![Page 1: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/1.jpg)
1
RtII: Response to Instruction and Intervention
Wissahickon School District
![Page 2: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/2.jpg)
+Today’s Goals & Objectives
1.Revisit our understanding of RtII
2.Examine the District schedule of assessments and data review
3.Discussion of scenarios
4.Building level planning
![Page 3: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/3.jpg)
![Page 4: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/4.jpg)
![Page 5: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/5.jpg)
![Page 6: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/6.jpg)
+What Is Response to Instruction and Intervention?
A comprehensive, multi-tiered regular education intervention strategy to enable early identification and intervention for students at academic or behavioral risk.
The goal of RtII is to improve student achievement using research-based intervention matched to the instructional need and level of the student. (PDE, 2008)
![Page 7: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/7.jpg)
7
What RTII is not!
RtII is not a(n)…
– pre-referral system– individual teacher’s responsibility– classroom location– special education program– an added period of reading instruction– a separate, stand alone initiative
![Page 8: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/8.jpg)
+An Analogy
Regular Check-ups
Tests may be ordered
Decisions are made based on the data
Keep doing what you’re doing
Let’s try this treatment
See a specialist
Frequent checks on progress
![Page 9: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/9.jpg)
DIBELS Day Schedule
![Page 10: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/10.jpg)
Sample DIBELS Data Sheet
![Page 11: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/11.jpg)
THE 5 Pillars of Reading Instruction
Assessment Tools
Phonemic Awareness• DIBELS Initial Sound Fluency ISF
• DIBELS Phoneme Segmentation PSF
•Phonemic Awareness Assessment
Alphabetic Principle (Phonics)
•DIBELS Nonsense Word Fluency NWF
• Letter Knowledge Assessment
• Benchmark Running Records
Fluency •DIBELS Oral Reading Fluency ORF
•Benchmark Running Records
Vocabulary•Benchmark Running Records – Retelling
• Holistic Common Assessment
Comprehension•Benchmark Running Records – Retelling
• Holistic Common Assessment
(Foundational Skills in Reading Development)
![Page 12: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/12.jpg)
12
Strategic Interventions for
Students at Risk of Academic Failure
Tier 3:IntensiveInterventionsfor few studentsAdditional time,
support and resources.
Tier I: Foundation / Standards-Aligned Instruction for all students
Tier 2: Strategic Interventionsfor some students
Strategic Instruction, Increased Time
and Opportunity to Learn
![Page 13: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/13.jpg)
![Page 14: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/14.jpg)
+The 3-Tier Structure
•Tier I–Who: Classroom teacher–Time Reading: 60-75 minutes Reading
•Tier II–Who: Classroom Teacher, Reading Specialist (push-in) –Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period two-three times per week
•Tier III–Who: Classroom Teacher, Reading Specialists (pull-out), Counselors, –Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period three-four times per week
![Page 15: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/15.jpg)
+ Tier I – Interventions for ALL
Research-based core materials
Differentiated Instruction that includes– Whole group teaching– Small, flexible group teaching
Effective instructional strategies including– Active engagement– Scaffolding– Formative assessment with frequent feedback
![Page 16: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/16.jpg)
+ Tier II – Interventions for SOMEIncreased Time and Opportunity to Learn:
• In addition to core instruction• Supplemental small group instruction• Specialists may assist with strategic instruction in general
education classroom or in homogeneous skill group• Use of standard protocol interventions• More frequent progress monitoring (every other week)• Use of Core Extension Time (I/E period)
![Page 17: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/17.jpg)
+ Tier III – Interventions for FEWDefinition: Academic instruction and behavioral strategies, methodologies and
practices designed for a few students significantly below established grade-level benchmarks in the standards-aligned system or that demonstrate significant difficulties with behavioral and social competence. In addition to Core Instruction: More intensive instructionUse of standard protocol interventionsSupplemental instructional materials for specific skill developmentSmall, intensive, flexible groupsCan be outside the general education classroomWeekly progress monitoring.
![Page 18: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/18.jpg)
+
• A series of research-based interventions have been attempted
• There is documentation that the interventions were carried out as designed (treatment/intervention integrity)
• Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers).
Consider a referral to Special Education only
if...
![Page 19: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/19.jpg)
+Data Analysis Review
TeamsGrade Level Teams…
Meet within one week after DIBELS Day
Follow a structured meeting protocol
Analyze grade level student data
Set measurable grade-wide goals
– e.g., By the second benchmark, 75% of 2nd graders will be at
benchmark in Oral Reading Fluency)
Select and implement with fidelity research-based, grade-wide strategies to reach this goal.
Monitor and adjust selected strategies.
![Page 20: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/20.jpg)
![Page 21: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/21.jpg)
+DART Meetings & Data
Analysis
MAP Data
DIBELS Data
DRA Data
![Page 22: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/22.jpg)
DIBELS Data
DRA Data MAP Data
Scenarios
1st Grader
Level 3 Low RIT score
Core – Level 1
What are your
thoughts?
![Page 23: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/23.jpg)
DIBELS Data
DRA Data MAP Data
Scenarios
2nd Grader
Level 20 Average RIT score
Core – Level 1
What are your
thoughts?
![Page 24: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/24.jpg)
+
We’ll figure it out together!
![Page 25: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/25.jpg)
+
Any questions?
![Page 26: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/26.jpg)
+
Building Time
Discussion pointsDIBELS Day scheduleUse of SubstitutesDART meetingsDifferentiationResources
![Page 27: 1 RtII: Response to Instruction and Intervention Wissahickon School District](https://reader030.vdocuments.us/reader030/viewer/2022032604/56649e695503460f94b66bc2/html5/thumbnails/27.jpg)
+
Big Ideas in Beginning Reading (U of Oregon):reading.uoregon.edu
What Works Clearinghouse (US Dept. of Education): www.ies.ed.gov/ncee/wwc/
Intervention Central: www.interventioncentral.org
Florida’s Intervention website: www.fcrr.org
Web resources for evidence-based
intervention strategies