RTIProblem Solving Model

Data DrivenDecisionMaking

ProfessionalDevelopment

ResearchBased

Programs

TieredInterventions

UniversalScreening

•Intensive remediation•In-depth assessments

•Intense progress monitoring•All decisions are data driven

•Consideration to referral for SpEd.•Refined Individualized Instruction

Tier 3: Intensive

Interventions

•Interventions tailed to student needs•Increased learning time

•Targeted Progress Monitoring•Focused small grp & 1:1 learning

•Problems solving process & data analysis

Tier 2: Targeted Interventions

Tier 1: Performance Based Instruction for ALL Students•Strategies Instruction •Universal Screenings

•Differentiated Instruction•Standards based curriculum

•Curricula offers Universal Design for Learning features•Instruction is guided by progress monitoring & assessment

80%

15%

5%

Multi-tier Intervention Model

Student Population

Data Driven Decision Making

Tier 3 Intensive, Individual Interventions

•Individual students

•Assessment-based

•Intense, durable procedures

Tier 2 Targeted Grp Interventions

•Some students (at-risk)

•High efficiency

•Rapid response

Tier 1 Core Instructional Interventions

•All settings, all students

•Preventive, proactive

Universal ScreeningSample Screening for Possible Reading Risk

Grade CBM Probe Cut-off

Kindergarten Letter Sound Fluency

< 10 letters/minute

Grade 1 Word IdentificationFluency

< 15 words on list/minute

Grade 2 Passage Reading Fluency

< 15 words in text/minute

Grade 3 Passage Reading Fluency

< 50 words in text/minute

Grade 4 Maze Fluency < 10 Maze replacements/2.5 minutes

Grade 5 Maze Fluency < 15 Maze replacements/2.5 minutes

Grade 6 Maze Fluency < 20 Maze replacements/2.5 minutes

Research Based ProgramsThings to consider in new intervention programs

1. Is the Intervention backed by “strong” evidence of effectiveness such as pre-post studies.

2. If the intervention is not backed by “strong” evidence, is it backed by “possible” evidence of effectiveness

3. If the answer to both questions are NO then the intervention is not supported by meaning full evidence.

What do researchers in the field say?• Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B. (2001). Estimating risk for future reading

difficulties in kindergarten children: A research-based model and its clinical implications. Language, Speech, and Hearing Services in the Schools, 32, 38-50.

• Compton, D.L., Fuchs, D., Fuchs, L.S., & Bryant, J.D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394-409.

• O’Connor, R.E., & Jenkins, J.R. (1999). Prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.

• Severson, H.H., Walker, H.M., Hope-Doolittle, J., Kratochwill, T.R. & Gresham, F.M. (2007). Proactive, early screening to detect behaviorally at-risk students. Journal of School Psychology, 45, 193-223.

Commissioned Reports and National Centers such as www.studentprogress.org

RTI Problem Solving Model

RTI model vs Stat ModelNebraska Dept of Ed.

Professional Development Cycle