RtI Made Simple


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This brief presentation offers a glimpse of RTI (Response to Intervention). It was intended for use by newly-constructed RTI teams or educators who are at the beginning stages of RTI implementation. Please direct all questions or comments to FLOYDD1@duvalschools.org .

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  • Think of Response to Intervention as a common table with four legs. Depending on the design of the table and strength of each leg, it’s possible for the table to stand with three legs—even two. But would you place valuable, delicate items on a table that’s standing but missing legs? Consider that each leg is a question or task.
  • An understanding of what it is , is important.
  • The problem-solving model helps teachers think in terms of a cycle of recurring questions that must be answered. Good instruction will always involve raising questions such as these with regard to student learning.
  • Let’s take a look at a document that might be used to help support an initial understanding of RTI and how it works.
  • 1.) Identify the student/group/or class 2.) Address the problem 3.) Determine potential (specific) cause(s) 4.) Share what you do to address the problem 5.) Document whether/not the intervention worked 6.) Determine next steps
  • Remember, the ‘table’ just might stand on three legs—maybe even two. But can student achievement truly rest if you implement RTI without understanding what it is? If you understand what it is but cannot provide proof/documentation of the effectiveness of your practices?
  • What questions do you have for me?
  • RtI Made Simple

    1. 1. RTI made simple . Dessalines Floyd
    2. 2. Response to intervention combines assessment and intervention within a system of three-levels to increase academic success and reduce behavior problems. RTI models come in many different shapes and sizes. Our school follows a problem-solving model . <ul><li>What is RTI ? </li></ul><ul><li>(1 st Leg) </li></ul>
    3. 3. At Sample High, we use a problem-solving model that allows us to tackle specific problems, both academic and behavioral. There are 4 primary questions: 1.) What is the problem? 2.) Why is it this way? 3.) What are we going to do about it? 4.) How did the students respond to the intervention (RTI)? <ul><li>How does it work? </li></ul><ul><li>(2nd Leg) </li></ul>
    4. 4. Consider the following sample: <ul><li>What does it look like in the classroom? </li></ul><ul><li>(3rd Leg) </li></ul>See How to Use Data to Drive Instruction ( Danny Doesn’t Compare )
    5. 5. Sample tool for monitoring interventions!
    6. 6. 1.) Maintain visual representations (e.g., charts, graphs, display samples) of your data. 2.) Collect and analyze accurate and specific data. 3.) Reflect on the success of your practice. The process is flexible, recursive, and ongoing. 4.) Ensure that all observations are student-centered . <ul><li>Evaluate your practice </li></ul><ul><li>(4th Leg) </li></ul>
    7. 7. Dessalines Floyd District Literacy Specialist