an introduction to response to intervention
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An Introduction to Response to Intervention
An Introduction to Response to Intervention
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MN Response to Intervention Center
Ann Casey, Ph.D.DirectorSt. Croix River Ed. District
acasey@scred.k12.mn.uswww.scred.k12.mn.us/RTI/RTIcontact.htm
RtI
Objectives for todayObjectives for today
Learn: What is RtI Why our school needs RtI What are the components that comprise an RtI system - must
haves Underlying assumptions for the model RtI is about school improvement - not about identifying students
for special education Decide if our school wants to commit to implementing an
RtI model of service delivery
Learn: What is RtI Why our school needs RtI What are the components that comprise an RtI system - must
haves Underlying assumptions for the model RtI is about school improvement - not about identifying students
for special education Decide if our school wants to commit to implementing an
RtI model of service delivery
Fundamental AssumptionsFundamental Assumptions
All the students are all our responsibility All students can make progress when given
the amount and kind of support needed Teaching to the middle doesn’t meet all
students needs. Therefore, we must use our resources in new,
different and collaborative ways to ensure each student is as successful as possible!
All the students are all our responsibility All students can make progress when given
the amount and kind of support needed Teaching to the middle doesn’t meet all
students needs. Therefore, we must use our resources in new,
different and collaborative ways to ensure each student is as successful as possible!
One final assumptionOne final assumption
Schools have not had all the tools and/or training needed to implement such a model where all resources are organized around ensuring each student is as successful as possible
Schools have not had all the tools and/or training needed to implement such a model where all resources are organized around ensuring each student is as successful as possible
What is RtI?What is RtI?
Response to Intervention is a 3 tiered model of instructional support for all students
RtI is a process comprised of 3 main components:
Evidenced Based Instructional practices System of Universal Screening and Progress Monitoring Problem Solving as a decision making system to determine
who gets what interventions, when and by whom The first assumption when students are not succeeding
is that they are struggling with the curriculum or instruction, and therefore, we need to make a change in one or both of those areas.
Response to Intervention is a 3 tiered model of instructional support for all students
RtI is a process comprised of 3 main components:
Evidenced Based Instructional practices System of Universal Screening and Progress Monitoring Problem Solving as a decision making system to determine
who gets what interventions, when and by whom The first assumption when students are not succeeding
is that they are struggling with the curriculum or instruction, and therefore, we need to make a change in one or both of those areas.
Academic Systems Behavioral Systems
5-10% 5-10%
10-15% 10-15%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
75-85% 75-85%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
A Smart System StructureEnter a School-Wide Systems for Student Success
Why a pyramid?Why a pyramid?
Tier 3
Tier 1
Tier 2
An aerial view- the implication is that all students need a strong foundation in core instruction
Why does my school need a 3 tiered system?
Why does my school need a 3 tiered system?
Many schools have had few options for struggling students - Title I services or special education
Those have not been ideal methods in preventing failure
In fact, special education has really been a ‘wait to fail model’, and Title I is a funding source and whether those resources resulted in student improvement varies greatly from school to school
Even if your school is making AYP, there are students at every grade level who are not on target for proficiency
Many schools have had few options for struggling students - Title I services or special education
Those have not been ideal methods in preventing failure
In fact, special education has really been a ‘wait to fail model’, and Title I is a funding source and whether those resources resulted in student improvement varies greatly from school to school
Even if your school is making AYP, there are students at every grade level who are not on target for proficiency
General Education
Special Education
Intensity of Problem
Amount ofResourcesNeededTo SolveProblem
Sea of Ineligibility
Title 1
PeerTutoring
Reading Recovery
Counseling
RtI is a process RtI is a process
Comprised of 3 components Measurement system that allows for frequent
monitoring of progress Instruction that is evidenced based for both core
and interventions Problem Solving process that relies on data to
determine who needs intervention, when, how, and what interventions to be delivered.
Comprised of 3 components Measurement system that allows for frequent
monitoring of progress Instruction that is evidenced based for both core
and interventions Problem Solving process that relies on data to
determine who needs intervention, when, how, and what interventions to be delivered.
MeasurementMeasurement
Schools have to make many choices about measurement tools - and often end up with several measures for the same purpose
We need different measurements for different purposes
Schools have to make many choices about measurement tools - and often end up with several measures for the same purpose
We need different measurements for different purposes
RtI requires an easy to use measurement system
RtI requires an easy to use measurement system
A system that allows for quick screening that is highly reliable and valid
A system that allows for frequent measurement to determine if students are progressing
Such systems are referred to as ‘general outcome measures’ or ‘curriculum-based measurements’
A system that allows for quick screening that is highly reliable and valid
A system that allows for frequent measurement to determine if students are progressing
Such systems are referred to as ‘general outcome measures’ or ‘curriculum-based measurements’
www.studentprogress.org/chart/chart.asp
www.studentprogress.org/chart/chart.asp
Schools should visit the National Center on Student Progress Monitoring to determine which measurement system best meets your schools needs
Schools should visit the National Center on Student Progress Monitoring to determine which measurement system best meets your schools needs
Evidenced Based PracticesEvidenced Based Practices
RtI is a process for improvement that can be used for both academics and behavior; however the MN RtI Center is funded to improve literacy outcomes at this time
RtI is a process for improvement that can be used for both academics and behavior; however the MN RtI Center is funded to improve literacy outcomes at this time
Evidenced Based Literacy PracticesEvidenced Based Literacy Practices
5 foundational skills of EBP for literacy: Phonemic awareness Phonics/word study Fluency/automaticity Vocabulary Comprehension
5 foundational skills of EBP for literacy: Phonemic awareness Phonics/word study Fluency/automaticity Vocabulary Comprehension
Literacy Professional Development
Literacy Professional Development
The professional development we undertake will be based on our student needs indicated by the data we collect, as well as teacher expertise or teacher need for expertise.
A study group/professional learning community model is encouraged
The professional development we undertake will be based on our student needs indicated by the data we collect, as well as teacher expertise or teacher need for expertise.
A study group/professional learning community model is encouraged
Problem-Solving ProcessProblem-Solving Process
All school staff need to learn the problem solving process so we have a common approach to solving problems
All school staff need to learn the problem solving process so we have a common approach to solving problems
Problem Solving: A 5 step processProblem Solving: A 5 step process
Problem Identification Problem Analysis Plan Development Plan Implementation Plan Evaluation
Problem Identification Problem Analysis Plan Development Plan Implementation Plan Evaluation
Adapted from Tilly, 2002Intensity of the problem
Reso
urc
es
for
Pro
ble
m
Solv
ing
Teacher& Parent
GradeLevelteams
BuildingPS team;IEP consideration
Problem Solving is used in each part of the pyramid
Problem Solving is used in each part of the pyramid
Grade level teams problem-solve regarding core instruction as well as deciding who are candidates for tier 2 interventions and what the interventions will be
A building problem solving team may decide who needs more intensive, tier 3 support, including special education
Grade level teams problem-solve regarding core instruction as well as deciding who are candidates for tier 2 interventions and what the interventions will be
A building problem solving team may decide who needs more intensive, tier 3 support, including special education
Think about Problem Solving in new and
different ways
Think about Problem Solving in new and
different ways Old
Student referred by teacher/parent One student at a time Decisions not necessarily data-based Not very prevention oriented
RtI Teaching teams review data of all students in the team Students not at benchmark are targeted for Tier 2 support in
addition to strong core instruction Focus is on success - keeping students from needing special
education
Old Student referred by teacher/parent One student at a time Decisions not necessarily data-based Not very prevention oriented
RtI Teaching teams review data of all students in the team Students not at benchmark are targeted for Tier 2 support in
addition to strong core instruction Focus is on success - keeping students from needing special
education
A Quick ReviewA Quick Review RtI is a process of 3 things: EBP, progress
monitoring, & problem solving The instructional practices comprise a 3 tiered
model of support with a strong core for all students, targeted supports for some, and intensive supports for a few.
We use universal screening and progress monitoring to help us determine flexible groupings and determine whether students are progressing or not.
RtI is a process of 3 things: EBP, progress monitoring, & problem solving
The instructional practices comprise a 3 tiered model of support with a strong core for all students, targeted supports for some, and intensive supports for a few.
We use universal screening and progress monitoring to help us determine flexible groupings and determine whether students are progressing or not.
Commitments for School Participation
Commitments for School Participation
Internal coach appointed part time to work with MN RtI Center and Site leadership team
SiteTeam for RtI implementation to include administrator, coach, and both general and special ed. staff
80% staff agreement and principal support Completion of an RtI Readiness checklist- can be done by
the team Embed RtI process in the school’s ongoing improvement
process/plan Agree to work with MN Rti Center through 2008-09
school year
Internal coach appointed part time to work with MN RtI Center and Site leadership team
SiteTeam for RtI implementation to include administrator, coach, and both general and special ed. staff
80% staff agreement and principal support Completion of an RtI Readiness checklist- can be done by
the team Embed RtI process in the school’s ongoing improvement
process/plan Agree to work with MN Rti Center through 2008-09
school year
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