2. Today’s Agenda
1. Strategy or Intervention Activity
2. RTI Explained
3. Strategy Video—LTHS
4. Case Studies Activity
5. Wrap-up
3. Objectives
You will know the difference between a
strategy and an intervention.
You will walk away with at least one
strategy and one intervention to engage
students.
You will know where to go for resources
for RTI.
4. Is this a ―strategy‖ or an
―intervention‖?
• We will give you seven examples of a
strategy or an intervention.
• You should walk to the sign that states
―strategy‖, ―intervention‖, or ―not sure‖ for
each example.
– Remember, it is okay to be wrong!
5. Is this a ―strategy‖ or an
―intervention‖?
• Calling home when a student has not
turned in homework.
Strategy
6. Is this a ―strategy‖ or an
―intervention‖?
• Meeting with a student before or after
school to reinforce the class concepts and
monitor student’s success.
Intervention
7. Is this a ―strategy‖ or an
―intervention‖?
• Using a graphic organizer for two students
who have difficulty understanding the main
ideas of a concept and monitoring their
progress.
Intervention
8. Is this a ―strategy‖ or an
―intervention‖?
• Meeting with a student who has difficulty
participating in class because of anxiety,
and informing him of the question that will
be asked of him the next day so that he
has time to prepare.
Strategy
9. Is this a ―strategy‖ or an
―intervention‖?
• Students who score below 60% on a math
assessment have an opportunity to learn
missed concepts through diagramming the
problems.
Strategy
10. Is this a ―strategy‖ or an
―intervention‖?
• Using physical movement for the entire
class to promote engagement.
Strategy
11. Is this a ―strategy‖ or an
―intervention‖?
• Using a research-based method, such as
color-coded paper, to help Andrew and
Lindsay understand written directions and
noting progress made.
Intervention
13. So, what is RTI?
Strategies and Interventions
Explained
14. What is RTI?
• ―Response to Intervention is a multi-tiered approach to
providing instruction and targeted intervention to improve
student outcomes‖ (Johnson, Smith, Harris).
• We use the RTI model to provide effective, research-
based instruction to help all students (prevention).
• Identify students who are not reaching Enduring
Understandings/Essential Outcomes.
• Implement research-based interventions and monitor
progress
15. What is RTI?
• Strategies
– The combination of research-based methods
or activities designed to teach the learning
objective.
• Interventions
– Program, actions, or strategies specifically
designed to address an identified deficiency
and monitored to ensure outcome
improvement . (Taken from LTHS PLC Glossary (p.7))
16. What is RTI?
• An instructional strategy can become an
intervention when the strategy is intentionally
used and monitored to address students who
are not reaching the learning outcomes.
– Use mid-quarter, quarter, and semester grades as a
means to monitor and measure student progress
Taken from LTHS PLC Glossary (p.7)
17. Why RTI?
• LTHS Numbers
– 2012-2013 Semester 1 Data:
• 7.2% of the 1st semester grades were a D or F
• In one core class, 10.2% of students enrolled
received a D or an F 1st semester of this year.
• In another core class, 8.6% of students enrolled
received a D or F 1st semester of this year.
• 18 Special Education referrals this school year
18. The Reality…
Typical Classroom at LTHS:
• 26 students
• 3 students are not reaching Essential
Outcomes
• 51 minutes
What do you do?
19. Two Rules of Teaching
According to Pat Quinn ―The RTI Guy‖:
1. Effective teaching is harder than ineffective
teaching.
2. Small changes can make a big difference.
20. Who Benefits from RTI?
• EVERYONE!
– Typically a few students in each class are
directly impacted by specific interventions that
lead to Essential Outcomes.
– All students will benefit from research-based
strategies/interventions implemented with
whole class.
• http://lthspl.weebly.com/rti.html
21. RTI Video
• September 2012 Newsletter:
– Using physical movement as a strategy to
promote engagement
– ―When we sit for more than twenty minutes, our blood pools in
our seat and in our feet. By getting up and moving, we
recirculate that blood. Within a minute, there is about 15 percent
more blood in our brain. We do think better on our feet than on
our seat! Students sit too much in classrooms, especially in
secondary schools. Look for ways to get students up and
moving, especially when they are verbally rehearsing what they
have learned (Sousa, 2001).‖
22.
23. RTI at Work
Feedback from Erin Shook:
Pros: allows for thoughtful/engaged Cons: the biggest con I could
discussion with other students, potentially see would be
breaks up monotony of students behavior issues; however I’ve
taking notes in desks, since never had problems with
everyone is up, moving, and activities like this—you just have
talking, it allows me to work with to tell them your expectations up
students that need help front, students could potentially
(intervention) without singling just copy from someone else
them out, students are
reenergized
24. Case Studies
• You will now break up into small groups.
• Each group will analyze four scenarios of struggling
students.
• In addition, everyone will have a list of effective,
research-based interventions/strategies.
• The groups will identify the interventions/strategies
that would best address each scenario.
25. Brainstorm
• Think of your upcoming lessons…
– Where can you implement one of these
strategies in your classroom?
26. Review
• What to do: Strategy v. Intervention?
• Why RTI is important?
• Who benefits?
• You are monitoring students’ response to
an intervention (RTI) and decreasing the
need for the intervention.
27. Strategies/Interventions
Covered Today
Opening Activity and Video
1. Physical Movement--September Newsletter
Case Studies
2. CUCC (Circle, Underline, Count, Complete) Executive
Function Strategy—November newsletter
3. Write-Around/Written Conversations—December
newsletter
4. Story Impressions—October Institute Day 2011
5. Text Coding—October Institute Day 2011
6. Homework Planning Checklist—in handouts
28. Final Thought
• While it’s important to know the difference
between a strategy and an intervention…
– BOTH relate to RTI as a model for ALL
students to benefit from better instruction.
29. Links to Resources
• RTI Tab on PLT website:
– http://lthspl.weebly.com/rti.html
• Pat Quinn ―The RTI Guy‖ website:
– www.TotalRTI.com --his newsletters are
great…and free!
30. References
• Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to
intervention: RTI, professional learning communities, and how to
respond when kids don’t learn. Bloomington, IN: Solution Tree Press.
• Johnson, E., Smith, L., & Harris, M. (2009). How RTI works in
secondary schools. Thousand Oaks, CA: Corwin.
• Marzano, R. J., Pickering, D.J., & Heflebower, T. (2010). The highly
engaged classroom. Bloomington, IN: Marzano Research Laboratory.
• Sousa, D. A. (2001). How the brain learns. Thousand Oaks, CA:
Corwin Press.
• LTHS PLC Glossary
