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RtI Presentation

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Joshua Lowe

on 13 October 2014

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Transcript of RtI Presentation

Practical RtI
Old Model:
Every Child Can Learn
We just have
to find the right tool
Graphing Interventions
Selecting Appropriate

Intervention Effectiveness

Resources for RtI Implementation
Scope of this Presentation
Scope of Presentation
RtI Basics
Choosing Appropriate Interventions
Graphing Interventions
Interpreting Intervention Results

1. Identify
the problem
2. Analyze
the problem
3. Develop
a plan
4. Implement
the plan
5. Evaluate
the plan
DIBELS, DSC, and other data used to identify children who are experiencing a learning problem.
Teachers are the front line for identifying problems that may not be "picked up" by these measures.
What is the problem? What is it we expect the students to be able to do and what is the student currently doing?
Why is the problem occurring?
Data-based decision making
Analyze benchmark data to determine next steps
DIBELS, Star, other school-wide measures
Student learning problem = Something is wrong with student
In other words...
He or she is "just not that sharp"
New Model:
Student learning problem = Standard instruction isn't working
Contact Information
Presented by:
Joshua Lowe, SSP, NCSP
Nationally Certified School Psychologist
RtI Basics
The Dreaded "Triangle"
Tier 1:
Generalized interventions formally taught and implemented in the whole class in a structured manner.
Tier 2:
Moderately intensive and focused interventions taught and practiced on a small group or individual scale in a systematic and structured manner on an ongoing basis.
Tier 3:
Highly intensive, focused, and individualized interventions formally taught and practiced on a small group or individual scale in a systematic and structured manner on an ongoing basis.
sli.do #rti
What do we do about the problem?
Select an appropriate intervention for the specific skill deficit

Clearly define intervention duration, frequency, session time, intensity (group size), location, data monitoring schedule, and who is ensuring fidelity
Tips for Implementation:
Consistency is key: Verify that the intervention is occurring as spelled out in the plan

Track data: Data MUST be tracked so that the results can be evaluated. Without data, no decisions can be made regarding effectiveness.
Did the plan work?
How has the student responded to the intervention(s)?

Has the achievement discrepancy between grade level peers and target student decreased? If so, is it likely to continue to decrease?

Do we continue the intervention, discontinue, adjust, or potentially refer for a special education evaluation?
Interventions must be targeted to specific skill deficits:
5 Big Ideas in Reading:
Phonemic Awareness
Alphabetic Principle
Fluency with Text
Math Calculations
Math Problem Solving
Math Fluency
Other Areas: Written Expression, Listening Comprehension, Oral Expression
Useful Tools for Intervention Selection:
Academic Intervention Planner from InterventionCentral.org:
"If, Then" Reading Interventions Manual:
What Works Clearinghouse:
Computer-based Programs:
My Reading Coach
Fastt Math
Odyssey (Compass) Math
Accelerated Math
Multiple Academic Areas:
Moby Max
Progress Monitoring:

At least once a week


Needs to be a sensitive enough measure to pick up on small changes in progress


Class, grade level, or district norms to compare student's progress to is best. Benchmarks less desirable alternative


Measure needs to be related to the area of need
Obtaining Progress Monitoring Data:
District Tools:
DIBELS, Star Reading & Math, iSteep, computer intervention programs

Curriculum-Based Measurement (CBM):
Short, reliable, and backed by research.
Problem Identification:

Graphing Progress Monitoring Data:
District Tools:

DIBELS, Star, Steep, Computer Programs
Chart Dog:

Graph any CBM/Intervention Data

Use a template to graph most types of data
At least 3 data points to begin graphing a trend
Aim line or goal line
Trend line
Components Needed in a Graph:
Tools to Graph Data:
Evaluating Intervention Results:
There are multiple models for interpreting intervention results:
Four-Point Method
Trend Line Analysis
Four-Point Method:
Examine the four most recent data points (minimum 6 data points)

If all four above goal line, increase goal

If all four below goal line, adjust intervention

If points split between goal line, continue intervention
Trend Line Analysis:
If trend line is steeper than goal line, increase goal

If trend line is flatter than goal line, adjust intervention

If trend line and goal line are the same, continue intervention
Easy to implement, but not as sensitive
More sensitive to changes, but requires calculation to obtain
Source for this section:
National Center on Response to Intervention: rti4success.org
Intervention Reminders:
Good data in, Good data out: Know where your data is coming from and the validity of that data

All Tier III instructional decisions should be based on data obtained during progress monitoring

Remember to keep things simple and efficient to ensure that it is likely to be carried out
DIBELS Assessment:
STAR Reading/Math:
Very Good Tool:
District policy provides frequent data points, sensitive to changes, contains trend line and benchmark data
Will graph data after 4 points, computer-based means less personnel, provides percentile ranks based on national norms
General district usage of 3x year, no aim line in graph
My Reading Coach:
Great Progress Reports:
My Reading Coach:
RAPS 360:

Virtual reading diagnostic assessment
Assesses phonemic awareness, phonics, vocabulary, grammar for meaning, comprehension, fluency, and eye tracking
Need to change default assessment to weekly
Chart Dog:
Tool from InterventionCentral.org
Graph any type of CBM data
Somewhat of a learning curve, but will graph intervention data in a clear way
Use of an Excel Template:
Relatively easy to use and understand - Just plug in data
Needed graph created automatically
Drawback: Ease of use means some data may not be easily graphed
Student is being assessed on words read correctly per minute. What do these results tell us?
Student is being assessed on words read correctly per minute. Goal is to hit 60 WPM after 8 weeks.
What do these results tell us?
Johnny is being assessed on words read correctly per minute. Goal is 70 WPM at 9 weeks.
What do these results tell us?
Suzy is being assessed on letter identification per minute. Goal is 26 uppercase letters at 8 weeks.
What do these results tell us?
Full transcript