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RtI

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									What is Response
to Intervention
     (RtI)?
               RtI Vocabulary
Use the following key to indicate your knowledge level of these
         terms before and then after the workshop:
+ I know what this means, - I’ve heard the term, 0 Not a clue



__      Multi-Tier Model                           __
__      Core Curriculum                            __
__      Collaborative Problem Solving              __
__      Formative Assessment                       __
__      Progress Monitoring                        __
__      Universal Screening                        __
__      Standard Treatment Protocol                __
__      Instruction and Intervention               __
__      Response to Intervention                   __
             What is Response to
             Intervention (RtI)?
RtI is the practice of:
1)     Providing high-quality (research based)
       instruction/intervention matched to student
       needs and
2)     Using learning rate over time and level of
       performance to (repeated progress
       monitoring)
3)     Make important educational decisions (level
       of support needed, effectiveness of
       intervention, need for instructional change)
NASDSE www.nasdse.org
                    RtI is…
   General education initiative with
  implications for special education

RTI may be more broadly defined as an approach that
uses students’ response to high-quality instruction to
guide educational decisions, including decisions about
the efficacy of instruction and intervention, eligibility
for special programs, design of individual education
programs, and effectiveness of special education
services (Batsche et al., 2005).
RtI Support: Perfect Storm
   NCLB and IDEA
     ScientificallyBased Practices
     Dissatisfaction with current discrepancy model as
      means for identifying…wait to fail…reactive
     Disproportionate identification of minorities/ELL
     Requirement for interventions
   Current reading research, behavioral
    research, increasing math research and tools
         RTI Core Principles
   Success for ALL students
   Prevention model vs. wait to fail
   Multi-tiered model of service delivery
   Collaborative Problem Solving
   Research Based instruction and intervention
   Progress monitoring to inform instruction
   Data based system: data informs instruction
   Assessment system includes Universal
    Screening, Diagnostics and Progress
    Monitoring
                    Adapted from NASDSE
     Essential Components
   Multiple Tiers of increasingly intensive evidence
    based instruction and intervention (universal
    screening and progress monitoring inform
    instruction)
   Use of collaborative problem solving to develop,
    implement and monitor interventions
   Integrated data collection/assessment system
    (analysis of progress monitoring data)
   Accurate implementation of research based
    instruction and intervention (fidelity)
   Parent involvement
                  3 Tier Model for Academic and
                        Behavior Supports
       Academic System                                    Behavioral System
                        1-5% Intensive                        1-5% Intensive

              Individualized Interventions              Individualized Interventions
         General Education
                                                                  General Education
           5-10% Targeted
                                                                   5-10% Targeted
            Interventions
                                                                    Interventions


  General Education                                                    General Education
  80-90% School-                                                         80-90% School-
 Wide Interventions                                                     Wide Interventions

                                                                     Decisions about tiers of
                                                                     support are data-based

Adapted from OSEP Effective School-Wide Interventions
             Tiers of Support
                                 1-5% Intensive Individualized
                        Tier 3
      Core plus individualized   Interventions
                  intervention


                  Tier 2            5-10% Targeted Interventions
        Core plus group
            intervention

               Tier 1                    80-90% School-Wide
   Core curriculum                       Interventions
instruction, flexible
           grouping
                                                 Decisions about tiers of
                                                 support are data-based
            Movement through Tiers
      Tier 1: Universal Instruction Behavior and Academics: Universal Screening

   Adequate Progress: Maintain or accelerate       Inadequate Progress: Provide
                           instruction                          Tier II intervention



       Tier II: Targeted Intervention (small group: 4-6) in addition to universal
                               2X monthly progress monitoring

Adequate Progress: Maintain or return to           Inadequate Progress: One round
        universal level                        of Tier II adjustment or move to Tier III



                     Tier III: Intensive Intervention (smaller group: 1-3)
                                   Weekly progress monitoring

Adequate progress: maintain or return to       Inadequate Progress: Consider adjustment
        targeted or universal level               and need for specialized instruction
             What RTI is NOT
   A “verb”
   Only for special educators
   A new way to sort students
   Only for the identification of a learning
    disability
   “Resistance” to intervention
   Use of tiers without emphasis on instructional
    outcomes:
     Tier 1: “whatever occurs in the classroom
     Tier 2: “the test,” “responsiveness to intervention,”
      sorting “responders” from “non-responders,” “Title”
     Tier 3: Special Education
      What is the RTI Process?
   Begins with high quality instruction for each and all.
    (core curriculum is sufficient and delivered with
    fidelity)
   Progress of students receiving general education
    instruction AND intervention is monitored.
    (Universal Screening and Progress Monitoring)
   Students who do not respond are identified. (Data,
    data, data)
   Struggling students receive something else or
    something more, either from teacher or someone
    else.
   Progress of students receiving “something
    else/more” is monitored, instruction is adjusted as
    needed.
        Intervention is…


Specialized, specific, focused instruction
         delivered with fidelity
       Intervention is not…
   Modification = Alterations in work requirements
    or expectations designed to help the student
    have access to the classroom and be a more
    successful member of the classroom.
   Accommodation = Alterations in physical
    environment, classroom procedures, or
    characteristics of materials (e.g. font size)
    designed to help the student have access to the
    classroom and be a more successful member of
    the classroom.
   Remediation
   Person or Place
         What is a Universal
            Screening?
   Given to everyone
   Measures Critical Skills
   Brief
   Repeatable
   Cheap and easy to administer and score
   Tool to help evaluate strength of core
   Guides us to who needs intervention and what
    level of support needed
     Formative Assessments
collection of performance data across time

  Inform teaching
  Guide alteration of instruction
  Identify students in need of help
  Pinpoint gaps or deficits
  Identify levels of performance
  Identify levels of growth
               What is Progress
                Monitoring?

   Assessment of academic performance, using
    brief measures, on a frequent basis
   The major purposes are
         To describe rate of response to instruction
         To identify effective instructional strategies and
          programs
       Curriculum-based assessments are
        good tools of progress monitoring
The Collaborative Strategic
     Planning Process
                    Problem
                    Definition

   Evaluate                          Problem
   the Plan                          Analysis


   Plan
   Development &                 Goal Setting
   Implementation
    Collaborative Problem-Solving About
       Communication Interventions
               (Wiig, Secord et al.)

1. Identify and Clarify the Problem
2. Analyze The Problem Components
3. Explore Intervention Options – Solutions
   (Brainstorming)
4. Select Interventions
5. Clarify Implementation Procedures
6. Implement the Intervention Program (Strategy)
7. Evaluate Intervention Effectiveness
8. Determine the Next Steps
Intervention Action Plan Form
     (Form available on RtI Guideline front page)
        Intervention Design
   Standard Protocol: Standardized, research
    based interventions for specific time period
    (Language! For 12 weeks)
                         OR
   Problem Solving: Individualized, research
    based interventions derived from a process of
    problem analysis resulting in specific targets
    for instruction
                         OR
   Progressive Intervention: Combination of both
    approaches. Movement through tiers results
    in increasingly focused problem analysis and
    intervention design.
Effective Implementation of
            RtI
   Clearly defined components of a multi-tiered
    intervention system including progress monitoring
    procedures.
   Clearly articulated rules/procedures used to make
    decisions regarding movement between tiers.
   High accuracy of intervention implementation.
   Data collection across all tiers
   Examination of data to determine whether
    increasingly intensive support is needed (progress
    monitoring).
      Components of RtI
Interventions Across the Tiers
Adapted from William Bender, Ph.D. “Response to Intervention: Teaching for the Next
       Century and Making it Work.” Presentation 4-23-2008, Westlake, OH




   Scientifically validated curriculum or strategy
   Who provides intervention
   Group size
   Progress monitoring procedure and frequency
   Intervention time/frequency factors
   Monitoring of instructional fidelity/validity
(Form available on RtI Guideline front page)
        When is a Disability
           Suspected?
   RTI data across tiers should document
     Significant  discrepancy in level of
      performance compared to peers, standards
      of performance and benchmark
     Significant discrepancy in rate of progress
      in comparison to peers when provided with
      high quality interventions implemented over
      a significant period of time.
     Ruling out inappropriate instruction and
      other factors.
              RtI Vocabulary
 Use the following key to indicate your knowledge level of
      these terms before and then after the workshop:
+ I know what this means, - I’ve heard the term, 0 Not a clue

  __         Multi-Tier Model                       __
  __         Core Curriculum                        __
  __         Collaborative Problem Solving          __
  __         Formative Assessment                   __
  __         Progress Monitoring                    __
  __         Universal Screening                    __
  __         Standard Treatment Protocol            __
  __          Instruction and Intervention          __
  __          Response to Intervention              __

								
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