Transcript RTI: Response-To

RTI: Response-ToIntervention
Madison Elementary School
09-02-09
Mission Statement
• Our vision for RtI is that all students can achieve
with the right supports. We will work together as
a whole school to create a systematic framework of
providing high quality instruction and
intervention matched to student needs. We will
use scientific-research based programs and valid
and reliable assessments. Ongoing professional
development and leadership will be provided to
ensure the success of our students.
•
Draft July 8, 2009
What is it?
• Response-To-Intervention is a process which
•
•
includes the provision of systematic, researchedbased instruction and interventions for struggling
learners.
RTI can replace and/or augment the I.Q
discrepancy model in the identification of
learning disabilities.
RTI is considered a general education service,
however, it can also be used in special
education settings.
Team Members









Ann Bartlett
Christine Zimmer
Karen Coyle
Brian Ernest
Linda Haver
Mary Pat Devine
Donna McDougal
Pat Kehoe
Ali Janowicz
Nurse
Grade 1
Grade 2
Administration
Special Education
SAU 13 Psychologist
SAU 13 Consultant
SAU 13 Sp. Ed. Director
Guidance
7 Guiding Principles
• ALL students are part of ONE proactive educational system.
• Scientific, research-based/ evidence-based instruction is used.
• Instructionally relevant, valid and reliable assessments serve different
•
purposes.
A systematic, collaborative method is used to base decisions on a
continuum of student needs.
Data guide instructional decisions.
Staff receive professional development, follow-up modeling, and
coaching to ensure effectiveness and fidelity at all levels of instruction.
Leadership is vital
•
Adapted from Heartland (Iowa) Area Education Agency
•
•
•
Key Features






Primarily a general education initiative focused on early
interventions for struggling learners.
RTI is based on a problem-solving model that utilizes
data for informed decision-making.
RTI interventions are systematically applied and derived
from research-based practices.
RTI is dependent on progress monitoring and data
collection.
RTI intervention plans are designed, implemented, and
monitored by a multi-disciplinary team of professionals.
RTI can replace the I.Q. discrepancy model for
determining the presence of a learning disability.
The 3 Tier Model



Tier I: This represents the core instructional group.
When adequately differentiated instruction is applied
80 - 90% of these students will achieve established
benchmarks. Assessments occur 3-4 times per year.
Tier II: More intensive services and interventions,
usually in small groups and are provided in addition
to general instruction. Bi-weekly progress monitoring
is suggested and these researched-based
interventions last typically 6-10 weeks.
Tier III: for students who do not adequately respond
to targeted Tier II interventions. Eligibility for special
education services under IDEA would be considered.
Additional testing may be warranted and students
would receive individualized , intensive, interventions
targeted to specific skill deficits.
RTI and the Law: NCLB
High Quality Instruction
Researched-based Instruction
Universal Screening
Continuous Progress Monitoring
Early Intervention
Progress Monitoring During
Interventions
IDEA



The 2004 reauthorization of the Individuals with Disabilities Act
(IDEA) includes language allowing states to use an RTI process
rather than an I.Q discrepancy model for identifying students with
learning disabilities.
U.S. Department of Education Regulations permit the use of the
RTI process to “ensure that underachievement in a child
suspected of having a specific learning disability is not due to
lack of appropriate instruction:” (34C.F.R. 300 & 301, 2006).
The regulations require that “appropriate” instruction in the general
education settings has been delivered by highly qualified personnel
and that data-based documentation of repeated assessments at
reasonable intervals has been collected.
Universal Design for Learning
(UDL)
• Multiple means of representation: to give learners
various ways of acquiring information and knowledge,
such as demonstration, lecture or simulations.
• Multiple means of expression: provide learners with
alternatives for demonstrating what they know, such
as written, oral or graphic.
• Multiple means of engagement: to tap into learners
interests to challenge and motivate them to learn,
such as student selection of topics and cooperative
learning.
Universal Design for Learning

The importance of UDL to the application of RTI
is that it underscores the need for “multiple
pathways” to help all students succeed.
Therefore, curriculum and instruction must be
adequately differentiated to address the diverse
needs of learners in the classroom.
Types of Assessments

Report Cards
 Standardized Test Results
 Informal Assessments
 Teacher/Parent/Student Rating Scales (behavior,
attitude, interests)
 Work Samples
 Curriculum-Based Measurements (CBM)
 Screening Data
 Classroom Observations
 Behavioral Logs
 Discipline Referrals
 Attendance Data
Progress Monitoring
• Baseline Phase: data collection prior to the
intervention phase.
• Intervention Phase: this is where the
specific intervention is implemented. The
duration of this phase will be determined by
the RTI team and the analysis of on-going
data.
• RTI Phase: this is where student progress is
monitored over a pre-determined period of
time, after the interventions have been
implemented.
RTI: A Value Added Practice









A step-by step approach
Academic and Behavior components
Universal Design for Learning UDL
Team Decision-Making
Increased success rate of students in the general
education setting
Providing Researched-based instruction
Providing critical data needed to design, implement
and monitor instructional and behavioral
interventions.
Reducing the time that additional instructional
supports are delivered to students
Reducing the number of referrals to special education
Resources








ABC’s of CBM: A Practical Guide to Curriculum Based Measurement
by M Hosp, & K.W.Howell
Response to Intervention: Principles and Strategies for Effective
Practice by Rachel Brown-Chidsey & Mark Steege
RTI Tackles Reading featuring Karen Norlander, Esq. (DVD)
RTI: The Classroom Connection for Literacy by Karen A. Kemp &
Mary Ann Eaton
RTI Toolkit: A Practical Guide for Schools by Jim Wright
Power of RTI: Classroom Management Strategies K-6 featuring Jim
Wright (DVD)
RTI Data Collection Forms & Organizer: Classroom Starter Kit by
Jim Wright
RTI: The Classroom Connection for Math and Literacy by Karen A.
Kemp, Mary Ann Eaton, & Sharon Poole
Web Links

http://www.ed.state.nh.us/education/programs/
ResponsetoInterventionRTI.htm

http://www.ed.state.nh.us/education/programs/
documents/INTERACTIVEGUIDETORTINH.pdf