Program Evaluation of

RtI Framework
Alison R. Syverson
July 28, 2015

Old Model: Refer-Test-Place

New Model: Prevention and Early Identification/Treatment

What is RtI?
Framework that focuses on:
Appropriate, targeted instruction
Researched-based teaching strategies
Early intervention
Accurate assessment with valid, reliable data
Frequent progress monitoring
Informed instructional decisions

Top 10 Core Concepts of RtI

High-Quality classroom instruction
Research-Based instruction
Classroom assessment
Universal screening
Continuously monitoring progress
Research-based interventions
Progress monitoring during interventions
Fidelity measures
Staff development and collaboration
Parent involvement

Rationale for plan

Logic

models are a decision making process

that uses if-then statements.
Dialogue is an important part of the evaluation.
Progress monitoring data and student
assessment data will be collected.
Teachers and support personnel will be
surveyed/interviewed.

Teachers &
Assistants
Instructional
Support Staff
Materials

Student growth
Student
achievement

Interventions
Core Curriculum

Inputs

Activities

Outcomes

Outputs
Students served
through RtI

Goals of Program Evaluation

Determine
fidelity of
use of
interventions
Determine
success of
interventions
for students
being served
Evaluate
data which
may indicate
gaps in core
instruction

Evaluate
teachers
perceptions
about
framework

Action Plan
Evaluation Task

Person(s) Responsible

Timeframe

Review intervention plans from

previous year, looking at notes
regarding intervention
strategies, dates for progress
monitoring, and records of
reviewing plans with parents.

Evaluator

August-September 2014

Conduct observations of
interventions in progress using
developed checklist

RtI Coach

Mid-September to mid-October

Evaluator, parents, teachers

Distribute parent and teacher
surveys regarding perceptions of
RtI framework

September

Collect surveys and begin

analyzing data
Present findings to SIT and
faculty

Late October

Evaluator and selected team

members
Evaluator

Early November

Two Year Comparison

2013-2014 Grade Level

Number of Tier II Plans

Number of Tier III Plans

Kindergarten

1st Grade

17

12

2nd Grade

10

3rd Grade

12

4th Grade

5th Grade

11

2 (1 Behavior)

2014-2015 Grade Level

Number of Tier II Plans

Number of Tier III Plans

Kindergarten

None currently

None currently

1st Grade

2nd

12

3rd

4th

2 (1 Math)

5th

3 (1 Math)

3 (1 Math)

Plan Review
Category
Plans reviewed according to district
guidelines

Number of Plans

50

Intervention strategies are specific,

research-based, and number of instances
documented on the plan

70

Student information sheets indicate most

recent benchmark assessment data and
progress monitoring

65

Teacher Survey
How well do you review your plans based on the countys
guidelines?
Rating

No.
of Reponses

Percentage

0%

0%

29%

43%

29%

Teacher Survey
How well do you implement the interventions?
Rating

No. of
Responses

Percentage

0%

0%

14%

57%

29%

Recommendations
Policy
Legislators

should be contacted to lobby for lowering

the average class size in all grade levels.

District

specialists need to develop/locate progress

monitors for math plans.

Recommendations
Program
RtI

Improvement

Guidelines
Google Calendar use to schedule Tier III meetings
Use monthly RtI PLC meetings to review Tier II plans
Use Intervention/Progress Monitoring sheet on the outside of
folders to document when interventions/progress monitors
take place
Monitor the fidelity of progress monitoring on K-3 reading
plans using the Progress Monitoring Fidelity report on mCLASS

Recommendations
Further

Research

Intervention

strategies and progress monitors need to be

developed so that they provide accurate and reliable
information regarding students progress.

TLM Function
2b The teacher leader facilitates the analysis of student learning data, collaborative interpretation of results, and application of
findings to improve teaching and learning

4a The teacher leader facilitates the collection, analysis, and use of classroom- and school-based data to identify opportunities to
improve curriculum, instruction, assessment, school organization, and school culture

4b The teacher leader engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment
data and helps make connections to research-based effective practices

5a The teacher leader increases the capacity of colleagues to identify and use multiple assessment tools aligned to state and local
standards

5b The teacher leader collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to
improve educational practice and student learning

5c The teacher leader creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations
about student learning data that lead to solutions to identified issues

5d The teacher leader works with colleagues to use assessment and data findings to promote changes in instructional practices or
organizational structures to improve student learning

7a The teacher leader shares information with colleagues within and/or beyond the district regarding how local, state, and national
trends and policies can impact classroom practices and expectations for student learning

7b The teacher leader works with colleagues to identify and use research to advocate for teaching and learning processes that meet
the needs of all students

7c The teacher leader collaborates with colleagues to select appropriate opportunities to advocate for the rights and/or needs of
students, to secure additional resources within the building or district that support student learning, and to communicate effectively
with targeted audiences such as parents and community members

 References

Fitzpatrick, J. L., Sanders, J.R., & Worthen, B.R. (2011).

Program evaluation alternative approaches and practical
guidelines. New Jersey: Pearson Education, Inc.
Hall, G.E. & Hord, S.M. (2010). Implementing change: Patterns,
principles, and potholes. Boston: Pearson Education, Inc.

Tiers as Resources. (2014). Problem Solving/Response to

Intervention. Retrieved from: http://www.polkfl.net/districtinfo/rti/.