problem Solving Process
2. Assessment and Progress Monitoring
3. Instructional/Behavioral supports
4. Professional Learning / Teacher support
5. Parent/Family Communication & Involvement
17
What is Fidelity
in Curriculum and Instruction?
• Fidelity of implementation is the delivery of
instruction and interventions in the way in
which they are designed to be delivered
(Gresham, MacMillan, Boebe-Frankenberger, & Bocian, 2000).
• Examples of assessing instructional fidelity
include:
– Walk-Throughs
– Peer observations
(Barringer, ret. 2011)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What is Fidelity of Assessment?
Universal Screening -US & Progress Monitoring-PM
Fidelity of the data collection process means
that all individuals are collecting data
following exactly the same procedures.
(Barringer, 2011)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Universal Screening and Progress Monitoring
Universal screeners help show the “big picture”
Whole school or large groups of students:
 Universally screened- using grade level CBM Probes:
•Reading
(1min. fluency, 2-5 min Maze Rdg. Comp)
•Math
(2-4 min computation fluency; concepts/applic 5-20 min)
•Writing
(5 min fluency)
•Behavior (Frequency/type of office referrals, attendance…)
Essential Q’s Universal Screening:
•How are our 9th graders performing in reading using 9th grade probe?
Progress Monitoring assesses targeted student skills to measure
response to intervention using CBM Probes
 Progress monitoring- CBM Probes at student’s performance level
Essential Q’s Universal Screening:
•How is John- a 9th grader (who is at 6th gr level math) responding to PALS- Math
interventionDr.using
normed
6th grade math probe?
John D. Barge,
State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Key Components
(Barringer, 2011)
Students’ Universally Screened & Progress monitored
• CBM assessments (normed)
• Results graphed against goals, comparison groups, and
expected rates of weekly progress- all based on
research/norms
• Decisions regarding curriculum and instruction based on
data
(NRCLD, 2006)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What is Fidelity of
Data Decision-Making and Interpretation?
• Fidelity means that the same decision making
processes/rules are being applied to every case,
across settings and across time
• Fidelity means that the data is being
interpreted the same way by all individuals
engaged in interpretation
(Barringer, 2011)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Fidelity Activity -Universal Screening
Interpreting Results Between and Within Campuses
• What does the universal screening data tell you
about these 6 schools?
– What questions would you ask about certain school’s
curriculum and instructional practices?
– The readiness of each school for the Common Core?
What is Fidelity of the
Problem-Solving Process?
• Fidelity means that the data is being interpreted
the same way by all individuals engaged in
interpretation.
– Tier 1- School-wide and grade level data trends
– Tier 2- Data teams, targeted small group school
needs- standard protocol interventions
– Tier 3- SST- Individualized student support plans
– Tier 4- Specialized Programs- Gifted, EL, SWD…
(Barringer, 2011)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
TIPS-FidelityChecklistRevised.pdf
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What is Fidelity of
Intervention Implementation?
• Degree to which interventions are empirically
supported (evidence and/or researchbased)
• Fidelity of intervention implementation
(at the interventionist and teacher levelclassroom level)
(Barringer, 2011)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
There is a great deal of confusing language
being used to ‘qualify’ strategies, interventions,
programs and practices
Which is which?
• Strategies
______________
• Interventions:
– Scientifically-Based
– Research-Based
– Evidence-Based
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
______________
______________
______________
27
Strategies
Definition of Strategy
A loosely defined collective term that is often used
interchangeably with the word “intervention”; however strategies
are generally considered effective instructional and behavioral
practices rather than a set of prescribed instructional procedures,
systematically implemented (GaDOE RTI Guidance).
Examples (Classroom Instruction that Works, Marzano)
–
–
–
–
–
Cooperative learning
Reinforcing effort and providing recognition
Setting objectives and providing feedback
Nonlinguistic representations
Graphic organizers
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Interventions are NOT…
•
•
•
•
•
•
•
•
Preferential seating
Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing MORE of the same
Retention
Peer helpers (informal)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
(John McCook, 2006)
Understanding Scientifically-Based Interventions
(NASP-Harn, 2007)
ESEA Defines Scientifically Based Reading Research as:
– (A) applies rigorous, systematic, and objective procedures to
obtain valid knowledge relevant to reading development, reading
instruction, and reading difficulties; and
– (B) includes research that:
• (i) employs systematic, empirical methods that draw on observation or
experiment;
• (ii) involves rigorous data analyses that are adequate to test the stated hypotheses
and justify the general conclusions drawn;
• (iii) relies on measurements or observational methods that provide valid data
across evaluators and observers and across multiple measurements and
observations; and
• (iv) has been accepted by a peer-reviewed journal or approved by a panel of
independent experts through a comparably rigorous, objective, and scientific
review.
(20 U. S. C. § 6368(6))
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Intervention Science
Scientists have produced programs and practices
that can help students, communities & education systems
– What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
– Best Evidence Encyclopedia
www.bestevidence.org
– Promising Practices Network
promisingpractices.net
– SAMHSA- NREPP http://www.nrepp.samhsa.gov/
– Colorado Blueprints
http://www.colorado.edu/cspv/blueprints/
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Interventions
• Definition of an intervention
– Targeted instruction that is based on student needs.
Interventions supplement the general education
curriculum. Interventions are a systematic
compilation of well researched or evidencebased specific instructional strategies and
techniques (GaDOE RTI Guidance).
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Interventions Must Haves …
• Be connected to a specific goal that is well-defined,
observable and measurable
• Be Matched to Student Need (skill or motivation deficit?;
acquisition, proficiency/fluency, generalization, adaptation)
• Have specific, defined, step-by-step directions so they
can be:
 Implemented consistently
 Can be replicated so it can be researched
• Include ongoing progress monitoring of the student’s
response to the intervention
• Fidelity, training, and coaching of the intervention
• Scheduling to support interventions
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
(Burns,M.,
www.gadoe.org
Chris Riley-Tillman, T., & VanDerHeyden, A., 2012)
Top Reasons for Academic Problems
(Daly & Martens, 1997; EB Interv ret www. 2012 )
• The task is too hard for the • The student has demonstrated the
student skill before, but has difficulty
applying the skill in a new
Acquisition Interventions
manner • They have not had enough Generalization Interventions
help doing the task
Proficiency/Accuracy Interv’s
• The student has not spent
enough time doing the
academic activity Proficiency/Speed
Interv’s
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• The student does not want to do
the academic task
Motivation Interventions
Intervention Tools
Evidence Based Intervention Network
Dr. T. Chris Riley-Tillman Educ., School, and Counseling Psych-Univ. of Missouri
TOOLS
*Evidence Briefs
*Intervention Scripts
*Videos
http://ebi.missouri.edu/
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Intervention Tools
Intervention Central
www.interventioncentral.org
Reading Intervention Manual
http://www.jimwrightonline.com/pdfdocs/broug
e/rdngManual.PDF
Peer Tutoring Reading Manual
http://www.jimwrightonline.com/pdfdocs/prtuto
r/peerTutorManual.pdf
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Reading Intervention
www.helpsprogram.org
•(HELPS) Program is to assist students with their reading
fluency. Multiple studies evaluating the effects of the HELPS
Program show that students who receive this program,
compared to those who do not, significantly improve their
reading fluency and reading comprehension (references and articles
available upon request john_begeny@ncsu.edu)
•In Georgia, with a four-tiered model, HELPS may be
appropriate at Tiers 1-4. There is also a HELPS Program
that can be used with small groups of students (typically
used as part of Tier 1 and Tier 2 instruction), and a Spanish
version of the program (Leamos para Avanzar) also exists.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
PALS TA: Iris Vanderbilt Website
Gr K-1 PALS
http://iris.peabody.vanderbilt.edu/palsk1/chalcycle.
htm
Gr 2-6 Reading PALS
http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm
HS PALS Module
Dr. John D. Barge, State School
http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Integrity of Progress Monitoring
(Windram & Gibbons, 2011)
Check:
 Is progress being monitored according to the
plan?
Are data collected and graphed on the
intervention goal?
Using aimline, expected rate of progress?
If the progress monitoring is not happening as
planned then:
Give additional support OR
Change the progress monitoring plan
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Top reasons why interventions FAIL?
• Not implemented with Fidelity
– Implemented Inconsistently
– Implemented Incorrectly- missing steps, not implemented
in the time it was designed
(Ex: Do intervention for 20 min 1x wk when research
designed for 45 min intervention- 3x wk)
•
•
•
•
Not matched to student need
Lack of Progress Monitoring
Lack of training and coaching to support
Lack of scheduling supports
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Essential Questions: Assessing Instructional
Contexts and the Fidelity of Implementation
What is fidelity?
 Whether an intervention was implemented as
planned (Moncher & Prinz, 1991)
Surface fidelity (Gersten, Fuchs, Compton,et al., 2005)
 Were key components implemented?
 Was adequate time allowed?
 Was the specified amount of material covered?
Quality of delivery (Gersten, Fuchs, Compton,et al., 2005)
 Teacher behaviors
 Student behaviors
Dr. JohnPotter
D. Barge,
School
(Parisi,
&State
Whitcomb,
NASP 2007)
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Intervention Fidelity/Integrity Forms
• Many research based interventions have those
fidelity tools available
http://www.aea11.k12.ia.us/educators/idm/che
ckists.html
http://www.oregonrti.org/node/33/
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Intervention Implementation (Windram & Gibbons, 2011)
How will intervention implementation fidelity
be ensured?
Select an intervention with high probability of
success
Communicate a clear plan to interventionists
Provide specific training and support to
interventionists. Directly observe intervention in
action.
Make adjustments to the plan if needed.
Collect and graph data on the goal.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Activity: Review Fidelity Data
With your elbow partner, discuss:
• What does your fidelity data tell you?
• What follow-up steps would you see are
needed?
• How is this data important and how could you
envision using it?
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Response to “Failure to Implement” Intervention?
If the intervention is not implemented as
designed, progress (or lack thereof) cannot
be attributed to the specific plan or to
student failure to respond (Windram & Gibbons,
2011;Kaufman & Flicek, 1995).
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How to Create an Intervention Checklist
(Windram & Gibbons, 2011)
 Write out a brief description of the intervention
 Break down intervention into key steps
 Use concrete and practical language
 Put in table format (possible columns:
intervention sequence: yes, no, NA)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
(Windram & Gibbons, 2011)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Factors That Can Reduce Fidelity
of Implementation of Intervention NRCLD 2006
Complexity—The more complex it is, the lower the fidelity
(includes time to implement)
Materials and Resources Required— Must be readily
accessible
Perceived and Actual Effectiveness— Intervention must be
perceived by the teacher as effective and must match the
teacher’s style
Interventionists-- Number, expertise, and motivation matter
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Who Monitors Fidelity?
• Someone trained in the intervention being
monitored
• Someone trained in structured observation
• Someone trained in giving feedback and
coaching
• Someone who can develop positive, supportive
relationships with teachers
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
When Do You Monitor
Fidelity/Integrity?
• At the beginning, frequently
• Provide staff immediate, brief, constructive
feedback
• Follow up with written feedback
• After a solid protocol is established, less
frequently
• Always when the interventionist asks for help
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Positive Student Outcomes are
Dependent Upon
• Fidelity of implementation of RTI Framework
(at the school and system levels)
•Degree to which interventions are empirically
supported (evidence and/or research-based)
• Fidelity of intervention implementation
(at the interventionist and teacher level- classroom
level)
(Pierangelo & Giuliani, 2008)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia Updates
GaDOE- GPB RTI Series Coming Soon:
Georgia’s Promising Practices in RTI which includes an Georgia’s RTI
Leaders’ Panel Discussion and four teams representing the 2012
SSTAGE RTI STAR Award winning system , elementary, middle and high
school.
• Georgia’s RTI Leaders’ Panel: Realizing the Potential of RTI
• System Level- Griffin Spalding County
• High School Level- Ware Co High School
• Middle School Level- Teasley Middle, Cherokee Co
• Elementary School Level- Woodstock Elementary, Cherokee Co
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
PL Fidelity Tools
Fidelity of RTI process forms:
http://www.rtinetwork.org/getstarted/checklist
s-and-forms
RTI Integrity Framework Tools/Webinar (27 min)
http://www.rti4success.org/webinar/rtiintegrity-framework-tool-monitoring-andevaluating-rti-implementation-2721
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
PL Fidelity Tools
National Center on RTI
Fidelity of Implementation -RTI Framework
Dr. Mellard
• Webinar (56 min)
• Power Point
• Fidelity forms/tools
http://www.rti4success.org/webinar/monitoringfidelity-rti-5615
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
IRIS Vanderbilt-PL Tools
• The IRIS Center for Training Enhancements. (2010). Fidelity
of Implementation: Selecting and Implementing EvidenceBased Practices and Programs Retrieved on [July 2012]
from
http://iris.peabody.vanderbilt.edu/fid/chalcycle.htm
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Intervention Central PL
Fidelity Toolkit
Intervention Integrity Part 1: Building Integrity
into the Academic Intervention in the Design
Phase
http://www.interventioncentral.org/blog/rti-20elements-effective-interventions/interventionintegrity-part-1-building-integrity-academ
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Intervention Central PL
Fidelity Toolkit
Intervention Integrity Part 2: Using Multiple
Measures to Track the Quality With Which
Interventions Are Carried Out
http://www.interventioncentral.org/blog/rti-20elements-effective-interventions/interventionintegrity-part-2-using-multiple-measures-t
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
GaDOE and Fidelity
GaDOE Chapter on RTI and Fidelity
http://archives.gadoe.org/DMGetDocument.aspx/Chapter%209%20Fid
elity%20of%20Implementation.pdf?p=6CC6799F8C1371F629C13CBF50
C40F3C933BFD2C32CE92F150B5DDF13E2D2061&Type=D
GaDOE/SERVE Chapter on R-B Interventions
http://archives.gadoe.org/DMGetDocument.aspx/Chapter%208%20Se
ction%208.1%20Interventions.pdf?p=6CC6799F8C1371F6D1DCF9259B
C8B9BC6C274BBA0BE05CD558A2342FEFB41093&Type=D
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
State Guidance on
Research and Evidence Based Resources
GaDOE RTI Webpage
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-andInstruction/Pages/Response-to-Intervention.aspx
RTI Guidance Manual 2011
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-andInstruction/Documents/RTI%20document%20Full%20Text.pdf
Parent GaPOI/RTI Brochure/Parent Chapter
http://archives.gadoe.org/DMGetDocument.aspx/RTI%20for%20Parents%20Sep%
2018%202009%20Newsletter%20format.pdf?p=6CC6799F8C1371F6809F76CEBC2D
1082E99C433A5A790A1B42C22BA634A989A4&Type=D
GaDOE SST Webpage
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Student-SupportDr. John D. Barge, State School
Superintendent
Teams/Pages/default.aspx
“Making Education Work for All Georgians”
www.gadoe.org
National Center on Response to Intervention
http://www.rti4success.org/
This free site is supported by the US Department of Education,
the National Center on Response to Intervention (RTI) provides
information to individuals and technical assistance to state
educational agencies across the country about RTI.
Institute of Education Sciences (IES) - National Center for
Educational Evaluation and Regional Assistance
http://ies.ed.gov/ncee/wwc/publications/practiceguides/#r
ti
Spring of 2009 two practice guides on RTI were released, one on
reading and one on mathematics. Other helpful information
ranges from improving adolescent literacy to reducing behavior
problems at the elementary school level.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
National Center on Student Progress
Monitoring http://www.studentprogress.org/
This site provides information on the scientifically based
practice of screening and monitoring students' skill
development. Many different tools are available.
Research Institute on Progress Monitoring
www.progressmonitoring.org
Florida Center on Reading Research
http://www.fcrr.org
This site provides multiple intervention ideas linked to the
five essential components of effective early reading
instruction. Interventions for individuals or small groups can
be effective
early reading in printed in their entirety.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Thank you!
You are the key to success!
Together, We Can Make a
Difference!
GaDOE RTI, SST,
Psych Services Contact
pfreer@doe.k12.ga.us
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org