Response To Intervention (Rt I)


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Response To Intervention (Rt I)

  1. 1. Implementing and Documenting <br />Tier 1 Interventions<br />Response to Intervention (RtI)<br />
  2. 2. Paradigm Shift<br />The “Right to Fail” Philosophy<br />vs.<br />The “RtI” Philosophy<br />
  3. 3. What is RtI?<br /> Response to Intervention (RtI) is a general education initiative which requires collaborative efforts from all district staff, general educators, special educators and bilingual/ELL staff.<br />In a quality educational environment student academic and behavioral needs must be identified and monitored continuously with documented student performance data used to make instructional decisions.<br />
  4. 4. What is RtI? (cont.)<br />Response to Intervention (RtI) is “the practice of providing 1) high-quality instruction/intervention matched to student needs and <br /> 2) using learning rate over time and level of performance to 3) make important educational decisions<br />If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to ‘respond to intervention’ can be viewed as evidence of an underlying Learning Disability. <br />
  5. 5. What Does This Mean?<br />This means<br />using differentiated instructional strategies for all learners<br />providing all learners with scientific, research-based interventions <br />continuously measuring student performance using scientifically research-based progress monitoring instruments for all learners, and <br />making educational decisions based on a student’s response to interventions.<br />
  6. 6. The 3-Tiered Model of School Support<br />Tier 3: Intensive, Individual Interventions<br />Individual Students<br />Assessment-Based<br />High Intensity & Longer Duration<br />1-5%<br />5-10%<br />Tier 2: Targeted Group Interventions<br />Above & beyond what all students are receiving<br />Some students<br />High efficiency & Rapid response<br />Tier 1: Universal Interventions<br />In-Class<br />All students<br />Preventive & proactive<br />80-90%<br />
  7. 7. RtI and Federal Law <br />Based on the changes in the Individuals With Disabilities Education Improvement Act (IDEIA) 2004, the US Department of Education (USDE) updated its regulations to state education departments. <br />The new USDE regulations: <br /> --Explicitly ALLOW states to use RtIto identify LD<br /> --FORBIDstates from forcing schools to use a ‘discrepancy model’ to identify LD<br />
  8. 8. RtI in Action<br />Tier 1 (General Education): <br />Universal prevention efforts are established to promote learning for all students.<br />Assumes most students will respond to these strategies and not require further interventions. (80-90%)<br />Ex.<br />Adopt a research-based reading curriculum and screen all students for reading problems three times per year to determine which students might need supports beyond the school-wide reading curriculum.<br />Screening takes place prior to any students experiencing significant failure in comparison to their peers.<br />Adopt a model of differentiated instruction to meet needs of all learners.<br />
  9. 9. RtI in Action (cont.)<br />Tier 1 (cont.)<br />Allow students assessment choices<br />Use preferential seating<br />Reading comprehension: Activating prior knowledge<br />Classroom journaling<br />Pretest-Posttest model<br />Preview and review lesson objectives<br />Teaching a structured note-taking process<br />Scheduling regular organization “clean-outs”<br />Student(s) participate in creating personal behavior plan<br />
  10. 10. RtI in Action (cont.)<br />Tier 2 (Early Intervening):<br />Students who are identified as being at-risk of experiencing problems receive supplemental or small-group interventions.<br />Increase a student’s time and intensity of exposure to the core curriculum <br />For example, when school-wide screening reveals that some students (e.g., 12%) in Grade 3 are at risk of developing reading problems, the school might provide supplemental reading support through a classwide peer tutoring intervention.<br />Provided an addition 30 min./day to reading in small groups.<br />
  11. 11. RtI In Action (cont.)<br />Tier 3 (Intensive Intervening):<br />Includes many children who have been found eligible for special education and related services, and some who have not. <br />Special education eligibility may allow exposure to remedial methods and practices that, although research-based and aligned with the content of the core curriculum, are not necessarily a part of the core curriculum.<br />Yet another increase in time and intensity of exposure to instruction.<br />
  12. 12. Brainstorming Tier 1 Interventions<br />In small groups, brainstorm Tier 1 intervention strategies that you believe would be supported by research to address the following concerns.<br />Unorganized Students<br />Inattentive Students<br />Inappropriate Classroom Behavior<br />Reading Comprehension<br />Not Turning in Homework<br />Poor Test-Taker<br />Doesn’t Meet Timelines for Long-Term Assignments<br />Unmotivated Student<br />
  13. 13. Documenting Tier 1 Interventions<br />Brainstorm ideas on how you might document the intervention strategies you just discussed.<br />