Response to Intervention _RtI_ - Ujhs

							Response to Intervention
          (RtI)

  Unity Junior High School
          2008-2009
                     Introduction
 Changes in federal and state laws have directed schools to
  focus more on helping all children by addressing their
  learning needs earlier within the general education setting.
 These new laws emphasize the importance of providing high
  quality, research based instruction and intervention, and hold
  schools accountable for the adequate yearly progress of all
  students.
 This new process of providing interventions to students who
  are in need of academic or behavioral support is called
  Response to Intervention (RtI).
                 What is RtI?
 Response to Intervention (RtI) is a multi-tier approach
  to the early identification and support of students
  with learning and behavior needs.
 It is a process designed to help schools match these
  needs to research based interventions.
 The information gained from the RtI process is used
  by school personnel to make decisions regarding
  students’ educational programs.
                Core Principles of RtI
 We can effectively teach all children
 Intervene early
 Use a multi-tier model of service delivery
 Use a problem-solving method to make decisions
 Use research-based, scientifically validated
  interventions/instruction
 Monitor student progress to inform instruction
 Use data to make decisions
 Use assessment for screening, diagnostics, and progress monitoring

                                          National Association of State Directors of Special Education, Inc.
We can effectively teach all children
 RtI practices are founded on the
   assumption and belief that all
   children can learn. It is our
   responsibility to identify the
   curricular, instructional, and
   environmental conditions that
   enable learning. We then must
   determine the means and
   systems to provide those
   resources.
Intervene early
         It is best to intervene early
           with learning and behavior
           problems, when problems are
           relatively small. At the general
           level, solving small problems is
           more efficient and more
           successful than working with
           more intense and severe
           problems.
Use a multi-tier model of service delivery
 Use efficient, needs-driven,
   resource development systems to
   match instructional resources                       Tier 3:
   with student need. To achieve                Intensive, Individual
                                                    Interventions
   high rates of student success for
   all students, instruction in the               Tier 2: Targeted
   schools must be differentiated in            Group Interventions


   both nature and intensity. To
   efficiently differentiate
                                       Tier 1: Core Instructional Interventions
   instruction for all students,
   tiered models of service delivery
   are used in RtI systems.
   Use a problem-solving method to make decisions

 Research has supported the
   effectiveness of using a clearly
   defined method to determine
   student need and to develop and    1. Define the Problem      2. Analyze

   evaluate interventions.

 At its core, the problem-solving
   method requires answering four
   interrelated questions: 1)Is
   there a problem and what is it?        4. Evaluate         3. Develop a Plan

   2)Why is it happening; 3)What
   are we going to do about it?;
   4)Did our intervention work?
Use research-based, scientifically validated
         interventions/instruction

                        It is our responsibility to ensure
                          that students are exposed to
                          curriculum and teaching that
                          has demonstrated effectiveness
                          for the type of student and the
                          setting. Research-based,
                          scientifically validated
                          interventions/instruction provide
                          our best shot at implementing
                          strategies that will be effective
                          for a large majority of students.
Monitor student progress to inform instruction
          Use data to make decisions
                         The only method to determine if
                           a student is improving is to
                           monitor the student’s progress.
                           Determining the effectiveness (or
                           lack) of an intervention early is
                           important to maximize the
                           impact of that intervention for
                           the student.

                         Decision is RtI practice are
                           based on professional judgment
                           informed directly by student
                           performance data.
Use assessment for three different purposes
    In RtI, three types of assessments are
     used:
1.   Screening applied to all children to
     identify those who are not making
     academic or behavioral progress at
     expected rates
2.   Diagnostics to determine what
     children can and cannot do in
     important academic and behavioral
     domains
3.   Progress monitoring to determine if
     academic or behavioral interventions
     are producing desired effects.
    Parent involvement in the RtI Process at UJHS

 Parents partner with school staff
   to develop and support
   instruction and interventions at
   school and at home.

 UJHS provides parents with
   information about their child’s
   progress, the instruction and
   interventions used, the staff who
   are delivering the instruction,
   and the academic or behavioral
   goals for their child.
   What are the benefits of RtI at UJHS?
 All students receive high-quality instruction in their general education setting

 All students are screened for academics and behavior and have their progress
   monitored to pinpoint specific difficulties

 At-risk students do not have to wait before receiving additional instructional
   assistance, including special education if needed

 Critical information is provided about the instructional needs of the student,
   which can be used to create effective educational interventions

 Unnecessary testing that has little or no instructional relevance is limited