spicewood, ib world school response to intervention
TRANSCRIPT
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Spicewood, IB World School
Response to Intervention
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What is RTI?• RTI stands for Response To Intervention.• The RTI process is a multi-step approach to providing
services and interventions to students who struggle with learning at increasing levels of intensity.
• RTI is a system wide effort involving school improvement that includes general education, compensatory education and special education.
• RTI is not a model, but a framework that guides educator’s efforts at helping ALL children achieve their full potential
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RTI prevents unnecessary and
excessive identification of students with
disabilities
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“RtI 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.”
Kurns & Tilly, 2008
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Who benefits from RTI?
Everyone, because • RTI is the practice of providing high
quality instruction and intervention matched to student needs.
• At the heart of RTI is the common goal of helping all students achieve high standards.
• RTI allows struggling students to receive effective interventions early.
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Key Components of RTI1. Decision making is done across general,
compensatory, and special education programs
2. There is a well-integrated and seamless system of instruction and intervention
3. There is high-quality instruction (scientifically- based & delivered with fidelity)
4. Universal screenings are routinely done5. Decision making is based on Student Data6. Services and interventions to struggling
learners are at increasing levels of intensity
7. There is frequent progress monitoring to determine effectiveness of intervention(s)
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There may be different areas that There may be different areas that need intervention in order for a need intervention in order for a
student to be successful. Literacy student to be successful. Literacy and numeracy may need attention, and numeracy may need attention,
but behaviors can also interfere but behaviors can also interfere with learning.with learning.Literacy
BehaviorMath
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Three-Tiers of Instruction
Tier 1 80-90%
of students are HERE
Tier 2 5-10%
of student
s are HERETier 3
1-5% of students are HERE
Primary Instruction
Secondary Intervention
Tertiary Intervention
Ehren, Ehren & Proly (2009)
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Primary InstructionUniversal Instruction for all students
(Tier 1)–Instruction implemented by classroom teachers
–Differentiated instruction
–Ongoing assessment of student learning
–Frequent progress monitoring
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Secondary Intervention
Targeted Interventions (Tier 2) for some students:
– Interventions designed to address specific needs identified through screening and progress monitoring
– Interventions supplement universal instruction rather than supplant it
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Secondary InterventionContinued
Targeted Interventions (Tier
2)–Academic interventions
typically delivered in small
groups that may be a
different strategy
–May occur anywhere,
including the general
education classroom
–Progress monitoring and data
collection continues
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Tertiary Intervention
Specialized Instruction (Tier 3)
–Targeted intervention designed to address areas where limited progress is being made by student
–Instruction delivered in small groups or individually
–Progress monitoring & data collection continues
–Instruction may be within general education or in special education
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Tier 1
Tier 2
Tier 3
Ehren, Ehren & Proly (2009)
The Three-Tiers in a Venn Diagram
Tier 1
Tier 2
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Who monitors RTI at Spicewood?
The Student Success Team (SST) leads the RTI efforts at Spicewood. It is represented across grade levels and disciplines and includes instructional support personnel
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Who is part of the SST at Spicewood?
• Student Success Team Membership– Principal– Asst Principal– Counselor– Interventionist– IT/PYP Coordinator– Primary or Intermediate Collaborative Teacher– Parent Support Specialist– (Special Ed: Speech, Diagnostician, Resource,
etc.)– Referring and Monitoring/Data Collecting
Teachers
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How does Spicewood’s RTI Process Work?
Spicewood administers Universal Screenings to all
students in Grades 1 – 5, three times a year.
Data is recorded from student results, then analyzed and monitored along with other student performance data.
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AFTER A SPECIFIED PERIOD OF TIME, THE MONITORING OF SOME STUDENTS’ DATA MAY INDICATE A NEED FOR MORE INTENSIVE INSTRUCTION. TIER 2 INSTRUCTION WILL THEN BE DETERMINED & THE PROGRESS MONITORING PIECE WILL BEGIN AGAIN.
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Students who do not respond to the Tier 2 more-intense interventions may need interventions changed or tweaked. The specified period of time (how often and how long) and the size of the instructional group are considered along with the specific interventions being tried.
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If after significant intervention has been tried and progress monitoring (still) indicates insufficient progress has been made, a child may be referred to Special Education or Dyslexia for further evaluation.
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We are responsible for ensuring each student’s educational success. We do not take this job lightly and never want to incorrectly place a label on a student. When a child is referred for Dyslexia or Special Education testing, we can ensure our parents that their children have been given exceptional consideration and instruction and that more is still needed in order for them to be successful.
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FOR MORE INFORMATI
ON
ABOUT RTI, PLEASE
SEE MRS. JUNE OR
MRS. SWAIN. EITHER
WILL BE HAPPY TO
HELP YOU AND ANSWE
R
YOUR QUESTIONS!