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Rti response to intervention ny
 

Rti response to intervention ny

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This powerpoint is a great tool to use to introduce RTI and best practices for the three tier approach. Citations are included.

This powerpoint is a great tool to use to introduce RTI and best practices for the three tier approach. Citations are included.

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    Rti response to intervention ny Rti response to intervention ny Presentation Transcript

    • RTI: Response to Intervention By R. Labbe
    • What is RTI? • pre-referral process • aims to identify early strugglers • intervene adequately so that those who may have gone on to later be misdiagnosed as having a learning disability will receive sufficient instruction to bring them up to and maintain grade level
    • Response to Intervention History/Research -Individuals with Disabilities Education Act (IDEA) reauthorized in 2004 -new element called "Response to Intervention" (RTI) was added -RTI can potentially provide a more accurate and earlier identification of students as having learning disabilities than the previous "discrepancy model" dubbed the "wait to fail" model by some - Concern of overrepresentation of certain populations such as ELLs - Concern that lack of appropriate and adequate early instruction were neglected factors
    • The Three Tiers
    • RTI: Response to Intervention Tier 3: Core Instruction and Customized Intervention • Tertiary intervention intended for about 1-5% of students who are not responding to instruction at Tiers 1 & 2 Tier 2: Core Instruction and Supplemental Intervention • Secondary Intervention intended for 10-15% of students who are not making adequate progress with core instruction at Tier 1 Tier 1: Core Instruction • Core instruction or primary intervention intended for all students in the general education classroom
    • RTI and New York State Effective July 1, 2012, all school districts in NYS must have an RtI program in place as part of its evaluation process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. (NYSED, 2009) (phasing out the discrepancy model) Quality Indicators for Use of RtI Data in a Learning Disability Determination • The determination of a student with a learning disability is based upon a comprehensive multidisciplinary evaluation. • Data based on the student’s response to scientific-based intervention is used as part of the individual evaluation information to determine if a student has a learning disability. • The CSE considers progress monitoring data that describes how a student responded to particular interventions of increasing intensity. • Student’s skill level and rate of learning relative to age/grade level standards or criterion-referenced benchmarks are considered. • Instructionally relevant evaluative data including curriculum-based measures regarding a student’s performance is considered. • Student information from the RtI process provides data-based documentation on whether the student has made sufficient progress to meet age or State-approved grade-level standards in the area of the suspected disability. • Teacher(s) providing RtI interventions participate in the CSE meeting to determine a student’s eligibility for special education
    • NYS: Process for Determining Learning Disability Using RTI Data The data collected through an RtI process may not be the sole source of information to make an LD determination. A student must receive a comprehensive multidisciplinary including • a physical examination • a social history • an individual psychological evaluation • and an observation • The student-centered data collected and information on instructional strategies used throughout an RtI process provides important information to inform the CSE about the student’s progress to meet age or State-approved grade-level standards. This data should include, but not be limited to: - data that demonstrates that the student was provided appropriate instruction delivered by qualified personnel including research-based instruction in reading - progress monitoring data that describes how a student responded to particular interventions of increasing intensity - instructional information on a student’s skill level and rate of learning relative to age/grade level standards or criterion-referenced benchmarks
    • NYS: The Written Report The CSE must prepare a written report documenting the eligibility determination of a student suspected of having a learning disability which must include the basis for how the decision was made and, if the student has participated in an RtI process • the instructional strategies used • the student-centered data collected • documentation that parents were notified when the student required an intervention beyond that provided to all students in the general education classroom, informing them about the amount and nature of student performance data that would be collected; the general education services that would be provided in the RtI program; strategies that would be used for increasing their child’s rate of learning and the parents’ right to refer their child for special education services.
    • Recommendations and Corresponding Levels of Evidence: Effective Interventions Moderate Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regularly monitor the progress of students at risk for developing reading disabilities. Tier 1 intervention/general education Low Provide time for differentiated reading instruction for all students based on assessments of students’ current reading level. Tier 2 intervention Strong Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening. Typically, these groups meet between three and five times a week, for 20 to 40 minutes Low Monitor the progress of tier 2 students at least once a month. Use these data to determine whether students still require intervention. For those students still making insufficient progress, school-wide teams should design a tier 3 intervention plan. Tier 3 intervention Low Provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time in tier 2 small group instruction (tier 3). Source: Authors’ compilation based on text. • IES Practice Guide What Works Clearinghouse • Assisting Students Struggling With Reading: RTI and Multi-Tier Instruction in the Primary Grades • http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_0 21809.pdf#page=25
    • Instructional Implications Curriculum Use a curriculum that addresses the components of reading instruction (phonemic awareness, phonics, vocabulary, comprehension, and fluency) and relates to students’ needs and developmental level. Instruction - based on results of students’ score on screening - systematic, building skills gradually, -introducing skills first in isolation -then integrating them with other skills - explicit, involving more teacher-student interaction - frequent opportunities for student practice - comprehensible specific feedback Frequency Implement this program three to five times a week, for approximately 20 to 40minutes. Roadblocks and Solutions 1. Some teachers or reading specialists might worry about aligning the tier 2 intervention program with the core program. Solution: Alignment is not as critical as ensuring that instruction is systematic and explicit and focuses on the high priority reading components. 2. Finding an additional 15 to 50 minutes a day for additional reading instruction can be a difficult task. Solution: Small group instruction could occur when students are working independently. (Behavior Mgmt)
    • Instructional Implications continued • Implementation of Behavior Management System essential • AIS during preps • Support from Specialist • Special curricula – READ 180 – Wilson • After-school tutoring
    • Relevance to Teachers and School • more data collection • more support from multidisciplinary team • uniformity and consistency • evaluation of strategies used by team of professionals • accountability • more effective training on what works and should be used • less discretion on teachers as an individual, more collaboration • more small group instruction • better behavioral management system/ support from administration
    • Relevance for Students and Parents Students • more small group instruction • more immediate feedback • more personal input • more attention to individual learning needs *Misdiagnosis less likely Parents • must ask questions and advocate for their children • must be kept apprised of their child's progress along the way • under federal and state law, they can request an immediate referral for a comprehensive psychological evaluation at any point in the process
    • Lingering Concerns • Implementation and evaluation of treatment effects are vague, even on the Federal level • Too much left to discretion of school administration and teachers • Lack of procedural guidance from United States Department of Education’s Office of Special Education and Rehabilitation, which is a proponent of RTI • Lack of uniformity state-wide, district-wide, or even school-wide can give rise not only to subjective implementation and evaluation, but also diagnosis and treatment
    • Concerns continued Research can be misleading • Cited research in which low- income, urban, low achieving students were not included, despite being the population most often subjected to RTI methods • Most research done on small scale over a short period of time
    • Even More Concerns • Most of the research has demonstrated efficacy for reading-based disabilities, little in other areas where LD emerges, such as mathematics • Impact on older students has also not been fully examined • How school districts implement RTI and interpret state and federal regulations is the crucial issue that has yet to be seen on a large scale in New York State • Just the latest quick-fix fad?
    • Conclusion/Next Steps What can you do in the upcoming weeks? - More small group instruction - Check out What Works- and use it! - AIS/ After -school Tutoring - Make extended day more effective - Begin finding out how your school plans on implementing RTI - Become more informed about RTI What can you do in the upcoming months? The RTI Action Network is now accepting applications for the Leadership Network - a free online leadership mentoring program that equips building and district leaders to implement effective Response to Intervention (RTI). Participants are assigned to a mentor who is experienced in RTI implementation, and receive support through monthly online meetings, on- demand problem-solving, and private discussion boards with an online professional community . For more information and to apply, go to: http://www.rtinetwork.org/connect/lead ership-network
    • Discussion Questions • Should New York State implement RTI this July, despite all the lingering concerns? • Is your school ready? What has your school done to implement RTI?
    • Resources 1. Learning Disabilities Association of New York http://www.ldanys.org/index.php 2. NYS Response to Intervention Technical Assistance Center http://www.nysrti.org/ 3. http://www.rtinetwork.org 4. http://www.p12.nysed.gov/specialed/RTI/guidance/LD.htm 5. IES Practice Guide What Works Clearinghouse Assisting Students Struggling With Reading: RTI and Multi-Tier Instruction in the Primary Grades http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.p df#page=25 6. Reynolds, Cecil R., Shaywitz, Sally E. Response to Intervention: Ready or Not? Or, from Wait-to-Fail to Watch-Them-Fail. School Psychology Quarterly, Vol 24(2), Jun, 2009. pp. 130-145.