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  1. 1. RTI<br />Bailey Schrock<br />
  2. 2. What is RTI?What RTI means for Educators<br />
  3. 3. What is RTI?<br /><ul><li>It stands for Response to Intervention
  4. 4. The Law
  5. 5. Some Vocabulary
  6. 6. Prevention Model</li></li></ul><li>The Law<br />Language related to Response to Intervention (RTI) was written into U.S. law with the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA). This law indicates that school districts are no longer required to take into consideration whether a severe discrepancy exists between a student’s achievement and his or her intellectual ability in determining eligibility for learning disability services. Rather, they may use an alternative approach that determines first whether the student responds to “scientific, research-based” classroom instruction and, if not, then to more intensive and targeted interventions. After receiving this more tailored and intensive instruction, students who do not demonstrate adequate progress are then considered for evaluation for a specific learning disability. This approach has come to be known as RTI, although this precise term is not used in the law.”<br />International Reading Association. (2010). Response to Intervention. In International Reading Association. Retrieved December 4, 2010, from http://www.reading.org/Libraries/Resources/RTI_brochure_web.sflb.ashx<br />
  7. 7. Some Vocabulary<br /><ul><li>Interventions
  8. 8. “Targeted instruction provided in addition to the regular classroom program that addresses a student's documented instructional needs. Instruction that intends to prevent students who are struggling from falling farther behind their peers and intends to improve their future educational trajectory”
  9. 9. Student Progress Monitoring
  10. 10. “An assessment technique required by RTI regulations. Teachers administer quick assessments {1-5 minutes) frequently (weekly) to gauge the improvement of a student. The assessments provide information about the student's rate of learning and the effectiveness of a particular intervention (National Center on Student Progress Monitoring, 2007).”
  11. 11. Literacy Screening
  12. 12. “The process of assessing the most basic and predictive literacy skills for all students in a school. The goal of screenings is to select learners whose reading achievement is significantly below standards. Literacy screenings are intended to identify students who require additional help so that further slippage and literacy failure can be prevented”</li></ul>(Mesmer, 2009)<br />
  13. 13. Prevention Model<br /><ul><li>Students are given aide before they have recorded failings in a subject.
  14. 14. The old model required that students have recorded discrepancy between their IQ and achievement scores before they were able to get additional help.
  15. 15. Different instructional models are tried rather than waiting to send students straight to special education classes.</li></li></ul><li>What RTI means for Educators<br /><ul><li>Required Documentation
  16. 16. Differentiated Instruction
  17. 17. Professional Development</li></li></ul><li>Required Documentation<br /><ul><li>Each tier of instruction is documented in order insure that students are experiencing diverse instructional techniques.
  18. 18. Level Data
  19. 19. Slope Data</li></li></ul><li>Types of Data<br /><ul><li>Level Data
  20. 20. “Information that reflects how students are performing in comparison to peers at a specific point in time.”
  21. 21. Slope Data
  22. 22. “Information that reflects how a student is learning across time in comparison to his or her previous learning. These data capture rate of learning and can also be called growth rates. Slopes that are steeper show more growth over a smaller period of time than slopes that are flatter. Slope data are obtained by repeatedly measuring student performance in a particular area. They are displayed using a line graph.” </li></ul>(Mesmer, 2009)<br />
  23. 23. Differentiated Instruction<br />“Teachers are implementing differentiated instruction through guided reading or reading and writing work-shop formats with texts chosen to match students' abilities and skill needs and increase the amount of daily reading (Allington, 2001). Minilessons during whole-class instruction target skills and strategies that are then practiced with teacher guidance in small groups with leveled texts.”<br />(Walker-Dalhouse, 2009)<br />By providing differentiated instruction to the entire class students are less likely to end up in special education due to ineffective teacher instruction.<br />
  24. 24. Professional Development<br />When initiating any change in policies it is important that educators work together to figure out how exactly the new ideas are going to be implemented. With RTI teachers need to work together to support one another in their efforts to monitor students’ progress and develop new instructional ideas. Teachers need to talk with one another about what works and what doesn’t.<br />
  25. 25. Sources<br />International Reading Association. (2010). Response to Intervention. In International Reading Association. Retrieved December 4, 2010, from http://www.reading.org/Libraries/Resources/RTI_brochure_web.sflb.ashx<br />Mesmer, E. M., & Mesmer, H. E. (2009). Response to Intervention (RTI): What Teachers of Reading Need to Know [Electronic version]. The Reading Teacher, 62(4), 280-290.<br />Walker-Dalhouse, D., Risko, V. J., Esworthy, C., Grasley, E., Kaisler, G., Mcllvain, D., & Stephan, M. (2009). Crossing Boundaries and Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom Instruction [Electronic version]. The Reading Teacher, 63(1), 84-87.<br />