Response to Intervention (RTI) and After School Programs by exuberantsun

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  Response to Intervention and Afterschool
                 Programs
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Response to
Intervention


               & Afterschool Programs

                 Prepared by Deborah Moroney for
                     Learning Point Associates
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    What is RtI?
     Response  to Intervention (RtI) integrates
     assessment and intervention within a multi-
     level prevention system to maximize student
     achievement and to reduce behavior problems.
     With RTI, schools identify students at risk for
     poor learning outcomes, monitor student
     progress, provide evidence-based
     interventions and adjust the intensity and
     nature of those interventions depending on a
     student’s responsiveness, and identify students
     with learning disabilities. (National Center on
     Response to Intervention, 2008)
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    Common Definitions of RtI

     Response  to intervention integrates assessment
     and intervention within a multi-level prevention
     system to maximize student achievement and to
     reduce behavior problems.
     WithRTI, schools identify students at risk for poor
     learning outcomes, monitor student progress,
     provide evidence-based interventions and adjust the
     intensity and nature of those interventions
     depending on a student’s responsiveness, and
     identify students with learning disabilities or other
     disabilities.
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    Common Definitions of RtI


     Response   to Intervention (RTI) is the
     systematic use of assessment data to most
     efficiently allocate resources in order to
     improve learning for all students (Burns &
     VanDerHeyden, 2006).
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    Common Definitions of RtI


     RtIis an effective approach to general
      school improvement
         “RtI is more than prereferrals services; it is a
          comprehensive service delivery system that requires
          significant changes in how a school serves all students”




    National Association of State Directors of Special Education (2006, May). Myths about
      response to intervention (RtI). Retrieved online October 31, 2007, from
      http://www.nasdse.org
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    Common Definitions of RtI

     Response  to Intervention (RTI) is a multi-tiered
      approach to help struggling learners. Students'
      progress is closely monitored at each stage of
      intervention to determine the need for further
      research-based instruction and/or intervention in
      general education, in special education, or both.




    RTI Action Network (2008). What is RTI? Retrieved September 24, 2008 from
      http://www.rtinetwork.org/
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    Brief History of RtI

       National and special interest group concern over the over-
        identification of Specific Learning Disabilities (SLD).

       2001 U.S. Department of Education, Office of Special
        Education Programs convened and produced:
        “Responsiveness to Intervention: An alternative approach to
        the identification of learning disabilities” (Gresham, 2002).

       2004 Reauthorization of the Individuals with Disabilities
        Education Act (IDEA).

       2006 IDEA operationalized with RtI.
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    Multi-tiered Model of Intervention

    School Wide Instruction and Universal Screening (Martinez & Nellis, 2006)

     Positive Climate (SEL)               Differentiated Instruction


               Supplementary Instruction and Progress Monitoring

                          Group Interventions


            Intensive Instruction and Continued Progress Monitoring

           Individualized                       Special Services
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    What does this mean in practice?

       In Illinois, all Districts must have their RtI plan by January.

       Less children will be identified for Special Education
        Services.

       More teacher training will be needed for differentiated
        instruction and assessment.

       More comprehensive support services should in place for all
        children and families.

       More children in general education classrooms will have
        supports.

       Some supports may take place before and after school.
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    How does this relate to ASP?

       ASP are considered a crucial component of support services
        (social, academic and family)

       ASP are another setting where coordinated supports may
        exist and be documented

       ASP are good at positive climate & differentiated instruction!!

       ASP provide positive supports for youth and participating in
        their intervention plan may help them get the best education
        possible!

       ASP providers should be supportive of services for youth that
        take place after school hours that support students’
        individual progress (mental health services, SES, mentoring).
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    After School in the context of RtI

    School Wide Instruction and Universal Screening (Martinez & Nellis, 2006)

    Community, Family and Enrichment       Another Context for Personal and
               Programs                          Academic Success



               Supplementary Instruction and Progress Monitoring

                                         Opportunities for smaller groups and
    Coordinated services and supports
                                           alternative teaching strategies



            Intensive Instruction and Continued Progress Monitoring
     Mentoring, tutoring and personal
                                                  Support and Report
              relationships
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    Links

       National Center on Response to Intervention
        www.rtiforsuccess.org

       ISBE:http://www.isbe.state.il.us/RtI_plan/default.htm

       National Research Center on Learning Disabilities:

        http://www.nrcld.org/index.html

       PBIS: http://www.pbis.org/main.htm

       SEL: http://www.casel.org/

       US Dept of Education:
        http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,8,

       IDEA Partnership: http://www.ideapartnership.org/
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    Resources

       ISBE contact: Marica Cullen 217-557-7323

       CPS Contact: Jen Loudon    773-553-3603

       LPA Contact: Anna Koelln   630-649-6624
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    RtI and you!
    Write here how you can support RtI at your school!

								
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