Showing posts with label RTI. Show all posts
Showing posts with label RTI. Show all posts

Understanding Tier 2 in the Integrated Multi-Tiered System of Supports (iMTSS)


The Integrated Multi-Tiered System of Supports (iMTSS) is a comprehensive framework used in education to provide targeted support to all students both academics and behaviors. This system is often depicted as a pyramid with three tiers, where Tier 1 represents universal instruction for all students, Tier 2 provides targeted interventions for students who need additional support, and Tier 3 offers intensive interventions for students with significant needs. This blog post will focus on Tier 2, its importance, and how it aligns with the science of reading best practices, supported by relevant research.

The Importance of Tier 2

1. Early Identification and Intervention: One of the primary goals of Tier 2 is to identify and support students who are at risk for academic difficulties early on. Research shows that early intervention is crucial for preventing long-term academic struggles. According to the National Reading Panel (2000), early reading interventions are significantly more effective than later remediation. By providing targeted support at the first sign of difficulty, educators can help prevent small issues from becoming significant obstacles.

2. Preventing the Matthew Effect:  The Matthew Effect, coined by Stanovich (1986), refers to the phenomenon where "the rich get richer and the poor get poorer" in terms of reading skills. Students who start with strong reading skills tend to improve at a faster rate, while those with weak skills fall further behind. Tier 2 interventions are designed to prevent this effect by giving struggling readers the support they need to catch up with their peers.

3. Efficient Use of Resources:  Tier 2 allows for a more efficient use of educational resources. By providing targeted interventions to small groups of students, schools can address learning gaps without overburdening the system. This targeted approach ensures that students receive the help they need without requiring the more intensive and resource-heavy supports of Tier 3.

What Tier 2 Is Not

Tier 2 is not simply reteaching Tier 1 instruction in the same way or increasing the time a student spends on general curriculum without adjusting how it’s delivered. According to Fuchs, Fuchs, and Compton (2012), effective Tier 2 instruction must be more explicit, more systematic, and more intensive than what students receive in the general education setting. It’s not a “wait and see” model where students are passively monitored—nor is it one-size-fits-all instruction. A student who struggles in Tier 1 needs targeted intervention that directly addresses their unique learning gaps, not just extra exposure to the same material that didn’t work the first time.

Additionally, Tier 2 is not special education or an automatic path to an Individualized Education Program (IEP). The purpose of Tier 2 is to prevent the need for more intensive services by addressing difficulties early and efficiently. IDEA 2004 encourages schools to use scientifically based interventions and progress monitoring as part of the evaluation process, but Tier 2 should never delay a referral to special education when appropriate. Tier 2 must be timely, data-driven, and carefully implemented to be effective—and should not be mistaken for a permanent placement or used as a gatekeeper for accessing special education services.

How Tier 2 Ties into the Science of Reading Best Practices

The science of reading is a body of research that encompasses what is known about how people learn to read. This research has led to evidence-based practices that are effective in teaching reading. Tier 2 interventions, when aligned with these best practices, can significantly enhance reading outcomes for students.


1. Explicit and Systematic Instruction: The science of reading emphasizes the importance of explicit and systematic instruction in foundational reading skills, such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. Tier 2 interventions often focus on these areas, providing students with clear, direct teaching and practice opportunities.

Research Support: A study by Foorman et al. (2016) found that explicit instruction in phonemic awareness and phonics leads to significant improvements in reading outcomes for struggling readers.

2. Data-Driven Decision Making: Effective Tier 2 interventions rely on ongoing assessment and data analysis to identify students' needs, monitor progress, and adjust instruction as necessary. This data-driven approach ensures that interventions are tailored to each student's specific strengths and weaknesses.

Research Support: The use of curriculum-based measurement (CBM) has been shown to be effective in monitoring student progress and guiding instruction. Fuchs and Fuchs (2006) highlighted the importance of frequent progress monitoring in ensuring the success of interventions.

3. Small Group Instruction: Tier 2 interventions typically involve small group instruction, which allows for more personalized and intensive support. Small groups enable teachers to provide more immediate feedback and to differentiate instruction based on individual student needs.

Research Support: Wanzek and Vaughn (2007) found that small group reading interventions are more effective than whole-class instruction for students with reading difficulties, particularly when the groups are kept to a manageable size.

4. Multisensory Approaches: The science of reading supports the use of multisensory approaches, which engage multiple senses to reinforce learning. This can include visual, auditory, and kinesthetic-tactile activities that help students connect sounds to letters and words.

Research Support: Multisensory teaching methods, such as those used in the Orton-Gillingham approach, have been shown to be effective for students with dyslexia and other reading difficulties (Ritchey & Goeke, 2006).


Implementing Tier 2 Interventions

Effective implementation of Tier 2 interventions requires careful planning and ongoing evaluation. Here are some key steps:

1. Screening and Identification: Universal screening is essential for identifying students who may need Tier 2 support. Screening tools should be reliable and valid, and they should be administered regularly to catch issues early.

2. Designing Interventions: Interventions should be evidence-based and tailored to address the specific needs identified through screening and assessment. They should include explicit, systematic instruction in foundational reading skills and incorporate multisensory teaching methods where appropriate.

3. Progress Monitoring: Regular progress monitoring is crucial for assessing the effectiveness of interventions and making necessary adjustments. This involves frequent, brief assessments that provide data on student progress and inform instructional decisions.

4. Professional Development: Teachers need ongoing professional development to stay current with the latest research and best practices in reading instruction. This training should include strategies for delivering Tier 2 interventions and using data to guide instruction.

5. Family Involvement: Engaging families in the intervention process can enhance student outcomes. Parents and caregivers can support reading development at home through activities that reinforce skills being taught in school.


Challenges and Solutions

Implementing Tier 2 interventions can present challenges, but with thoughtful planning and collaboration, these can be overcome.

1. Resource Limitations: Schools may face limitations in staffing, time, and materials for Tier 2 interventions. Solutions include leveraging existing resources, such as paraprofessionals and volunteers, and seeking grants or other funding opportunities.

2. Fidelity of Implementation: Ensuring that interventions are implemented with fidelity is critical for their success. This requires ongoing training, supervision, and support for teachers, as well as regular observation and feedback.

3. Balancing Interventions with Core Instruction: It's important to ensure that Tier 2 interventions supplement, rather than replace, core instruction. This requires careful scheduling and coordination to ensure that students do not miss out on essential classroom learning.

Tier 2 interventions are a vital component of the iMTSS framework, providing targeted support to students who are at risk for academic difficulties. By aligning these interventions with the science of reading best practices—such as explicit and systematic instruction, data-driven decision making, small group instruction, and multisensory approaches—schools can significantly improve reading outcomes for struggling readers. Ongoing assessment, professional development, and family involvement are essential for the successful implementation of Tier 2 interventions. With the right support in place, all students can achieve reading success and reach their full potential.


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References

  • Fuchs, L. S., & Fuchs, D. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99.
  • Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
  • Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham–based reading instruction: A review of the literature. The Journal of Special Education, 40(3), 171-183.
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
  • Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541-561.



Understanding Tier 1 Instruction: The Foundation of Effective Teaching


This is the bottom of the pyramid because it means ALL means ALL. All the students in your class are receiving a guaranteed and viable curriculum that is being provided explicitly and following a scope and sequence.

Students are general education students first. 

If you have more than 50% of your students needing interventions. You have a core instruction or Tier 1 problem. NOT AN INTERVENTION PROBLEM.

In the landscape of what our classrooms look like it's getting harder to ensure that all students receive high-quality instruction is a primary goal. At the heart of this mission lies Tier 1 instruction, also known as core instruction. This foundational level of teaching is critical for meeting the diverse needs of students in the classroom and ensuring that all students, regardless of their background or abilities, have access to a rigorous and engaging education.

What is Tier 1 Instruction?

Tier 1 instruction is the baseline level of teaching that all students receive in a general education classroom. It is designed to be effective for the majority of students, providing a strong foundation in key academic areas. The primary aim of Tier 1 instruction is to deliver high-quality, evidence-based teaching practices that promote student learning and achievement.

What are Diagnostic Assessments?

Diagnostic assessments in education are tools used to identify students' strengths, weaknesses, knowledge, and skills prior to instruction. They help educators understand students' learning needs and tailor instruction accordingly. Here are some key features and purposes of diagnostic assessments:

Identification of Learning Gaps: They identify specific areas where students are struggling or excelling, allowing for targeted interventions.

Personalized Instruction: The results can inform differentiated instruction strategies to meet the diverse needs of students.

Baseline Data: They provide baseline data to measure student growth over time.

Early Intervention: Early identification of learning difficulties enables timely support and intervention, preventing minor issues from becoming major obstacles.

Informed Instructional Planning: Teachers can use the data to plan lessons that address the specific needs of their students, enhancing the effectiveness of instruction.

Examples of diagnostic assessments include:

Pre-tests: Assessments given before a unit or course to gauge prior knowledge.

Screening Tests: Brief assessments to identify students at risk of academic difficulties.

Reading Inventories: Tools that assess reading skills, such as phonemic awareness, fluency, and comprehension.

Math Diagnostics: Assessments that evaluate specific math skills and concepts.

Diagnostic assessments are an essential component of the Multi-Tiered System of Supports (MTSS), particularly in Tier 2, where they help identify students who need additional support and inform the development of targeted interventions.

Examples of Diagnostic Assessments are iReady and STARR.

What Universal Assessments?

Universal assessments in education are standardized tests administered to all students within a specific grade level, school, or district to evaluate their academic performance and identify areas needing improvement. These assessments are designed to provide a broad overview of students' skills and knowledge, ensuring that educators can make informed decisions about curriculum and instruction. 

Here are some key aspects of universal assessments:

Screening: They serve as a screening tool to identify students who may need further diagnostic assessment or intervention.

Benchmarking: Universal assessments help establish performance benchmarks and track student progress over time.

Equity: They ensure that all students are assessed using the same criteria, promoting fairness and equity in education.

Accountability: Results from these assessments are often used for accountability purposes, informing policy decisions, and evaluating educational programs.

Data-Driven Decision Making: The data gathered helps educators and administrators make informed decisions about resource allocation, instructional strategies, and professional development needs.

Examples of universal assessments include:

State Standardized Tests: These are mandated by state education departments and cover subjects such as math, reading, and science.

National Assessments: Examples include the National Assessment of Educational Progress (NAEP) in the United States.

Universal Screening Tools: Brief assessments administered to all students at the beginning of the school year to identify those at risk of academic difficulties. Examples include Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Measures of Academic Progress (MAP).

Formative Assessments: Tools like quizzes or interim assessments that provide ongoing feedback to teachers and students.

Universal assessments are a critical component of the Multi-Tiered System of Supports (MTSS), particularly in Tier 1, where they help ensure that all students receive high-quality, standards-aligned instruction and that those who need additional support are identified early.

The Importance of Tier 1 Instruction

Inclusivity and Equity: Tier 1 instruction ensures that every student has access to quality education. By implementing effective teaching strategies at this level, educators can address the diverse needs of their students, reducing the achievement gap and promoting equity in education.

Preventative Approach: High-quality Tier 1 instruction serves as a preventative measure, reducing the need for more intensive interventions. When core instruction is strong, fewer students will require additional support, which can be time-consuming and costly.

Efficiency in Resource Allocation: By focusing on improving Tier 1 instruction, schools can allocate their resources more efficiently. Effective core instruction reduces the strain on special education services and intervention programs, allowing those resources to be directed to students who need them the most.

Foundation for Lifelong Learning: Strong Tier 1 instruction lays the groundwork for lifelong learning. It equips students with essential skills and knowledge, fostering a love for learning and encouraging them to pursue further education and personal development.

Strategies in Implementing Science of Reading Best Practices in Core Instruction

To ensure that Tier 1 instruction aligns with the science of reading, teachers must integrate evidence or research based practices into their teaching. Here are some strategies to consider:

  • Explicit Instruction: Explicit teaching involves clear, direct instruction on specific skills and concepts. This approach is particularly effective for teaching phonemic awareness and phonics. For example, teachers can use systematic phonics programs that guide students through a sequence of letter-sound relationships, starting with the simplest and gradually increasing in complexity.
  • Systematic and Sequential Instruction: Reading instruction should follow a logical sequence, building on previously taught skills. This approach helps students develop a solid foundation and ensures that they master basic skills before moving on to more complex ones.
  • Differentiated Instruction: While Tier 1 instruction is designed to meet the needs of most students, it is important to recognize that students have varying abilities and learning styles. Differentiated instruction involves tailoring teaching methods and materials to accommodate these differences. For example, teachers can use small group instruction to provide additional support to students who are struggling with specific skills.
  • Integrated Literacy Activities: Reading instruction should be integrated with other areas of the curriculum, such as writing, speaking, and listening. This holistic approach reinforces literacy skills and helps students see the relevance of reading in different contexts.
  • Ongoing Assessment and Feedback: Regular assessment and feedback are essential for monitoring student progress and adjusting instruction as needed. Formative assessments, such as running records and informal reading inventories, provide valuable insights into students’ reading abilities and help teachers identify areas where additional support is needed.

Strategies for Implementing Math Best Practices in Core Instruction

Implementing best practices in math instruction is essential for fostering a deep understanding of mathematical concepts among students. Effective math instruction not only helps students succeed academically but also equips them with critical thinking and problem-solving skills necessary for real-world applications. Here are several strategies classroom teachers can use to implement math best practices in their core instruction.

1. Focus on Conceptual Understanding: One of the most crucial aspects of effective math instruction is helping students develop a deep conceptual understanding of mathematical concepts. Instead of merely teaching procedures and algorithms, focus on the underlying principles. Use visual aids, manipulatives, and real-life examples to illustrate abstract concepts. Encourage students to explain their reasoning and explore different ways to solve problems. By building a strong foundation of conceptual knowledge, students are better equipped to tackle complex problems and apply their learning in various contexts.

2. Incorporate Problem-Solving and Critical Thinking: Mathematics is not just about finding the right answers; it's about understanding the process and thinking critically about problems. Incorporate problem-solving activities that challenge students to think creatively and reason logically. Present open-ended problems that have multiple solutions or approaches. Encourage students to discuss their problem-solving strategies with peers and justify their reasoning. This practice not only enhances their critical thinking skills but also promotes a growth mindset, where students view challenges as opportunities to learn and improve.

3. Use Formative Assessments: Formative assessments are essential tools for gauging student understanding and guiding instruction. Regularly use formative assessments such as quizzes, exit tickets, and informal observations to check for understanding. Analyze the results to identify areas where students are struggling and adjust your instruction accordingly. Formative assessments provide immediate feedback to both teachers and students, allowing for timely interventions and support.

4. Differentiate Instruction: In any classroom, students have diverse learning needs and paces. Differentiating instruction ensures that all students have access to the curriculum and can succeed. Use flexible grouping to provide targeted instruction based on students' needs. Offer varied tasks and activities that cater to different learning styles and levels of readiness. Incorporate technology and online resources to provide personalized learning experiences. Differentiation allows you to meet students where they are and help them progress effectively.

5. Promote Mathematical Discourse: Encouraging mathematical discourse in the classroom helps students articulate their thinking and deepen their understanding. Create a classroom environment where students feel comfortable sharing their ideas, asking questions, and engaging in discussions. Use open-ended questions and prompts to stimulate conversation. Encourage students to explain their reasoning, critique the reasoning of others, and build on each other's ideas. Mathematical discourse not only enhances understanding but also fosters a collaborative learning community.

6. Integrate Technology: Technology can be a powerful tool in math instruction when used effectively. Use digital tools and resources to enhance learning and engagement. Interactive math software, virtual manipulatives, and online games can provide dynamic and interactive experiences that make learning math fun and engaging. Additionally, technology can facilitate differentiated instruction by providing personalized learning paths and instant feedback.

7. Connect Math to Real-Life Contexts: Making math relevant to students' lives helps them see the value and application of what they are learning. Incorporate real-life contexts and problems into your lessons. Use examples from everyday life, such as shopping, cooking, or sports, to illustrate mathematical concepts. Engage students in projects that require them to apply their math skills to solve real-world problems. Connecting math to real-life situations makes learning more meaningful and motivates students to engage with the content.

8. Provide Ongoing Professional Development:  Continual professional development is essential for staying current with best practices in math instruction. Participate in workshops, conferences, and professional learning communities to enhance your teaching skills and knowledge. Collaborate with colleagues to share strategies and resources. Reflect on your practice and seek feedback to improve your instruction. Ongoing professional development ensures that you are equipped with the latest research and techniques to provide high-quality math instruction.

Challenges and Considerations

Implementing high-quality Tier 1 instruction is not without its challenges. Here are a few considerations for educators:

1. Professional Development: Ensuring that teachers have the knowledge and skills to implement evidence-based reading practices requires ongoing professional development. Schools must invest in training programs that equip teachers with the latest research and instructional strategies.

2. Curriculum Alignment: The curriculum must align with the principles of the science of reading. Schools should evaluate their reading programs and materials to ensure they support systematic and explicit instruction.

3. Time and Resources: Effective reading instruction requires adequate time and resources. Schools must prioritize literacy instruction and allocate sufficient time for teachers to plan, teach, and assess student learning.

4. Student Engagement: Keeping students engaged and motivated is crucial for successful reading instruction. Teachers should use a variety of instructional strategies and materials to maintain student interest and encourage a love for reading.

Tier 1 instruction forms the bedrock of an equitable and effective grade level instruction, ensuring that all students receive a guaranteed and viable curriculum delivered through explicit teaching and a well-defined scope and sequence. Recognizing that general education students are the priority, a high percentage of students needing intervention signals a need to strengthen core instruction rather than solely focusing on interventions. Diagnostic and universal assessments play crucial roles in informing and monitoring the effectiveness of this foundational tier. Ultimately, prioritizing robust Tier 1 instruction fosters inclusivity, prevents the overuse of intervention resources, and builds a strong academic foundation for all learners.

Understanding Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI)

Education is evolving to better address the diverse needs of all students. Among the most significant frameworks designed to support this evolution are Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI). These frameworks are pivotal in identifying and addressing the needs of all students, including those with learning disabilities. This blog post will explore MTSS and RTI, their importance, and the legal and research foundations underpinning their use in educational settings.


What is a Multi-Tiered System of Support (MTSS)?

MTSS is a comprehensive framework that aims to provide targeted support to students based on their individual needs. It integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavioral problems. The MTSS framework typically consists of three tiers:

Tier 1: Universal Interventions

Description: This tier includes high-quality instruction and behavioral support for all students in the general education classroom. It is preventive and proactive.

Purpose: To ensure that all students receive effective core instruction that meets their diverse needs.


Tier 2: Targeted Interventions

Description: This tier provides additional support for students who are not making adequate progress with Tier 1 interventions. It often includes small group interventions.

Purpose: To address specific learning or behavioral needs that are not being met by universal interventions.


Tier 3: Intensive Interventions

Description: This tier involves individualized and intensive interventions for students who continue to struggle despite the support provided in Tiers 1 and 2.

Purpose: To offer highly personalized interventions for students with significant and persistent difficulties.


What is the Response to Intervention (RTI)?

RTI is a multi-tier approach to the early identification and support of students with learning and behavior needs. Like MTSS, RTI consists of three tiers, but it is more specifically focused on identifying and providing early interventions for students who are at risk for poor learning outcomes. The RTI process includes:

Universal Screening Includes:

  • Description: All students are assessed to identify those at risk for poor learning outcomes.
  • Purpose: To ensure early identification and support.

Progress Monitoring

  • Description: Students' progress is regularly monitored to assess the effectiveness of interventions.
  • Purpose: To make data-driven decisions about the intensity and duration of interventions.

Data-Based Decision-Making

  • Description: Decisions about the intensity and duration of interventions are based on data collected from progress monitoring.
  • Purpose: To ensure that interventions are effective and appropriately tailored to students' needs.


The Need for MTSS and RTI in Supporting All Students

Addressing Diverse Learning Needs

One of the primary reasons for the implementation of MTSS and RTI is the recognition that students come to school with a wide range of learning needs. These frameworks ensure that all students receive the level of support they need to succeed. According to the National Center on Intensive Intervention, MTSS and RTI help in "providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions."


Promoting Equity in Education

MTSS and RTI frameworks promote educational equity by ensuring that all students, regardless of their background or learning needs, have access to high-quality instruction and support. This approach is particularly important in addressing disparities in educational outcomes for historically underserved student groups. The Every Student Succeeds Act (ESSA) emphasizes the importance of equity and accountability in education, aligning with the principles of MTSS and RTI.


Identifying Students with Learning Disabilities

Early Identification and Intervention

One of the critical roles of MTSS and RTI is the early identification of students with learning disabilities. The Individuals with Disabilities Education Act (IDEA) mandates that schools identify and provide services to students with disabilities. MTSS and RTI frameworks facilitate this by providing a structured approach to identifying students who are struggling and providing them with targeted interventions.


Reducing the Over-Identification of Disabilities

Historically, there has been a concern about the over-identification of students, particularly minority students, for special education services. MTSS and RTI help address this issue by ensuring that students receive appropriate interventions before being referred for special education evaluation. This approach helps distinguish between students who have a learning disability and those who simply need additional support to meet grade-level expectations.


Research Supporting MTSS and RTI

Numerous studies highlight the effectiveness of MTSS and RTI in improving student outcomes. For example, a study published in the journal "School Psychology Review" found that schools implementing RTI with fidelity saw significant improvements in reading outcomes for students (Burns, Appleton, & Stehouwer, 2005). Additionally, a meta-analysis conducted by Fuchs and Fuchs (2006) demonstrated that RTI practices are effective in reducing the number of students identified with learning disabilities, while also improving overall academic performance.

Legal Foundations of MTSS and RTI

Individuals with Disabilities Education Act (IDEA)

IDEA is the primary federal law governing special education services in the United States. It requires schools to provide a free appropriate public education (FAPE) to students with disabilities and emphasizes the importance of early intervention and progress monitoring, key components of MTSS and RTI.


Every Student Succeeds Act (ESSA)

ESSA, which reauthorized the Elementary and Secondary Education Act (ESEA), places a strong emphasis on accountability and the use of evidence-based interventions to improve student outcomes. ESSA supports the use of MTSS and RTI frameworks to ensure that all students receive the support they need to succeed academically and behaviorally.


Implementing MTSS and RTI in Schools


Professional Development

Effective implementation of MTSS and RTI requires ongoing professional development for educators. Teachers need to be trained in evidence-based instructional practices, progress monitoring techniques, and data-driven decision-making processes.

Collaborative Approach

Successful MTSS and RTI implementation relies on a collaborative approach involving educators, administrators, parents, and specialists. Collaboration ensures that interventions are coordinated and aligned with students' needs.

Data-Driven Decision Making

Central to MTSS and RTI is the use of data to inform instructional decisions. Schools must establish systems for collecting, analyzing, and using data to monitor student progress and adjust interventions as needed.


Challenges and Considerations

Resource Allocation

Implementing MTSS and RTI effectively requires adequate resources, including time, personnel, and materials. Schools must ensure that they have the necessary resources to support these frameworks.

Fidelity of Implementation

The success of MTSS and RTI depends on the fidelity of implementation. Schools must ensure that interventions are delivered as intended and that progress monitoring is conducted consistently and accurately.

MTSS and RTI are an essential framework for supporting the diverse needs of all students and for identifying students with learning disabilities. By providing a structured approach to intervention and progress monitoring, these frameworks help ensure that all students receive the support they need to succeed academically and behaviorally. The legal and research foundations underpinning MTSS and RTI highlight their importance in promoting equity and improving educational outcomes for all students. As schools continue to implement and refine these frameworks, ongoing professional development, collaboration, and data-driven decision-making will be crucial to their success.


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The Ongoing Journey: Problem Solving in Special Education with iReady Insights

The need for continuous improvement is not just something providers need to pay attention to. It also applies to our students as well. It doesn't matter if they are just starting their journey in RTI/MTSS or have been receiving special education services for some time.  

The point of Response to Intervention is to prevent students from becoming special education students. And if they are on an IEP, the point is to get them off it. It was never meant to be a life sentence. 

But what do you do once you have them. How do you know what you have created is working? How do you prove it to parents or administrators or yourself?  

This goes beyond progress monitoring. What if the student is just spinning? Or you're tapped out and need help?? What if you don't know what questions to ask because it's not your job or your thing or just don't know where to start????

Let me walk you through a problem-solving method that puts (in many different ways) problem-solving on its head.

But first some background--
In my building, iReady is a pretty good predictor of how our 3-6 students will do on the state assessment. (And if you want all my objections and the things I like, you can read them here.)

I'm fortunate enough to have most of my students for more than a year, so I can use iReady as my big assessment to see if what has been taught is rolling over on a larger scale. 

The data above is the averages for my group as 2nd graders and 3rd graders and school-wide for the just concluded school year.  And the last 4 slides that about how my student did over the two years.
Data | Vocabulary Project Blogpost by Alison Whiteley


My state and building use iReady diagnostics three times a year for READ Plans and intervention data. (more on come on iReady-both loves and dislikes)

As a special education teacher, I only use this data to compare students to their peer group and see their gains over the year. 

I look at the overall gains my students make on the five categories assessed each time. This year, I made a huge shift to building and creating a solid foundation in phonemic awareness and phonics.  

How am I going to track these changes to know the outcome to make meaningful changes in my instruction? 

Out of all the ways I could track this decision, I went with a RIOT/ICEL.

What is RIOT/ICEL and what does it have to do with my vocabulary project??

It is a problem-solving matrix.  It's a different way to look at students. It can be used for RTI/MTSS. My state suggests this method of problem-solving for SLD.

When I get stuck working out why students' down move, I turn the equation on its head to look at the problem differently. RIOT/ICEL does that in a framework that doesn't let me stray from the heart of the matter.  Need a copy grab it here. 

How it all works?

It is one tool that can help school teams sample information from abroad range of sources and investigate all likely explanations for academic or behavioral problems. This matrix helps schools to work efficiently and quickly to decide what relevant information to collect on academic performance and behavior—and also how to organize that information to identify probable reasons why the student groups are not experiencing academic or behavioral success.

The ICEL/RIOT matrix is not itself a data collection instrument. Instead, it is an organizing framework that increases schools’ confidence both in the quality of the data that they collect and the findings that emerge from the data. The leftmost vertical column of the ICEL/RIOT table includes four key domains of learning to be assessed: Instruction, Curriculum, Environment, and Learner (ICEL). 

A common mistake that schools often make is to assume that student learning problems exist primarily in the learner and to underestimate the degree to which teacher instructional strategies,  curriculum demands, and environmental influences impact the learner’s academic performance. The ICEL helps ensure the whole child is looked at holistically.

The top horizontal row of the ICEL/RIOT table includes four potential sources of student information: Review, Interview, Observation, and Test (RIOT). Teams should attempt to collect information from a range of sources to control for potential bias from any one source.

The power of the ICEL/RIOT matrix lies in its use as a cognitive strategy, one that helps educators to verify that they have asked the right questions and sampled from a sufficiently broad range of data sources to increase the probability that they will correctly understand the student’s presenting concern(s). Viewed in this way, the matrix is not a rigid approach but rather serves as a flexible framework for exploratory problem-solving.

RIOT: (Review, Interview, Observation, Test)

Review--This category consists of past or present records collected on the student. Obvious examples include report cards, office disciplinary referral data, state test results, and attendance records. Less obvious examples include student work samples, physical products of teacher interventions (e.g., a sticker chart used to reward positive student behaviors), and emails sent by a teacher to a parent detailing concerns about a student’s study and organizational skills.

Interview--Interviews can be conducted face-to-face, via telephone, or even through email correspondence. Interviews can also be structured (that is, using a pre-determined series of questions) or follow an open-ended format, with questions guided by information supplied by the respondent. Interview targets can include teachers, paraprofessionals, administrators, and support staff in the school setting who have worked with or had interactions with the student in the present or past. Prospective interview candidates can also consist of parents and other relatives of the student as well as the student himself or herself. 

Observation--Direct observation of the student’s academic skills, study and organizational strategies, degree of attentional focus, and general conduct can be a useful channel of information. Observations can be more structured (e.g., tallying the frequency of call-outs or calculating the percentage of on-task intervals during a class period) or less structured (e.g., observing a student and writing a running narrative of the observed events). Obvious examples of observation include a teacher keeping a frequency count of the times that she redirects an inattentive student to task during a class period and a school psychologist observing the number of intervals that a student talks with peers during independent seatwork Less obvious examples of observation include having a student periodically rate her own academic engagement on a 3-point scale (self-evaluation) and encouraging a parent to send to school narrative observations of her son’s typical routine for completing homework.

Test--Testing can be thought of as a structured and standardized observation of the student that is intended to test certain hypotheses about why the student might be struggling and what school supports would logically benefit the student (Christ, 2008). Obvious examples of testing include a curriculum-based measurement Oral Reading Fluency probe administered to determine a student’s accuracy and fluency when reading grade-level texts and a state English Language Arts test that evaluates students’ mastery of state literacy standards. A less obvious example of testing might be a teacher who teases out information about the student’s skills and motivation on an academic task by having that student complete two equivalent timed worksheets under identical conditions—except that the student is offered an incentive for improved performance on the second worksheet but not on the first (‘Can’t Do/Won’t Do Assessment’). Another less obvious example of testing might be a student who has developed the capacity to take chapter pre-tests in her math book, to self-grade the test, and to write down questions and areas of confusion revealed by that test for later review with the math Instructor.

ICEL–Instruction, Curriculum, Environment, and Learner

Instruction--The purpose of investigating the ‘instruction’ domain is to uncover any instructional practices that either help the student to learn more effectively or interfere with that student’s learning. More obvious instructional questions to investigate would be whether specific teaching strategies for activating prior knowledge better prepare the student to master new information or whether a student benefits optimally from the large-group lecture format that is often used in a classroom. A less obvious example of an instructional question would be whether a particular student learns better through teacher-delivered or self-directed, computer-administered instruction.

Curriculum--‘Curriculum’ represents the full set of academic skills that a student is expected to have mastered in a specific academic area at a given point in time. To adequately evaluate a student’s acquisition of academic skills, of course, the educator must (1) know the school’s curriculum (and related state academic performance standards), (2) be able to inventory the specific academic skills that the student currently possesses, and then (3) identify gaps between curriculum expectations and actual student skills. (This process of uncovering student academic skill gaps is sometimes referred to as an ‘instructional’ or ‘analytic’ assessment.) More obvious examples of curriculum questions include checking whether a student knows how to computer a multiplication problem with double-digit terms and regrouping or whether that student knows key facts about the Civil War. A less obvious curriculum-related question might be whether a student possesses the full range of essential academic vocabulary (e.g., terms such as ‘hypothesis’) required for success in the grade 10 curriculum.

Environment--The ‘environment’ includes any factors in students’ school, community, or home surroundings that can directly enable their academic success or hinder that success. Obvious questions about environmental factors that impact learning include whether a student’s educational performance is better or worse in the presence of certain peers and whether having additional adult supervision during a study hall results in higher student work productivity. Less obvious questions about the learning environment include whether a student has a setting at home that is conducive to completing homework or whether chaotic hallway conditions are delaying that student’s transitioning between classes and therefore reducing available learning time.

Learner--While the student is at the center of any questions of instruction, curriculum, and [learning] environment, the ‘learner’ domain includes those qualities of the student that represent their unique capacities and traits. More obvious examples of questions that relate to the learner include investigating whether a student has stable and high rates of inattention across different classrooms or evaluating the efficiency of a student’s study habits and test-taking skills. A less obvious example of a question that relates to the learner is whether a student harbors a low sense of self-efficacy in mathematics that is interfering with that learner’s willingness to put appropriate effort into math courses.

Integrating the RIOT/ICEL Matrix into a Building’s Problem-Solving. The power of the RIOT/ICEL matrix lies in its use as a cognitive strategy, one that helps educators verify that they have asked the right questions and sampled from a sufficiently broad range of data sources to increase the probability that they will correctly understand the student’s presenting concern(s). Viewed in this way, the matrix is not a rigid approach but rather serves as a flexible heuristic for exploratory problem-solving. 

Yes, it is time-consuming but asking all the right questions is what needs to happen to plan the right interventions for students and to make sure IEP teams know what assessments need to be given if the student has been referred for formal testing. 

I like this method when I'm stuck and feel a student's IEP team is missing something to move the needle for a student.  It's great for collaboration and looking at the whole student. And with students whose primary language is not English, you are not always seeing everything because of the language barrier. 

Stay tuned to learn how my team comes together to support ESL students using this method. Make sure to grab your freebie to help support your learners. 

Chat Soon-






PS: Here's a handout to help you complete a RIOT/ICEL.



Why a Comprehensive Special Education Evaluation?

The Framework

The Individuals with Disabilities Education Act (IDEA) requires that special education evaluations be sufficiently comprehensive to make eligibility decisions and identify the student’s educational needs, whether or not commonly linked to the disability category in which the student has been classified (34 CFR 300.304). Comprehensive evaluations are conducted in a culturally and linguistically responsive manner; non-discriminatory for students of all cultural, racial, ethnic, socioeconomic, and other backgrounds. When conducting special education evaluations, IEP teams must follow all procedural and substantive evaluation requirements specified in IDEA. 

The BIG Ideas

  • Special education evaluations must be sufficiently comprehensive for IEP teams to determine special education eligibility or continuing eligibility and to identify the educational needs of the student, whether or not commonly linked to the student’s identified disability category(ies).
  • A comprehensive evaluation is a process, not an event. IEP team participants work together to explore, problem-solve, and make decisions about eligibility for special education services. If found eligible, the IEP team uses information gathered during the evaluation to collectively develop the content of the student’s IEP.
  • A comprehensive special education evaluation actively engages the family throughout the evaluation process.
  • Comprehensive evaluations are first and foremost “needs focused” on identifying academic and functional skill areas affected by the student’s disability, rather than “label focused” on identifying a disability category label which may or may not, accurately infer student need.
  • Developmentally and educationally relevant questions about instruction, curriculum, environment, as well as the student, guide the evaluation. Such questions are especially helpful during the review of existing data to determine what if any, additional information is needed. 
  • Asking clarifying questions throughout the evaluation helps the team explore educational concerns as well as student strengths and needs such as barriers to and conditions that support student learning, and important skills the student needs to develop or improve.
  • Culturally responsive problem-solving and data-based decision-making using current, valid, and reliable (i.e. accurate) assessment data and information is critical to conducting a comprehensive evaluation.
  • Assessment tools and strategies used to collect additional information must be linguistically and culturally sensitive and must provide accurate and useful data about the student’s academic, developmental, and functional skills.
  • Data and other information used during the evaluation process is collected through multiple means including review, interview, observation, and testing; as well as across domains of learning including instruction, curriculum, environment, and learner.
  • Individuals who collect and interpret assessment data and other information during an evaluation must be appropriately skilled in test administration and other data collection methods. This includes understanding how systemic, racial, and other types of bias may influence data collection and interpretation, and how individual student characteristics may influence results.
  • Assessment data and other information gathered over time and across environments help the team understand and make evaluation decisions about the nature and effects of a student’s disability on their education.
  • Comprehensive evaluations must provide information relevant to making decisions about how to educate the student. A comprehensive evaluation provides the foundation for developing an IEP that promotes student access, engagement, and progress in age or grade-level general education curriculum, instruction, and other activities, and environments.

The Balcony View

Comprehensive evaluations must provide information relevant to making decisions about how to educate the student so they can access, engage, and make meaningful progress toward meeting age and grade level standards. Assessment and collection of additional information play a central role during the evaluation and subsequently in IEP development and reviewing student progress. 

A comprehensive evaluation takes into account Career Readiness, a growing awareness of the relationship between evaluation and IEP development, and the need for information about how special education evaluations and reevaluations can be made more useful for IEP development.

The 2017 US Supreme Court Endrew F. case also brought renewed attention to the importance of knowing whether a student's IEP is sufficient to enable a student with a disability to make progress “appropriate in light of their circumstances.” Finally, updated guidance, including results of statewide procedural compliance self-assessment, IDEA complaints addressing whether evaluations are sufficiently comprehensive, and continuing disproportionate disability identification, placement, and discipline in student groups who traditionally are not equitably served.

A comprehensive evaluation responds to stakeholders’ requests for more information and reinforces that every public school student graduates ready for further education, the workplace, and the community.

It seeks to ensure a Free Appropriate Public Education (FAPE) for every student protected under IDEA. It guides IEP teams in planning and conducting special education evaluations that explicitly address state and federal requirements to conduct comprehensive evaluations that help IEP teams to determine eligibility, and thoroughly and clearly identify student needs. 

Planning and Conducting a Comprehensive Special Education Evaluation

An Individualized Education Program (IEP) is the key to addressing a student’s disability-related needs.
It describes annual goals and the supports and services a student must receive so they can access, engage, and make progress in general education. 

A well-developed IEP is a vehicle to ensure that a Free Appropriate Public Education (FAPE) is provided to students protected under IDEA. A comprehensive special education evaluation provides the foundation for effective IEP development. 

A comprehensive special education evaluation is conducted by a student’s IEP team appointed by the district. The IEP team must include the parent as a required participant and essential partner in decision-making. Special Education evaluation is a collaborative IEP team responsibility. During the evaluation process, the team collectively gathers relevant information and uses it to make accurate and individualized decisions about a student’s eligibility or continuing eligibility, effects of disability, areas of strength, and academic and functional needs.

Data and other information used to make evaluation decisions come from a variety of sources and environments, often extending beyond the IEP team. Guided by educationally relevant questions, both existing and new information is compiled or collected, analyzed, integrated, and summarized by the IEP team to provide a comprehensive picture of the student’s educational strengths and needs.

A comprehensive special education evaluation is grounded in a culturally responsive problem-solving model in which potential systemic, racial, and other bias is addressed, and hypotheses about the nature and extent of the student’s disability are generated and explored.

Conducting a comprehensive special education evaluation requires planning. Each team has its own methods for planning and conducting comprehensive special education evaluations with guidance from the state and district.

Why RIOT/ICEL Matrix?

The RIOT/ICEL model comes from Jim Wright and is one way to look at RTI/MTSS.  RIOT is the top horizontal row of the table and includes four potential sources of student information: Review, Interview, Observation, and Test. Teams should attempt to collect information from a range of sources.

ICEL is the left column of the table that includes key areas of learning to be assessed: Instruction, Curriuclum, Environment, and Learner. A common mistake that teams often make is to assume that student learning problems exist in the learner and underestimate the degree to which what the classroom teacher is providing in class ie., accommodations, curriculum, and environmental influences that impact the student's academic performance. The model ensures no rock is left unturned. 

The matrix is an assessment guide to help teams efficiently to decide what relevant information to collect on student academic performance and behavior and also how to organize that information to identify probable reasons why the student is not experiencing academic or behavioral success.  

The matrix is not itself a data collection instrument. Instead, it is an organizing framework that increases teams' confidence both in the quality of the data that they collect and the findings that emerge from the data. 

An editable RIOT/ICEL form is below for you--just click the picture. Be on the lookout for a blog post sharing how I use this model with grade-level teams. The object of this model is to remove bias, it is a good way to look at multi-lingual students (ELL or ESL). It can be a great way to have collegial conversations about students.


Chat Soon-



Feeling unsure about a student's phonics level? This new resource will instantly help

Have you ever sat in a meeting reviewing phonics data and someone asks if the student has mastered reading digraphs because the student doesn't demonstrate this in their small group?

Whether in an RTI meeting or just reviewing the data, this information helps plan the student's specific next steps. 

If your phonics program is like mine--it didn't come with a quick way to progress monitor a student after you have taught a sound (phonogram). And sometimes you need more than dictation and how they read in the last decodable text.

Progress Monitoring Tool for Phonics

You need more than a gut check BUT you need a number to prove what the student knows.

This Progress Monitoring Tools for Phonics solves this problem. It's quick and super easy to give after you have taught a sound. You can learn if students can read the phonogram at the word level (real & nonsense), sentence level, or in a paragraph with controlled text. 

I use this Phonics Tool as a pre/post with mixed sounds. This has a very specific set of sounds such as all short, all R-controlled or all digraphs. Then I can teach the sounds in the pattern, reassess and have the data to prove if they have it or not.

The teacher's copy of the tool is colored-coded to make it super easy to score and make decisions about what to do next. This progress monitoring tool can be completed by teachers, para-professionals, or volunteers. 

Each phonogram has its own page and you can find it again on a mixed pattern page. I have made the Phonics Progress Monitoring Tool paperless as well. It can be used with Google. The link is within the product.

As of today's writing, in this bottomless product you get:
Short Vowels (a, e, i, o, u)
R-Controlled
Digraphs (ch, th, wh, sh)
VCe (a, e, i, o, u)

These sheets can be completed are perfect for small targeted groups and are a perfect addition to any Orton-Gillingham Practice or Phonics Intervention.

You can expect updates throughout the year including Vowel teams, Suffixes, -ng & -nk, and more!! 

Grab your today before the price increases!

Chat Soon,









101: MTSS & RTI

What is MTSS?

A Multi-Tiered System of Supports (MTSS) is a framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level. MTSS is a coherent continuum of evidence-based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve high standards.MTSS models rely on data to assess student needs and help teachers understand which kinds of intervention they need within each tier.

What is Response to Intervention?

Response to Intervention, or RTI, is an educational approach designed to help all learners to succeed, through a combination of high-quality instruction, early identification of struggling students, and responsive, targeted evidence-based interventions to address specific learning needs. RTI uses ongoing progress monitoring and data collection to facilitate data-based decision-making. In addition, the implementation of RTI will assist in the correct identification of learning or other disorders.

In my building, MTSS is the umbrella and RTI falls under it. All students are active participants in MTSS but not all students will be active participants in RTI. 

how the RTI tiers look with MTSS

How does RTI work?

It operates on a 3-tiered framework of interventions at increasing levels of intensity. The process begins with high-quality core instruction in the general education classroom. Teachers use a variety of instructional methods to maximize student engagement and learning: modeling of skills, small group instruction, guided practice, independent practice, to name a few.

Through universal screening methods, struggling learners are identified and are given more intense instruction and interventions that are more targeted to individual needs. By giving frequent assessments and analyzing data, teachers make decisions about what levels of intervention will best support student achievement.

What are the Tiers?

Tier I: This is the guaranteed and viable curriculum that all students receive each day within their general education classrooms. It is High quality, research-based core instruction in the general education classroom. All students are given universal screening assessments to ensure that they are progressing and are learning essential skills. {Sidenote: A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that guarantees that the curriculum being taught is the curriculum being assessed. It is viable when adequate time is ensured to teach all determined essential content.}

Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at-risk” through universal screenings and/or results on state- or district-wide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system and documentation method.

Tier II: More intensive, targeted instruction, matched to student needs, is delivered to students who are not making adequate progress in Tier I; they often receive instruction in small groups. They receive progress monitoring weekly, and teachers regularly evaluate data to assess whether students are making progress or need different or more intense intervention.

Targeted Interventions are a part of Tier 2 for students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Tier II interventions serve approximately 15% of the student population. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier III: The most intensive, individualized level of intervention. Students who have not responded to Tier II intervention receive daily, small group or one-on-one instruction. Students in this level often are already receiving special education services, or are referred for further evaluation for special education.

Here students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. This is typically about 5% of your student population. 


How the levels of support look across all 3 tiers in MTSS and RTI


So what does all of this mean???

What that means is this. A teacher or parent identifies a student’s needs, and they try some interventions. Sounds simple enough, right? 

So what’s the problem?

I have a family member who was struggling in reading. Mom talked to the teacher. The Teacher put the child in the RTI reading program. And she made progress and caught up with her peers. 

That is the main benefit of RTI. For the right kid, with the right intervention, that’s all they need. 

It can also look like a gifted student receiving enrichment in an area of strength like math. 

MTSS diamond of supports for remedial and enrichment for students
The downside to RTI, it can feel like the school or district is stalling to identify special education needs. Remember, students are general education students first. 

RTI is a general education progress. It's open to all students who fall below a benchmark. In Colorado, we look at iReady cut scores. Interventions need to be evidenced-based (which doesn’t always happen). This means teachers have to progress monitor students to ensure they are making progress within the selected intervention and if they are not bring them to the building RTI team. 

Every building works this process differently. In my building, we ask all teachers who have concerns about students to bring them to the RTI team. This ensures that teachers feel supported, the correct interventions are in place and should the student need to move forward with a special education evaluation the data the team needs is there. We also encourage parents to join the meetings. There is always a follow-up meeting scheduled 6 to 8 weeks out.

IDEA specifically addresses RTI and evaluations.

The 2004 reauthorization of IDEA makes mention of RTI as a method of part of the process of identifying SLD:

  • In diagnosing learning disabilities, schools are no longer required to use the discrepancy model. The act states that “a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability[…]”
  • Response to intervention is specifically mentioned in the regulations in conjunction with the identification of a specific learning disability. IDEA 2004 states, “a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures.”
  • Early Intervening Services (EIS) are prominently mentioned in IDEA for the first time. These services are directed at interventions for students prior to referral in an attempt to avoid inappropriate classification, which proponents claim an RTI model does. IDEA now authorizes the use of up to 15% of IDEA allocated funds for EIS.

So this is the part where I expect to get pushback. But RTI has been overused and abused. Used to delay Special Education Evaluations and Services. Often.

So much so that the OSEP has put out multiple guidance letters about this.

If your child is in RTI and is doing well, great! I mean it! I am always happy to see a child’s needs being met. However, just have it on your radar that RTI is sometimes used to delay evaluations or IEPs. The old “Let’s try RTI and ‘wait and see.‘ ” Go with your gut. If you believe your child needs an IEP, request IEP evaluations.

Bonus tip: Your child can be going through the IEP evaluation process and receive RTI interventions at the same time!

Parents, how do you know if their children are making progress?

An essential element of RTI is ongoing communication between teachers and parents. As parents, you are kept involved and informed of the process every step of the way, beginning with notification that your child has been identified as struggling in one or more areas and will receive more intensive intervention. If your child receives more targeted instruction in Tier II or Tier III, he or she will be progress monitored frequently. Teachers will share progress monitoring data with you regularly through meetings, phone calls, or emails, as well as progress reports sent home showing assessment data. 

When in doubt, ask the teacher for the data. 

This is one way the process can look. The big piece for RTI to work is having the process monitoring data so decisions can be made timely. 

RTI Process Flow Chart

Parents, what are your questions about this process? I'd love to hear them. Teacher's what supports do you need to make this process work within your classrooms? Share your thoughts below. 


Be sure to check out how Shelia from Dualatiedu (a Bilingual Teacher) implements RTI with her teachers.



Chat Soon,





PS: Teachers are you looking for a document that has it all in one place. This doc has student strengths, and needs, you can list interventions with goals and progress monitoring, and a place a parent communication.  Click on the FREEBIE Alert to get yours
















How I use WHY to Find Root Cause

This year as my building redoes their RTI process, they put WHY at the forefront of the process.

Why?

How else are you going to figure out what the student’s needs really are!

The Root Cause is so much more than just the test scores or the informal assessment scores you get. Getting to the bottom or root cause of why a student struggles takes a team, an open mind, and time. It's hard finding the one or two things that if you provide interventions or strategies for the student takes off.

My team most works on IEP goals. With the way building schedules have come together, it is all the time we have to work on. We work as a team to find the root cause behind their struggles. This is the process we use to find a student's Root Cause. When we work through a Root Cause Analysis we follow the same steps--make sure you bring an open mind and your data.


Scenario
Problem Statement: The student struggles with decoding.

Formal Reading Assessment

  • Alphabet: 63%ile
  • Meaning: 2nd%ile
  • Reading Quotient: 16th%ile


Based on formal testing the student doesn’t have any decoding concerns but his Reading Comprehension score is significantly below the 12th%ile.

WHY?

I need more information.

DIBLES Scores for a 2nd grader

  • Nonsense Word Fluency: 32 sounds; Benchmark 54 sounds in a minute; Gap 1.68
  • Phoneme Segmentation Fluency: 47 sounds; Benchmark 40 sounds in a minute; Gap .85
  • Oral Reading Fluency: 11 words; Benchmark 52 words in a minute; Gap 4.7


DIBELS shows the student knows their sounds and letters but there is something up with the oral reading fluency. There is a significant gap greater than 2.0.

WHY?

Complete:

  • Error Analysis of ORF passage
  • Assess sight words
  • Does Phonological Processing need to be assessed?


Oral Reading Fluency error analysis shows 68% accuracy with 16 words read.
Assessing sight words show they know 41 of the first 100.
The decision was made based on what looks like a decoding weakness Phonological Processing was assessed--scores were in the average range.

What do I know now?
The student has a decoding weakness. He would benefit from a phonics highly structured phonics program.

Why??

This time I only needed three WHYS to figure out what the true problem is for the student. Sometimes you need more. On average it tends to run closer to five.


This process was completed with my team not during RTI. The decision to target phonics could have been reached without the formal testing and just with DIBELS and Sight Words.

My team uses this approach to help each other when we get stuck and need to take a step back and need more voices to look at the data.

As a special education team, we target only IEP goals and scaffold the student's skills up to access the grade-level curriculum. So the more specific we can be the better--we don’t want to waste time messing around with large messy goals that don’t end up helping the student close achievement gaps.

Go back to RTI.

How could this process be used during an RTI meeting?

Questions and dialogue are key concepts here. Talk about what the numbers tell you. Start with strengths and needs. Just the facts! Don’t interpret anything.  Work through the data dialogue process as I outlined in the E-workbook: RTI Data Clarity freebie. I also included several worksheets to help teams work towards finding a student’s root cause.

Working to find the root cause of why a student is struggling is hard work. The dialogue with your team is a great way to bring in more voices. This in turns brings in more ideas that may help the student. Make sure you bring the Data Clarity e-workbook to help.

Do you similar to help your team find a student’s root cause? Feel free to brag about your success in the comments!

Are you wondering how you can use this idea with your team? Check out my free E-Workbook: RTI Data Clarity.

Chat soon,


About Me

Welcome to my all thing special education blog. I empower busy elementary special education teachers to use best practice strategies to achieve a data and evidence driven classroom community by sharing easy to use, engaging, unique approaches to small group reading and math. Thanks for Hopping By.
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