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
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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  • Ask about years in RtI
  • Response To Intervention

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

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