Response to Intervention

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					RESPONSE TO
INTERVENTION
Georgia’s Pyramid
Pyramid Vocabulary
   Formative Assessment
   Universal Screening
   Intervention
   Progress Monitoring
                        TIER 1
STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING
      All students participate in instruction that is:
           - In the general education classroom
          - Standards-based
          - Differentiated
          - Evidenced-based
          - Guided by progress monitoring & balanced
          assessment
          - Planned to address all developmental domains
          (academic, communication/language, social etc.)




                   All Students
 Tier 1

 Using the national models, approximately
  80% of students will learn sufficiently in Tier
  1.
 This tier reflects effective instruction in every
  classroom.
 Designed for 100% of students.

 Every student participates in Tier 1. Some
  may also have other tiers layered for their
  success.
                             TIER 2
NEEDS BASED LEARNING: STANDARD INTERVENTION PROTOCOLS
Targeted students participate in additional instruction that:
           • Is different from Tier 1
           • Uses established intervention protocols
           • Provides enhanced opportunities for extended learning
           •Takes advantage of the flexibility of small groups
           •Includes greater frequency in progress monitoring
           •Addresses needs in all developmental domains
           (academic, communication/language, social etc.)
Tier 2

Instruction that is:
 In addition to, not in place of, Tier 1

 Pre-planned

 Usually delivered in small groups

 Designed for flexible groupings

 Short-term in nature

 A component of general education
               TIER 3

SST DRIVEN INSTRUCTION/LEARNING
  Targeted students participate in:
   -Individual assessment
   -Tailored interventions to respond
     to their needs
   -Frequent formative assessments
   -Consideration for specially designed
   instruction only when data confirms a need
   (e.g. gifted, special ed)
                 TIER 4
SPECIALLY DESIGNED INSTRUCTION/LEARNING
      Targeted students participate in:
         -Specialized programs
         -Adapted content, methodology, or
           instructional delivery
         -GPS access/extension
What is RTI?
Response to Intervention

   A process of providing effective instructional
    practices that are matched to student need.
     Monitoring progress frequently to make data-
      based decisions about changes to instruction or
      goals.
     Applying student response data to making
      important educational decisions.
                   (National Association of State Directors of Special Education, 2005)
RTI assists in:

 Making    decisions about the effectiveness of
  instruction/interventions.
 Making early identification of academic and
  behavioral problems.
 Preventing unnecessary and excessive identification of
  students with disabilities.
 Deciding eligibility for special education.
 Determining IEP content, and delivery and evaluation
  of special education services.
           (National Association of State Directors of Special Education, 2005).
Intervention Planning and
   Progress Monitoring
             Georgia DOE Criteria for
       Evaluating Possible Universal Screeners:

   Easily Administered
   Research Based
   Highly correlated to skills being assessed
   Benchmark or predictor of future performance
   Reliability and Validity
   Sensitive to small increments of change
   Expected identified rates of increase
   Data analysis and reporting component
School Wide Screening Examples
   Texas Primary Reading Inventory (Foorman)
   DIBELS- Oral Reading Fluency measure (Good)
   AIMSweb
   EdCheckup
   Monitoring Basic Skills Progress
   STAR
   STEEP (Witt)
   OAS
   Gray Oral Reading Test
   Testgate/Thinkgate
                 Appropriate Interventions
    It is crucial to determine the reason(s) for poor
    performance in order to select an appropriate
    intervention:
   Skill Deficit: The student lacks the necessary skills to
    perform the academic task.
   ‘Fragile’ Skills: The student possesses the necessary
    skills but is not yet fluent and automatic in those
    skills.
   Performance (Motivation) Deficit: The student has
    the necessary skills but lacks the motivation to
    complete the academic task.
Supplementary Tier II Practices
   Best Practice: The Tier 1 non-responder participates
    in small group instruction with students who share
    similar instructional weaknesses. The group is taught
    at least 3 times per week, 30 minutes per session,
    by a certified teacher or aide who can accurately
    implement an evidence-based protocol.
When to determine Tier II success?

   Best Practice: At-risk students are assessed every
    week for 10 weeks in the area of risk using brief
    monitoring tools. Adequate Tier 2 response is
    operationalized using (a) local or national
    normative estimates for weekly improvement.
                         Montgomery County Public School:
                    Example of Tier II Implementation (Kovaleski, 2004)


•   Students at “risk” were referred for problem solving and progress
    monitoring at each grade level. At risk students were those that scored
    below 25th percentile on previous year’s state assessment.

•   Using the Dynamic Indicators of Basic Early Literacy (DIBELS)
    •   All K- 4th grade at-risk students were screened
    •   (Nonsense word fluency, oral reading fluency) 10/2004

•   Students grouped in three groups
    •   LOW RISK
    •   SOME RISK
    •   AT RISK (10/2004)

•   Students in the some risk and at-risk groups were given 1 hour of
    focused reading in combination with their regular reading block.
    Progress monitoring during additional 1 hour instruction occurred every
    2 weeks.
Examples of schools providing Tier II support

   Extended Learning Time
   After school Programs
   EIP program
   Academic skills for Connection Class
   High School Basic Reading or Math Class
   Interventionist during uninterrupted 90 minute
    academic block (small group instruction)
Results!
Results!
Results!

				
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