Meet the Reading Teacher Night - hufsd.eduMeet the Reading Teacher Night . Response to Intervention for ... Sometimes the teacher or specialist doing the intervention will對 need
Response to Intervention for Parents and Community
There is great power in harmony and mutual understanding.
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Information and involvement in planning and providing interventions to help your child
Help for your child that increases or decreases depending on your child’s needs
Information about how your child is responding to the interventions being provided
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Presenter
Presentation Notes
All parents are entitled to information on their children's progress so they can partner with teachers to help their children succeed. For children who may be struggling academically or behaviorally, this feedback and involvement is even more important and may need to happen more frequently. If your child is having trouble meeting grade-level learning expectations, you should get information and be invited to participate in meetings about what interventions will be provided to help your child. You will be a part of decision-making when the type of help for your child increases or decreases based on how your child responds to the instruction and interventions that the school provides. Depending on how often your child’s responses are measured, you will get information, often drawn on a graph, about how your child is doing. This will help you understand whether the instruction and interventions are helping or not. If they are helping, the school will continue to check up on how your child is doing. If they are not helping, the teachers and specialists will invite you to work with them as they use the problem-solving process to improve the instruction and the interventions.
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
RTI stands for Response to Interventions (RtI) and refers to a set of ideas focused on how to help
all children be successful in school.
Presenter
Presentation Notes
So, a new way of thinking and working is being used by schools in Huntington and the United States. It is often called RtI. RtI stands for Response to Intervention. This approach refers to a set of ideas focused on how to help all children be successful in school. It focuses on student needs/outcomes. This means teachers and other educators are always asking themselves and each other: “How well are the students responding to this instruction and how can we make it better for them?” It is not a program, strategy, or trend. Instead, it is a way of thinking and problem-solving in order to figure out what kind of instruction each student responds to best. If the instruction a student is getting is not helping the student to learn, RtI is a way of measuring progress and then making decisions about how to improve the instruction and add interventions that will help the student.
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For the school to provide effective teaching that fits the needs of each student.
For the school to make sure the classroom environment is the best possible for every student.
To help all students meet grade level standards. To “add to” general education instruction, not
“replace” with something different. To provide interventions (“help”) as a natural,
ongoing part of education that doesn’t wait until the student is struggling.
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Presenter
Presentation Notes
The problem-solving process involves four questions that help you, the teachers, and specialists find solutions to both academic and behavioral difficulties. The first question is, “What is the problem, exactly?” This question is important because we must be sure that we are working on the true problem. The second question is, “Why is this happening?” This question is important because we must understand the problem in order to design solutions that are more likely to work. The third question is, “What are we going to do about it?” This question is important because we must plan what needs to be taught and how it will be taught. In this step, we are designing and then doing the intervention. Sometimes the teacher or specialist doing the intervention will need help, such as extra training, new materials, or reinforcement from the child’s home. The fourth question is “How well is it working?” This step is the RtI step, because we must measure how your child responds to the intervention in order to know if it is helping or not. These four questions should guide the meetings you will attend with the school. The problem-solving process is used while working within three types or levels of instruction or intervention. These levels are often described as “tiers.” The purpose of the tiers is to help the school provide effective teaching and an effective classroom environment so that all of the students are able to meet grade level standards. Thinking about three tiers helps the school provide help to students who are having difficulty in addition to what everyone gets, rather than replacing it with something different and disconnected from what all the other students are getting. Most importantly, a school that is set up to provide help to students that can vary across different levels, or tiers, based on what students really need helps students sooner, as an on-going part of education.
RtI is a framework for providing high-quality instruction built on these components: •All students receive high-quality core content area instruction. •All students are screened to identify those who are making adequate grade-level progress and those who are falling behind and at risk for learning difficulties. •At-risk students are provided with immediate, research-based intervention instruction. •At-risk students’ progress is monitored frequently to ensure the intervention is meeting their needs. •Professional development is provided to educators to enhance the instruction and intervention they provide.
Tier 1 – High quality teaching and behavior support for all students in the school
Tier 2 – Additional interventions for students who need more help on specific skills
Tier 3 – Interventions designed to address the unique needs of an individual student
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Presenter
Presentation Notes
When we talk about three tiers, we have to be careful to remember that they are not categories of students or stepping stones toward a special education category. There are not fixed rules about each tier, instead there are basic guidelines to help us understand the school’s framework for meeting all the student’s needs. Tier 1 describes the high quality teaching and school support for positive behavior that all students in the school receive. If what the school provides at the tier one level is working, most students in the school will be successful without needing additional help. Tier 2 describes the additional interventions that smaller groups of students might get if they need extra help to learn specific skills. Tier 3 describes interventions that are designed to help individual students who need the most extra help on specific skills. Students who are receiving tier three level help might need this level of help for a short time or for a longer period of time to be able to catch up. Any student in the school may, at some point, need tier two or tier three help in order to learn all the necessary skills of their grade level. The goal of the problem-solving team will always be to provide whatever the student needs and responds positively to, so that they are successful in the general education classroom as much as possible. It is important to remember that the three tiers don’t have rules because they are meant to describe different levels of help that students may get when they need it and that the levels of help will change as the needs of the student change.
Academic Multi-Tier Model
Parent Role in RTI
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Is my child successful? How do I know? If not, why and what can we do differently?
If needed, how is additional help going to be provided? By whom? How often? For how long?
What can I do to help with the interventions for my child?
How will I know if interventions are working?
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Presenter
Presentation Notes
As a parent involved in your child’s education, you are encouraged to attend and be an active member of teams that include teachers and specialists who are finding solutions by answering the four questions that we discussed earlier. Teachers and specialists value and rely on your input because you are your child’s most knowledgeable expert. You have more knowledge and experience with your child than anyone else, which means you have important information and insight to contribute to the solution-finding process. One way you can contribute is by asking key questions to help guide the conversations and keep the focus on improving your child’s learning. Some key questions are, “Is my child successful? How do I know? If not, why and what can we do differently? If needed, how is additional help going to be provided? By whom? How often? For how long? What can I do to help with interventions for my child? and How will I know if interventions are working?” The answers to these questions will need to be discussed and worked out by using the problem-solving process.
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Talk with your child’s teacher Ask for regular progress reports in the areas
of difficulty Celebrate when progress is made; ask
questions when there is little or no progress Make a list of specific questions to ask about
your child’s progress.
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Presenter
Presentation Notes
If your child is struggling (such as a child falling behind because he reads more slowly than his peers), has trouble staying focused, or uses his hands on peers, or at any time you wonder how things are going at school, you are encouraged to: talk with your child’s teacher asking the problem-solving questions; ask for progress reports on how your child is responding to the instruction that he or she is getting in the area of difficulty; suggest strategies that are working at home or elsewhere to further engage the partnership; celebrate when it is working and ask more questions when it is not working as well as you expected; and make a list of specific questions to ask about your child’s progress when you meet with the teachers and specialists.
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Every student in the school, from Kindergarten to graduation, is involved in RtI.
Interventions are provided through general education resources so that all students can be successful.
For students who need ongoing intensive or individualized help to maintain progress, special education resources may be accessed by the school.
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Presenter
Presentation Notes
Some people think that RtI is something for students with disabilities. The truth is, RtI is a way of thinking and working for schools that benefits every student in the school. For some students who need the most intensive and individualized help to maintain progress, special education resources may be accessed by the school. Whether the special education resources are accessed by the school or not, every child will continue to benefit from the problem-solving that happens in a school’s RtI system.
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Information gained through on-going problem-solving about what your child needs helps the school make a decision about your child’s need for special education resources.
The problem-solving process and RtI continues even if your child receives help through special education resources.
Developed 10/20/2012 - HUFSD (Adapted from FDOE)
Presenter
Presentation Notes
So, problem-solving and RtI exists and continues for all students from kindergarten through graduation whether the school accesses special education resources or not. This is good news because it means that help for your child does not depend only on whether special education is an option. However, if information about your child is being evaluated in order to determine if special education resources can be accessed by the school, the information that is gained through on-going problem-solving and RtI about what your child really needs to be successful will help the school make a good decision about special education resources. It is most desirable to be able to meet your child’s individual needs so that he or she can be successful, without unnecessarily labeling him or her as a student with a disability. It is also important to understand that the same process of problem-solving and RtI is continued, even if your child receives help through special education resources.
You may want more information about problem-solving and response to intervention. This presentation and the links found in it will be available on the district’s website under the tabs, Leadership, then Curriculum and Instruction. The parent brochure you received this evening will be made available on the website as well. If you need help accessing any of these resources or you have additional questions, you may contact your child’s principal. Thank you for supporting your child’s school and your child, as we work together toward making sure that your child’s educational needs are met.
