response to intervention what does it mean to me?
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Response To Intervention What Does it Mean to Me?. Response To Instruction and Intervention What Does it Mean to Me?. RTII. Why are you here today?. Jot down the outcomes you anticipate occurring as a result of implementing RtII. Today we will…. - PowerPoint PPT PresentationTRANSCRIPT
Response To InterventionWhat Does it Mean to Me?
Response To Instruction and Intervention
What Does it Mean to Me?
Why are you here today?
Jot down the outcomes you anticipate occurring as a result of implementing RtII.
Today we will…
• Define RtII and what it means to staff and students.
• Experience the process of looking at data and making instructional decisions.
• Discuss implications of this information.
Where are we now?Thumbs Up? Thumbs Down?
Has the number/percent of students who struggle with reading increased or decreased in recent years?
How strong is the belief in our school that all students can achieve at higher levels?
Of the students who fall behind, what percent would you say catch up as a result of current programs in our school?
How Did We Get Here?• Summative and Formative
Assessment Tools– PSSA, PVAAS– 4Sight Benchmark,
Aimsweb, other district assessments
• Scientifically research-based Reading and Math programs
• Effective Instruction– Flexible Grouping– Differentiated
Instruction– Scaffolding– Immediate Feedback
• Progress Monitoring• Data-based decision
making
RtII
Overview of
Response to
Instruction and
Intervention
So, what is RtII?
• At your tables, list characteristics describing RtII and characteristics that do not describe RtII
• Be ready to share
RtII is… RtII is NOT…
RtII is…• A school-wide approach
to comprehensively utilize resources to meet the needs of all students
• An integrative way to provide high quality instruction/intervention matched to student needs
• A preventative system of service delivery: use of assessment data (learning rate, level of performance) to make instructional decisions
• system to provide instructional intervention immediately upon student need.
• special education program
• an added period of reading instruction
• a separate, stand alone initiative
RtII is NOT…
Addressing the Priorities:A Standards-Aligned System
Core Components of RtII• Standards aligned instruction in a research-based core
program
• Universal screening– academics and behavior
• Shared responsibility for all students
• Data-based team decision making– Progress Monitoring– Benchmark Assessment – Outcome Assessment
• Tiered intervention and service delivery system
– Research-based interventions– Flexible grouping– Fidelity of Implementation
• Parental engagement
With your partner brainstorm and list the
benefits of an RtII model
Strategic Interventions for
Students at Risk of Academic Failure
Tier 3: Interventions
forA Few Students
Tier I: Foundation
Standards Aligned Instruction for All Students
Tier 2: Interventions
forSome StudentsP
enn
sylv
ania
’sResponse to Instruction and
Intervention Model
Tier 1: Potential Outcomes
• Responders - Continue effective practices
• Non-responders – – Adjust instruction, differentiate, scaffold,
monitor– Add Tier 2 OR Tier 3 intervention(s)
(depends on assessed need and rate of improvement)
Tier 2: Interventions for Some Students
• In addition to core instruction.– May include enhanced core instruction
or supplemental programs• Use of standard protocol interventions *• Scientifically research-based
interventions– Academic– Behavior
• Specialists may provide strategic instruction in general education classroom or in homogeneous skill groups
A Standard Protocol Intervention
• is scientifically research-based.• has a high probability of producing
change for large numbers of students.• is designed to be used in a standard
manner across students.• is usually delivered in small groups.• is often very structured and explicit.• can be orchestrated by a grade level
or data analysis team.
Tier 2: Interventions for Some Students (cont.)
• Increased opportunity to learn
• Increased instructional time
• Small group instruction
• Increased assessment– Data collection and analysis twice per
month– Data-based decision-making
Tier 2: Potential Outcomes
Responders Move to Tier 1 Continue Tier 2 intervention
Non-responders Adjust instruction and continue Tier 2
intervention Move to Tier 3 intervention
Tier 3: Interventions for a Few Students
• Definition: 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 who demonstrate significant difficulties with behavioral and social competence.
Tier 3: Interventions for a Few Students
• In addition to core instruction• Use of standard protocols• Supplemental instructional materials• Small intensive, flexible groups • Can be outside the general ed.
classroom• Tutoring provided • Typically 10-20 week interventions• Increased progress monitoring
(weekly)
Tier 3: Interventions for a Few Students
Increased direct instruction time
More time on task
More immediate and corrective feedback
Increaded opportunity to respond
Functional behavior analysis (FBA), Behavior Intervention Plan (BIP)
More frequent progress monitoring (once per week)
Core curriculum and intensive intervention
Examples
Tier 3: Potential Outcomes
• Responders – Move to Tier 2– Continue Tier 3 intervention
• Non-responders– Adjust instruction and continue Tier
3 intervention– Refer for special education
evaluation
What is my role?
Roles in an RtII Framework:• Delivery of core reading instruction• Providing small group instruction• Implementing programs for targeted skill
instruction• Data manager• Facilitator of grade level meetings• Administer benchmark assessment • Monitor and document progress of individual
students• Monitor fidelity of core and intervention
programs
DATA• With your partner,
list all the assessments currently administered to students in your school
• Indicate which of these assess literacy, math, or behavior
Administer Universal Screening to all students
Screening Tool: DIBELS
Analyze data from universal screening (grade level teams)· Identify students performing at grade level expectations (benchmark), and those at risk.
· Create instructional skill groups of varying intensity based on data.
Deliver core instruction to whole group Implement programs with fidelity
Time of core block: 90 minutesScientifically Validated Core Program: Storytown
Core block includes whole group instruction, small flexible skill groups and differentiation based on needs
Benchmark assessment 3 times per yearProgress monitoring of at risk students
Intensive InterventionSmall group (1-8) May participate in parts of core programintensive intervention addressing needsProgress monitoring weekly
Strategic InterventionSmall group (8 -10)
Targeted skill(s) instruction based on assessed needs
Progress monitoring bi-weekly
Referral for MDE after data show limited response to intervention
RtII Management: Teams…
Review school-wide
student performance data
Prescribe instructional or behavioral interventions for students based on intensity of identified needs
Set short term and long term goals for the school and students to progress toward established benchmark or standards
Group all students via level of intervention based on student performance data
Monitor students’ progress toward established goals and benchmarks
Adjust interventions based on student performance data
Grade Level Teams…
Review student performance data
Design instructional interventions for students based on intensity of identified needs
Set short term and long term goals to progress toward established benchmark
Group students based on student performance data
Monitor students’ progress toward established goals
Adjust interventions based on student data
Plan collaboratively to strengthen delivery of instruction at all levels
Grade Level Meetings…What do they look like?
• Structured• Timed• Facilitated• Productive• Based on facts• Collaborative• Honest sharing
Look at the sample:
IDEAL plan
How is data used?
• As basis for discussion in grade level meetings
• As evidence of progress or lack of progress
• To identify instructional needs• To tell us something about curriculum• As part of a process leading to more
effective problem-solving and instructional decision-making
Acting out the tiers• Each teacher will follow one
student as they are placed in a three-tier instructional framework.– LNF: Letter Naming Fluency
• (indicator of letter discrimination)– PSF: Phoneme Segmentation Fluency
• (Assessment of fluency with Phonemic Awareness)
– LSF: Letter Sound Fluency• (Early phonics assessment)
– NWF: Nonsense Word Fluency• (Phonics assessment – decoding and blending
CVC words)– R-CBM (ORF): Oral Reading Fluency
• (Decoding/Phonics assessment – affected by knowledge of vocabulary and overall comprehension)
Determining SLD
• 2 Inclusionary• 2 Exclusionary
There are four criteria to consider when identifying a student as eligible for special education under the category of SLD
Four Considerations
• Three of the four are the same, regardless of which identification model used
• One of the four requires a choice– Discrepancy Model– Response to Intervention Model
Inclusionary Observation
Specific Learning Disability
Exclusionary
Failure to meet age or grade-level standards one one of eight areas:
• Oral expression
• Listening comprehension
• Written Expression
• Basic reading skill
• Reading fluency skill
• Reading comprehension
• Mathematics calculation
• Mathematics problem solving
Discrepancy: pattern of strengths and weaknesses, relative to intellectual ability, as defined by a severe discrepancy between ability and achievement, or relative to age or grade level
OR
RTII: lack of progress in response to scientifically based instruction
Rule out:
• Vision, hearing, or motor problems
• Mental retardation
• Emotional disturbance
• Cultural and/or environmental issues
• Limited English proficiency
Rule Out lack of instruction by determining:
• Appropriate instruction by qualified personnel
• Repeated assessments and appropriate interventions
Approval to use RtII
• Special Education Plan• Complete an a Self Report• Only Approving RtII for Literacy
*The most crucial work of RtII implementation
is ensuring quality teaching in the
standards aligned general education core curriculum.