Evaluations are the system’s method of establishing measurable outcomes, developing methods for evaluating progress toward these measurable outcomes, and modifying or adapting action plans based on results from these evaluations. The following are the primary evaluations for RTI²-B:
Student Risk Screening Scale (SRSS-IE) is a behavioral screener used to measure student externalizing and internalizing behaviors. It helps schools to identify (a) students who are making adequate progress, (b) students who are at risk of failure if not provided adequate assistance, and (c) students who are at high risk of failure if not provided specialized supports.
The SRSS-IE is a student risk screening scale with the following characteristics:
1. Target Group: Elementary-High School
2. A brief, one page screening tool that can be created in Excel or Word. Homeroom teachers rate students on a 0-3 Likert scale based on how often they display a target behavior (e.g., cheating, anxious). Students are rated low, moderate, or high risk based on the sum of their scores.
3. Time required—15-20 minutes per class
5. Recommended administration of the SRSS-IE is at least once in the fall, 4-6 weeks after school begins, and preferably three times during the school year
Office Discipline Referral (ODR) Data are used to review student discipline and to make informed behavioral intervention planning decisions. To collect and use ODR data, the school should
· have clear definitions of problem behaviors
· have clear procedures for problem behaviors that should be office-managed (e.g., major problem behaviors) and which should be classroom managed (e.g., minor problem behaviors)
· collect and analyze students’ ODRs by student frequency, by average ODRs per day per month, by location, by time of day, and by behavior (Big 5 Report)
· review Big 5 Report regularly (i.e., monthly) and complete Team Minutes and Action Plan; share data with staff.
Tiered Fidelity Inventory (TFI) is used to assess/ensure Tier I (Universal RTI²-B) supports are being implemented schoolwide. Results from the TFI should guide action planning for next steps and for supporting improved implementation.
· 15 possible items to score with scoring criteria for each item: 0= not implemented, 1= partially implemented, 2= fully implemented
· It is recommended that schools teams assess fidelity of implementation using the TFI three or four times during the first year and then annually thereafter.
The TFI also has inventories for Tier 2 (Targeted RTI²-B) and Tier 3 (Intensive RTI²-B).
Primary Intervention Rating Scale (PIRS) is a social validity measurement of stakeholders’ views on the social significance of the intervention goals, acceptability of the intervention procedures, and the social significance of the intervention outcomes (Wolf, 1978).
· There are four different school level versions of the PIRS: 1) Preschool, 2) Primary School, 3) Middle School, 4) High School
· Faculty and/or Staff do the following:
o give their opinions on 17 items, ranking them from 1-strongly disagree, to 6-strongly agree
o answer four open-ended questions
o requires about 10 minutes to complete
· School RTI²-B Leadership Team distributes the PIRS to all faculty and staff
· The PIRS is administered 4-6 weeks after school starts and again 8-10 weeks before the end of the school year.
PIRS Elementary Pre-Implementation
PIRS Elementary Post-Implementation
PIRS Middle School Pre-Implementation
PIRS Middle School Post-Implementation
PIRS High School Pre-Implementation
PIRS High School Post-Implementation