Response To Intervention Presentation


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Response to Intervention - Restructuring What We Do To Improve Learning For All Students

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Response To Intervention Presentation

  1. 1. Response to Intervention(RTI) Restructuring What We Do To Improve Learning For All Students
  2. 2. What is Response to Intervention? Response to Intervention (RTI) is the practice ofproviding high quality instruction and interventionmatched to student need, monitoring progressfrequently to make decisions about change ininstruction and applying student data to importanteducational decisions. RTI is primarily used in Math and Reading but canbe adapted and used in all curricular areas.
  3. 3. Goals of RTI1) Prevention of academic problems by: Attending to skill gaps early Providing interventions / instruction early Closing skill gaps to prevent failure3) Determination of eligibility as a student with a specific learning disability. A pattern of inadequate response to interventions may result in referral to special education. Student intervention response data may also be used to determine special education eligibility.
  4. 4. What is an Intervention? An intervention is instruction that supplementsand intensifies classroom curriculum / instruction tomeet student needs. All interventions must have: -a plan for implementation -a baseline data point -a procedure to monitor progress
  5. 5. How can we restructure to support RTI? We can organize intervention efforts into 3 levels, ortiers, that represent a continuum of increasing intensityof support. Tier 1 is the lowest level of interventionand Tier 3 is the most intensive intervention level. 5% Tier 3 (Tertiary) 15% Tier 2 (Secondary) 80% Tier 1 (Primary)
  6. 6. RTI ProgressionTier 1: Quality differentiated classroom instructionby development level and learning style is the keyin core instruction. This differentiated core instruction is for allstudents and should be proactive andpreventative. General classroom progress monitoring willprovide needed documentation / data forinstructional decision making.
  7. 7. What is differentiated instruction? Differentiated instruction is a process to approachteaching and learning for students of differing abilities inthe same class. Our classes contain students with a wide range ofabilities. From students with learning disabilities to TAGstudents. I believe there are 5 ability levels in a classroom. TAG Above average Average Below average Special Education
  8. 8. Discuss what are the characteristicsof students in each of these 5 levels?
  9. 9. How do we differentiate to thiswide range of students?Above average / TAGAdvanced curriculumHigher level questioningAlternate assignment / project / activityAverageNo differentiation should be needed
  10. 10. Below average / Special Education Shortened assignment / assessment Extended time Reduced choices on multiple choice forassignments / assessments Smaller matching sections forassignments / assessments Notes provided Assessments read to the student
  11. 11. Special education students should alsobe getting specially designed instructiondesigned by or delivered by a specialeducation teacher. Students in special education should begetting the most instructional support /timebecause they are the top of the last Tier.
  12. 12. RTI ProgressionTier 2: If differentiated core instruction provided inTier I is not meeting the student’s needs they willadvance to Tier 2. We must assume that the student is stillstruggling due to gaps in learning from prior yearsof school. We must determine areas of deficiency and targetthe interventions to these areas. Tier 2 interventions should in addition toclassroom instruction and not in place of. Students may be assigned to small groupsbased on like areas of deficiency.
  13. 13. Interventions at the Tier 2 level should occur atleast weekly. A baseline assessment should be provided anddata collected periodically to determine if thestudent is making appropriate progress. Monitoring student progress should occurevery 2 – 3 weeks. If after a few months the student isn’t makingappropriate progress a referral should be made tothe campus TAT team.
  14. 14. RTI ProgressionTier 3: This tier is for the few students that didn’t make appropriate progress in Tier 2. Now the intervention is more intensive and individualized. Interventions at the Tier 3 level should be at least every other day. Progress monitoring data should be kept weekly. A learning disability should be suspected if appropriate progress is still not being madeafter 6–8 weeks of intensive intervention.
  15. 15. RTI Video • Click to edit Master text styles  Second level  Third level • Fourth level – Fifth level
  16. 16. Why should Response to Intervention be used? In today’s world many of our students are not atgrade level in relationship to their learning. This discrepancy may be due to many factors suchas behavior, poor attendance or that they haveattended a number of different schools. It is a goal that each student achieve least a year’sworth of learning growth each school year but forwhatever reason many students don’t achieve this goal.
  17. 17. These students have gaps in their learning andunless these gaps are filled these students will struggleyearly. These students are definitely “at risk” to not graduatebecause of the apathy that they may develop as a resultof not being able to keep up and reoccurring failures inthe classroom. Response to Intervention (RTI) helps to identify thesestudents who are behind and gives us a plan of attack tofill those gaps and get the huge majority of students tograde level. For the few students who aren’t successful RTI willprovide data to help determine if the student has alearning disability and should be placed in SpecialEducation.
  18. 18. When in our busy school day can RTI occur? Students whose needs have not been metwith Tier 1 differentiated core instruction maybe pulled out of the morning interventionperiod to work on deficiencies with adesignated teacher. This may occur maybe twice a week and ifpossible in small groups with other studentswith similar deficiencies.
  19. 19. How Will Data and Progress beMonitored?Tier 1: Progress monitoring and / or Benchmarktesting can serve as basis to see if the student’sneeds are met or if they need Tier 2 interventions.Tier 2: Gaps in learning can be defined by progress monitoring in Tier 1,from a benchmark testand/or the State Assessment. A benchmark test may be a teacher designed test that covers the curriculum that should bemastered by that grade level.
  20. 20. Handout and discuss the Tier 1 and Tier 2data forms.
  21. 21. The greatest danger for most ofus is not that our aim is too highand we miss it, but that it is toolow and we reach it. Michelangelo