Pyramid For Success Revised Presentation
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The document outlines a pyramid model for providing students with different levels of academic support and intervention. Level 1 involves classroom instruction and routine intervention for about 80% of students. Level 2 targets 10-15% of students for additional intervention through a child study team. Level 3 provides special education intervention for 5-10% of students with more significant needs. The pyramid model is meant to keep students from falling through the cracks by providing differentiated instruction and immediate intervention, as well as targeted support when needed.
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Individuals with Disabilities Education Act (IDEA). In order to
qualify for special education, the IEP team must determine that a
child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
SLDs Seen Most Often in
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-Written expression (language)
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-Reading fluency
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Response to Instruction and
Intervention (RTII)
Multi-Tiered Systems of Support
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Response
to
Intervention
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to
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and
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and
Support
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Intervention
• RTIII is the practice of (1) providing high-
quality instruction/intervention matched to
student needs and (2) using learning rate
over time and level of performance to (3)
make important educational decisions.
(Batsche, et al., 2005)
• Uses problem-solving to develop effective
instruction/interventions.
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The benchmark represents a level of proficiency needed for
later school success. A good example of a commonly used
set of benchmarks for reading are those that were
developed for use with the DIBELS [Dynamic Indicators of
Basic Early Literacy Skills].
Using the DIBELS benchmarks, for example, 3rd-grade
students are at ‘low risk’ for reading problems if they reach
these reading-fluency goals:
– Start of School Year: 77 Correctly Read Words Per Min
– Middle of School Year: 92 Correctly Read Words Per Min
– End of School Year: 110 Correctly Read Words Per Min
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2. Determine the likely reason(s) for the
student’s depressed academic
performance:
There can be several possible underlying reasons why
a student is doing poorly in an academic area. It is
crucial to determine the reason(s) for poor
performance in order to select an appropriate
intervention:
• Skill Deficit: The student lacks the necessary skills to
perform the academic task.
• ‘Fragile’ Skills: The student possesses the necessary
skills but is not yet fluent and automatic in those skills.
• Performance (Motivation) Deficit: The student has
the necessary skills but lacks the motivation to
complete the academic task.
7
3. Select a scientifically-based intervention
likely to improve the student's academic
functioning:
Any intervention idea chosen for the student
should be backed by scientific research (e.g.,
research articles in peer-reviewed professional
journals) demonstrating that the intervention is
effective in addressing the student’s
underlying reason(s) for academic failure.
8
4. Monitor academic progress frequently to
evaluate the impact ...
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Similar to Pyramid For Success Revised Presentation
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This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines:
1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites.
2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities.
3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements.
4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.
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There are 13 categories of special education as defined by the
Individuals with Disabilities Education Act (IDEA). In order to
qualify for special education, the IEP team must determine that a
child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
SLDs Seen Most Often in
School:
-Written expression (language)
-Math calculation
-Math problem solving
-Reading fluency
-Reading comprehension
TOPICS:
Response to Instruction and
Intervention (RTII)
Multi-Tiered Systems of Support
(MTSS)
The Discrepancy Model
Progression
Response
to
Intervention
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to
Instruction
and
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and
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Intervention
• RTIII is the practice of (1) providing high-
quality instruction/intervention matched to
student needs and (2) using learning rate
over time and level of performance to (3)
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(Batsche, et al., 2005)
• Uses problem-solving to develop effective
instruction/interventions.
5
1. Criterion-Referenced Benchmark
The benchmark represents a level of proficiency needed for
later school success. A good example of a commonly used
set of benchmarks for reading are those that were
developed for use with the DIBELS [Dynamic Indicators of
Basic Early Literacy Skills].
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students are at ‘low risk’ for reading problems if they reach
these reading-fluency goals:
– Start of School Year: 77 Correctly Read Words Per Min
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2. Determine the likely reason(s) for the
student’s depressed academic
performance:
There can be several possible underlying reasons why
a student is doing poorly in an academic area. It is
crucial to determine the reason(s) for poor
performance in order to select an appropriate
intervention:
• Skill Deficit: The student lacks the necessary skills to
perform the academic task.
• ‘Fragile’ Skills: The student possesses the necessary
skills but is not yet fluent and automatic in those skills.
• Performance (Motivation) Deficit: The student has
the necessary skills but lacks the motivation to
complete the academic task.
7
3. Select a scientifically-based intervention
likely to improve the student's academic
functioning:
Any intervention idea chosen for the student
should be backed by scientific research (e.g.,
research articles in peer-reviewed professional
journals) demonstrating that the intervention is
effective in addressing the student’s
underlying reason(s) for academic failure.
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4. Monitor academic progress frequently to
evaluate the impact ...
Rti powerpoint 2012
This document discusses Response to Intervention (RtI) and creating effective Tier 2 and 3 literacy interventions for adolescents. It provides validation for RtI approaches, outlines practical strategies and resources for implementation, and discusses information to further refine RtI programs. Key points include organizing interventions in tiers of increasing intensity based on student need, using data to drive decision making, and matching interventions to assessed student needs in domains like word study, fluency, vocabulary, and comprehension. Direct and explicit instruction is emphasized along with intensive small group work for struggling readers.
MTSS for New Teachers
MTSS is a multi-tiered framework of intervention that uses data-driven problem solving to provide academic and behavioral support for all students. It integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. Key aspects of MTSS include universal screening, progress monitoring, multi-tiered delivery of instruction and interventions from general education to more intensive, individualized options. Special education services fit within the MTSS framework by providing individualized specially designed instruction and the least restrictive environment as required under IDEA.
Pyramid Of Intervention
The document describes a three-tiered pyramid of intervention supports and services for students. Tier I involves school-wide core instruction and interventions for all students. Tier II includes targeted small group instruction for students identified as at-risk. Tier III consists of intensive individualized interventions and specialized services for students who do not respond to Tier I or II supports. The pyramid model is intended to provide increasingly focused and intensive supports to help all students achieve academic and behavioral standards.
rti-13504168274579-phpapp02-121016144848-phpapp02.pptx
Response to Instruction (RTI) is a multi-tiered framework that uses core instruction, assessment, and intervention to increase student achievement and reduce behavior problems. It involves all school staff, parents, and sometimes outside providers working collaboratively to identify student needs and provide targeted academic and behavioral interventions. Student progress is monitored through data to evaluate the effectiveness of interventions and make decisions about future instruction. The goal is to provide early and well-matched support to struggling students in order to prevent academic and behavioral issues.
Response to Intervention: What is it?
Response to Intervention (RtI) is a multi-tiered framework that uses data-driven decision-making to identify students who may need additional academic or behavioral support. It involves providing high-quality classroom instruction and interventions of increasing intensity based on student progress. RtI includes ongoing progress monitoring to determine student needs and evaluate the effectiveness of interventions. Implementation of RtI varies across federal, state, and local policies and guidelines.
Community Forum October 2012
This community forum discussed Dunlap School District's focus on student growth and achievement. The district uses various assessments at the elementary, middle, and high school levels to monitor student performance and identify students who may need additional support. These include ISAT, Aimsweb, STAR, and ACT prep exams. Data is reviewed regularly by teachers and intervention programs are developed based on student needs. Stakeholder feedback from the forum will be used to further guide the district's continuous improvement efforts.
Lesaux ells rti_ld_final_may23
This document discusses using assessment-instruction links to support English Language Learners (ELLs) within a Response to Intervention (RTI) framework. It emphasizes using comprehensive assessment data to inform core instruction and identify students needing additional support. The three-tiered RTI model is described, with Tier 1 being the core instruction meeting over 80% of students' needs, Tier 2 providing targeted small group instruction to about 5-10% of students, and Tier 3 involving intensive individualized support for about 1-5% of students. Aggregating and analyzing assessment data at the classroom level is key to guiding instructional improvements and identifying learning disabilities among ELL students.
Gifted and Talented
The document provides information about the gifted and talented programs in the South Orangetown Central School District. It discusses the district's mission and goals for gifted education. It also outlines the identification process, programming options at different grade levels, and strategies like differentiation, enrichment activities, and acceleration. RTI is discussed as a framework to meet the needs of gifted learners through tiered interventions. National guidelines and definitions of giftedness from organizations like NAGC are also referenced.
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Here are the directions for the student role:
Student Directions - Report Card Conferences
When the adult greets you:
1. Greet the adult and shake their hand.
2. Show the adult your report card when asked.
3. Explain one subject or class where you did well and why.
4. Explain one subject or class where you could improve and what challenges you faced.
5. When asked, identify one specific thing you can do to improve your work.
6. Thank the adult for their time, shake their hand again and leave the conference.
Remember to speak clearly and make eye contact during the conversation. Be honest but also focus on ways you can improve going forward
VUSD RtI2 Guide
The document provides an implementation guide for Vista Unified School District's Response to Instruction and Intervention (RtI2) framework. It acknowledges those involved in developing the guide and outlines the core components of RtI2, including high quality instruction, universal screening, progress monitoring, research-based interventions, and parent involvement. It also establishes guidelines for instructional time and curriculum to ensure strong core programs and support for students based on data analysis.
Response To Intervention Presentation
Response to Intervention (RTI) is a multi-tiered system of support for providing high-quality instruction and interventions matched to student needs in order to improve learning for all students. It involves three tiers of intervention with increasing levels of intensity, with 80% of students receiving core instruction at Tier 1, 15% receiving supplemental interventions at Tier 2, and 5% receiving intensive interventions at Tier 3. The goals of RTI include preventing academic problems by addressing skill gaps early through differentiated instruction and targeted interventions, and determining eligibility for special education. Progress is closely monitored at all tiers to determine students' responses to interventions.
Ared7702 Inclusion Ch2 R Lester
This document discusses key aspects of individualized special education programs including:
1) Individualized education programs (IEPs) are developed by multidisciplinary teams to provide tailored instruction and services to students with disabilities.
2) IEPs outline goals, services, accommodations, and progress monitoring for eligible students from preschool through high school.
3) Special education teachers use data-based practices and frequent progress monitoring to implement and evaluate individualized programs that provide access to the general education curriculum.
Assessments in literacy(voice)
1) Early identification of reading difficulties is critical to prevent long-term academic problems. A preventative model of intervention is preferable to remedial intervention after issues have developed.
2) Students who struggle with reading are at risk for various academic, behavioral, social, and emotional difficulties, and some may be identified as having a learning disability.
3) A three-step framework is outlined for assessing students with reading problems and developing intervention plans, beginning with classroom assessment and moving to formal testing and individualized programming if needed.
C&I 578 Assignment 11.1. Design Good
The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
Udlocaly 130321104555-phpapp02
Universal Design for Learning (UDL) provides a framework for designing curricula that are accessible to all students, including those with intensive support needs. The document discusses UDL principles like providing multiple means of representation, action and expression, and engagement. It also addresses providing intensive supports through differentiated instruction, assistive technology, and specialized instruction to meet student needs, while striving to educate students in inclusive, least restrictive environments.
rti-presentation-1224745879453762-9
RTI is a multi-tiered approach to providing high-quality instruction and interventions matched to student needs through frequent progress monitoring and data-informed decisions. It involves three tiers of increasingly intensive instruction, with 80% of students receiving core instruction in Tier I, 15% receiving targeted interventions in Tier 2, and 5% receiving intensive interventions in Tier 3. The classroom teacher's role includes universal screening, differentiating Tier I instruction, monitoring student progress, implementing Tier 2 interventions, and collaborating within the problem-solving team on intervention planning and student progress.
Quick guide to tiered interventions at the elementary school level
This is a quick guide with examples to the SRBI/RTI system of interventions focused at the elementary level.
SLP\'s and RTI, Aye! Aye!
The document discusses key aspects of Response to Intervention (RTI) and how speech-language pathologists (SLPs) can be involved. It outlines the tiers of intervention in RTI from universal screening to increasingly intensive supports. SLPs are encouraged to participate in universal screenings, collaborate on intervention teams, and use data to inform instruction for all students. The goal of RTI is to provide evidence-based, systematic interventions to students struggling in the general education setting before considering special education.
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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