Description Yes No
Provided by or supervised by a highly qualified teacher with training in area of intervention
Targeting one specific area of need/deficit/skill
Targeting as a skill that was identified as an area of need by an assessment
Occurring in addition to Tier I instruction Delivered in a small-group format Delivered with fidelity
Delivered with evidence based materials Provided the appropriate amount of time daily Provided the appropriate amount of time weekly Progress monitored at least every other week
I certify that everything reported on this form is accurate and correct and that interventions are being implemented with integrity at least 80 percent of the time.
signature
137 Sample Intervention Log
Name of Student: Teacher: __________________ Month of:
Week Date/Time * Intervention Used Skill area
addressed Observations/Notes (optional) Week 1 Monday Tuesday Wednesday Thursday Friday Week 2 Monday Tuesday Wednesday Thursday Friday Week 3 Monday Tuesday Wednesday Thursday Friday Week 4 Monday Tuesday Wednesday Thursday Friday Week 5 Monday Tuesday Wednesday Thursday Friday
* Insert name of intervention program or code from action plan
Progress Monitoring scores **Please attach progress monitoring graphs before RTI² meetings Week 1 ________Week 2 _____ __Week 3 ______Week 4 _________Week 5 _______
Intervention Fidelity Statement: I certify that the above noted strategies/interventions were conducted as described.
Teacher Signature:
138 Component 4:
139 4.4 Data-based Decision Making Procedures
Teachers must show knowledge and evidence of setting goals for each child. Expected growth can be determined by using measures provided by or created through the progress monitoring instrument. It should be related to each area of need.
For example, if the student has high error rates in reading fluency, additional assessment is completed that includes phonics assessments. If the student has phonics skills deficits, the teacher would intervene first in phonics before addressing fluency. If the student is in third grade, he/she may need measures on first grade fluency probes or phonics probes to determine an accurate rate of improvement (ROI). This would be determined through survey-level assessments (see Component 4.3).
Teachers must show how students are progressing toward these goals using a rate of improvement (ROI) to determine adequate progress. Teachers must use the data from progress monitoring to make instructional decisions (see the Rate of Improvement Worksheet below).
A student’s rate of improvement (ROI) on progress monitoring is the number of units of measure (e.g., words read correctly [wrc], correct responses, correct digits) a child has made per week since the beginning of the intervention. To discover this rate, teachers should divide the total number of units gained by the number of weeks that have elapsed. The rate of improvement (ROI) is compared to the rate of improvement of a typical peer and is one of the factors considered in determining whether a student has made adequate progress. The at-risk student’s rate of improvement must be greater than the rate of improvement of a typical student in order to “close the gap” and return to grade level functioning. Many intervention materials and/or progress monitoring materials/assessments calculate the rate of improvement.
School RTI2 teams will meet to analyze data, measure the effectiveness of interventions and check student progress toward goals. A plan will be in place for when students are and are not making adequate progress within Tier III. If students are not making adequate progress in Tier III, the intervention may need to be changed. Students should have at least four data points during Tier III interventions before a change is considered. Only one or two variables should be changed at a time to measure effectiveness of the change. A change in intervention will be considered within each tier before moving to the next tier of intervention. Changes may include:
Increasing frequency of intervention sessions; Changing interventions;
Changing intervention provider; and
Changing time of day intervention is delivered.
A minimum of 8-10 data points (if progress monitoring every other week) OR 10-15 data points (if progress monitoring weekly) are required in order to make a data-based decision to refer for special education consideration.
Students who were immediately placed in Tier III interventions must receive the total number of minutes for intervention as reflected in Component 4.2. Furthermore, students who are immediately placed in Tier III interventions will be given adequate time to respond to prescribed intervention before a referral to special education is made. These students typically demonstrate a higher need and
140 therefore may require several rounds of Tier III intervention before results yield the desired effects. The purpose of immediately placing a student in Tier III intervention is to increase the intensity of the intervention, not to shorten the duration of the intervention period. The student will be given the same amount of time to respond to the intervention as a student who first received Tier II interventions. In this component, the scenarios from the previous components are revisited:
3rd Grade Math Scenario- Responding to Tier III- more time needed
5th Grade Reading Scenario- Not responding to Tier III- special education referral
6th Grade Reading Scenario- Responding to Tier III- moving back to Tier IITable of Contents:
RTI2 Data-based Decision-Making Process (Tier III) Scenarios
3rd Grade Math Scenario- Responding to Tier III- more time needed
5th Grade Reading Scenario- Not responding to Tier III- special education referral
6th Grade Reading Scenario- Responding to Tier III- moving back to Tier IIRTI2 Team Notes/Student Intervention Plan-Example 1 Referral Decision Tree-Example 2
Rate of Improvement Worksheet-Example 3 Gap Analysis Worksheet-Example 4
142 3rd Grade Math Scenario
The 3rd grade team at ABC Elementary is conducting their final data meeting of the year. Universal screening data is in, and the results are encouraging. The principal, Dr. Roberts, shares the universal screening data for the school and the grade level. The data shows that the 3rd grade has reduced the percentage of struggling math students. They district benchmark test data indicates the same trend. Ms. Evans, the math coach, shares that Malik, a student from Mrs. Lopez’s class, has made adequate improvement this year after moving to Tier III intervention. The team reviews his data, and the school psychologist, Mr. Edwards, shares the gap analysis he has done. After the data discussion, the team decides that Malik will begin the next school year in Tier III intervention. He has responded well to the intervention, but needs more time to demonstrate consistent performance. His year-long data is shown in the following chart:
Next year, Tier III interventions will begin the second week of school. The team will continue to monitor his progress, and make the necessary adjustments based on his data.
143 3rd Grader requiring both Reading and Math Intervention
The RTI² team meets in November to review student progress. Ms. Myers brings Rebecca’s progress monitoring data that indicates that she is making some progress as shown in the graph below:
Although the data shows that Rebecca has made some progress, the team agrees that she is still making a significant number of errors in her reading. The team reviews Rebecca’s existing intervention plan and determines that a multi-sensory approach to phonics intervention may be more successful.
The team also reviews Rebecca’s progress with existing math interventions. Her progress is shown in the graph below:
The team determines that existing math interventions appear successful but that Rebecca needs more time in intervention in order to catch up to her peers. Ms. Myers will continue to monitor Rebecca’s progress with the existing math intervention.
144 3rd Grader requiring both Reading and Math Intervention (Continued)
The team continues to monitor Rebecca’s progress throughout the year. Rebecca seems to be responding to the changes made to her phonics intervention and by the end of the year, the achievement gap between Rebecca and her peers has closed significantly. Rebecca’s end of year universal screening graphs are shown below:
Although Rebecca will continue to require some intervention, overall, the team is pleased with the amount of progress she has made her third grade year.
Reading CBM Data
145 5th Grade Reading Scenario
Mrs. Adams, the Reading Coach at ABC Elementary, has been working with Sarah, a fifth grader, since February in her Tier III intervention group. Sarah’s second semester progress monitoring and spring benchmark data show that she did not meet the grade level expectation in oral reading fluency.
When the data team meets in May, they decide to move forward with a special education referral to see if Sarah has a specific learning disability in reading. While Sarah has benefitted from the intensive intervention that she has received, a gap analysis shows she has not made the expected progress.