If you can't read please download the document
Upload
zaide
View
18
Download
0
Embed Size (px)
DESCRIPTION
Response To Intervention. RTI By: Elizabeth Arias-Pichardo 2012. What is RTI?. (1) RTI is a model for efficiently providing quality instructional resources and targeting them specifically to all student needs; - PowerPoint PPT Presentation
Citation preview
Response To Intervention
Response To Intervention
RTIBy: Elizabeth Arias-Pichardo2012
What is RTI?
(1) RTI is a model for efficiently providing quality
instructional resources and targeting them specifically to all
student needs; (2) it is a commitment to use the best practices
from our current and emerging knowledge base (scientific research)
as we go about our instruction; (3) it is a commitment to use
logical, decision-making framework data to guide our instruction
(this has been variously referred to as a data-based decision
making or the problem-solving method).
3 Main Components
History of RTI
History
In 1975 Congress passed Education of ALl Handicapped Children Act.
Law - identify students with academic gaps and provide educational
instruction.
In the 1980s progress monitoring basic skills to use data to plan interventions.
IDEA - Individuals with Disabilities Education Act 2004 - RTI was included to insure early intervention on all students
RTI Purpose:
In an effort to decrease the discrepancy of identifying students
with a learning disability or labeling them under special education
services, schools have implemented the use of Response to
Intervention (RTI). RTI is a multi-tiered system in which specific
and discrete deficit skills in reading and math are targeted for
students at-risk for failure.
Information:
Now we will only screen Special Ed. Students and students that are at-risk
We will use data to determine the at-risk students
Screening
The screenings concentrate on the basic fundamentals of math and
reading.Math: oral counting, number identification, quantity
discrimination, missing numbers, computation and reasoningReading:
Phonemic awareness, phonological awareness, vocabulary, fluency,
comprehension
* The scores are then evaluated and placed in order to from
highest to lowest.*If a student is in the bottom 25th percentile, a
red flag goes up.
What is Next?
Early Intervention Team (EIT)
The EIT consists of a committee of teachers, administrators and
staff.Their purpose is to study all data and see which students
should be in Tier I, II, or III. They discuss the intervention
plans for each student that need help.
Tiers I, II, & III
Tier I
No more Tier 1 progress monitoring:
As a good teacher, you will continue to differentiate instruction and meet the needs of all students.
Researched Based StrategiesIntervention Plans
Guided Reading/Leveled ReadersIndependent ReadingWorkstations/Small
groupsVocabularyComparing and contrasting, classifying, analogies,
and metaphorsSummarizing and note-takingReinforcing and giving
praiseHomework and practiceNonlinguistic Representation Cooperative
learningSetting Objectives and providing feedbackGenerating and
testing hypothesesCues, questions and advanced organizers
Tier II
Tier II students fall in approximately the 15th percentile or
below.
These students are pulled out of the classroom to receive intense interventions or can have interventions within the classroom.
The groups are individual to small.
The students are monitored with probes or assessments weekly to biweekly.
After 8 to 12 weeks the data is reviewed by EIT. (Approximately 40 sessions)
Tier III
Tier III students fall in 5th percentile or below.
These students are pulled out of the classroom to receive intense interventions daily.The groups are individual to small.
The students are monitored with probes or assessments weekly.
After 8 weeks the data is reviewed by EIT. (Approximately 40 sessions)
What is next?
change interventionnext Tiersuccess referral
Progress Monitoring
Text
Progress Monitor
Point to Remember
RTI holds the promise of ensuring that all children have access to
high quality instruction, and that struggling learners, including
those with disabilities, are identified, supported, and served
early and effectively.
Effective Interventions:
Explicit, systematic instruction aligned with core curriculumVast
opportunities for students to practice skills through engaging
student-centered activities
Failure is not anOption!
Resources
Ernst, L., Miller, B., Robinson, W., & Tilly, W. (2005). Response to Intervention: A case Illustration. Presentation at the National Association of State Directors of Special Education, November 9, 2005.Individuals with Disabilities Education Act (IDEA) (2004). PL 108-446, 20 U.S.C. SS 1400 et seq.
Jimerson, S., & Burns, M. (2007). Handbook of RTI. New York, NY: Springer Science + Business Media, LLC.
Kubiszyn, T., & Borich G. (2010). Educational Testing & Measurement. Hoboken, NJ: Wiley & Sons, Inc.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works: Researched- Based Strategies For Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
No Child Left Behind. (2001). Washington, D.C.: U.S. Department of Education
Wright, J. (2007). RTI Toolkit: A Practical Guide for Schools. Port Chester, NY: National Professional Resource inc.
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*