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Response To Intervention
 

Response To Intervention

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R.t.l.: What You Need to Know, What You Don't Want to Know, and What You Were Afraid to Hear presented by Michele Cruse ...

R.t.l.: What You Need to Know, What You Don't Want to Know, and What You Were Afraid to Hear presented by Michele Cruse
Michele is an educational consultant who shares her expertise on Response to Intervention with school districts around the state. We're all flustered by Rtl. Michele is here to help answer our questions and feel more comfortable with the process. (This is one you can share with your team and your principal!)

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Response To Intervention Response To Intervention Presentation Transcript

  • RtI: What You Need to Know, What you Don't Want to Know, and What You were Afraid Someone Would Tell You
    Michele Duvall Cruse
    Educational Consultant
    713-305-5372
    edumcruse@yahoo.com
  • Two roads converged in a public school
    with apologies to R. Frost
  • Collaboration
    Between district programs
    Between district campuses
    Between district personnel
    Between district personnel and campus personnel
  • District Programs and Personnel
    “RtI is not a special education program.”
  • NCLB
  • IDEA
  • RTI orRtI
  • TEA GUIDANCE FINALLY
    Sort of…..
    Schools have vast leeway in determination of RtI in their districts
    Personnel may be used in ways they have not been utilized in the past
    We haven’t really heard anything new since 2008
  • TEA
    Since RtI is a whole-school instructional framework intended to improve instruction and learning for all students, all faculty and staff members share responsibility for RtI.
  • THE WHEEL
    Don’t reinvent
  • RtI is
    • An interrelated process that is applied to every student
    • A process by which instructional practices are evaluated and adjusted based on data
    • A process to match the student’s needs with the strategies
    • Not an indication of a need for special education services
    12
  • COLLOBORATE, COOPERATE, AND BORROW
    Utilize the materials that are already out there
    The Response to Intervention Handbook, Andrea Ogonosky, Ph.D
    ogonoskyrti.com
    InterventionCentral.org
    rtinetwork.org
    specialconnections.ku.edu
    Google RTI tier one interventions
  • RtI Three-Tier Model
  • Tier 1
    • School wide efforts that ALL students are involved
    • Universal screening of academic and behavioral skills
    • Instruction supported by scientifically based research
    • Effective Instruction
    • Differentiated Instruction
    • Effective Classroom Management
    • Curriculum Framework and Personnel
    15
  • Tier 1: Effective Instruction
    • Research-based effective teaching principles include:
    • active engagement of students,
    • high success rates,
    • increased content coverage,
    • direct instruction
    • scaffolded instruction,
    • instruction that addresses the critical forms of knowledge,
    • instruction in the organizing, storing, & retrieving of info,
    • strategic instruction,
    • explicit instruction, and
    • instruction that teaches across subjects.
    16
  • Tier 1: Differentiated Instruction
    • Planning and providing alterations for the following:
    • curriculum,
    • instruction, and
    • assessment.
    • Recognizing students’
    • varying background knowledge,
    • readiness,
    • language, and
    • preferences in learning and interests.
    • Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class.
    • The intent of differentiating is to maximize each student’s growth and individual success to assist in the learning process.
  • Differentiation
    Content: Multiple options for taking in information
    Process: Multiple options for making sense of the ideas
    Product: Multiple options for expressing what they know
    Environment: Multiple arrangements and settings to foster engagement and relevance.
    (From the Sacramento City Unified School District)
  • Classroom Teacher Responsibilities
    Deliver high quality instruction and use scientific research-based interventions aligned with individual student need
    Data collection on student performance (may be called progress monitoring, curriculum based assessment, standard protocol)
    Tier 1 only
  • What Interventions?
    Response cards
    Peer grouping/peer teaching/cooperative learning
    Tiered assignments
    Flexible grouping
    Questions, cues and advance organizers
    Known/unknown mix (1:3 ratio)
  • Interventions Are
    In addition to classroom instruction
    Increase in structure and relevant practice
    Additional learning strategies
    Mini-lessons on skill deficits
    Targeted based on classroom assessment and data
    Administered by the classroom teacher
  • Interventions are not
    Preferential seating
    Extra time
    Check understanding
    Reduce distractions
    Books on tape
    Use of content mastery, learning lab, etc.
    Different test format
  • Interventions are done with
    Fidelity
    As designed –
    Fidelity of implementation is the delivery of instruction in the way it was designed to be delivered
  • The data is hard – not the data keeping
    The data made me do it!
  • DATA IS NOT
    I think, I feel
    Anecdotal
    Random
    Emotional – just the facts, m’am
  • Data is
    Specific
    Factual
    Kept within the same matrix
    Measuring the intervention outcome
  • KEEP IT VERY SIMPLE
    Don’t make it time consuming or burdensome
  • IDEAS FOR DATA KEEPING
  • BETTER OUTCOMES FOR ALL STUDENTS
    ALL STUDENTS ARE GIVEN HIGH QUALITY INSTRUCTION THAT MEETS THEIR SPECIFIC NEEDS
  • Michele Duvall Cruse
    ACT2
    June 29, 2010
    edumcruse@yahoo.com