Transcript Response to Intervention (RTI)

Response to
Intervention (RTI)
Alvena Kauffman
[email protected]
What is RTI?
 RTI
is a process of implementing high
quality, scientifically validated instructional
practices based on learner needs,
monitoring student progress, and adjusting
instruction based upon the student’s
progress.
(Bender & Shores, 2007 p.7)
Response to Intervention

A prevention system in general education to



Maximize student achievement
Reduce behavior problems
An organizational framework for:





Identifying students at risk for poor learning
outcomes
Monitoring student progress
Providing evidence-based intervention
Adjusting the intensity and nature of those
interventions depending on a student’s
responsiveness
Identifying students with learning disabilities
Myths
1.
2.
3.
4.
Special Education its
own entity
vs.
Reality
1.
Interventions across
all segments of
school population
2.
Prevention
3.
Integration of general
education, remedial
education, and
special education.
4.
Focus on
organization of data
Identification
Only Pre-referral
Evaluations do not
change
RTI
 IDEA 2004
 Tennessee
Eligibility for Specific Learning
Disabilities (SLD)

Approved in December 2007
• Requires documentation of interventions
• Includes new eligibility guidelines for SLD
TN SLD Nine Standards
a. Not inappropriate
instruction Rdg/Math
b. Given appropriate
instruction in gen. ed.
c. Given by trained
personnel
d.Progress monitoring
minimum once a
week
e.Progress monitoring
to parents every 4 ½
weeks.
f. Documented lack of
progress
g. Pattern of strengths &
weaknesses
h. Rule out other reasons
for lack of achievement
i. If
 all 8 standards met
and the results verify
meet SLD definition
 document how SLD
impacts performance
The state now allows either


Discrepancy testing (with additions)
RTI criteria for SLD eligibility (with state
approval
What does this mean for HCDE?

HCDE



Use the Discrepancy testing for SLD
And, add the data from benchmaking and progress
monitoring
RTI eligibility for SLD will begin when


The 3-Tier model is fully implemented
A proposal is submitted and approved by the state.
TIER I: Core Classroom Instruction
Focus
Program
For all students in K through 8
Scientific-based instruction and curriculum
Grouping
Multiple grouping formats to meet student needs
Time
60-90 minutes per day or more
Assessment
Benchmark assessment at beginning, middle,
and end of the academic year
Instructor
General education teacher
Setting
General education classroom
Core Program

1. Evidenced-based and scientifically proven?
 2. Adequate training?
 3. Being implemented with fidelity?




All components incorporated in instruction?
Carried out the was it was designed?
Enough time allocated?
4. Correct scope and sequence to meet state
standards?
 5. Analyzed weaknesses of the program and use
supplemental materials?
TIER II: Intervention
Focus
For students identified with marked difficulties,
and who have not responded to Tier I efforts
Program
Specialized, scientifically based program
Grouping
Time
Assessment
Interventionist
Setting
Homogeneous small group instruction ( 1:5)
30 minutes per day in small group in addition to
of core instruction
Every 1-2 weeks conduct progress monitoring on
target skills to ensure adequate progress and learning
Trained interventionist, classroom teacher or
specialized instructor
Appropriate setting inside or outside the classroom

When should Tier II instruction start?


How do we group students for Tier II?


Tier II instruction must start as soon as possible after
students have been identified through benchmark
testing.
Tier II instruction is provided in groups of 3-5
students. These groups are organized according to
the skills targeted for each student.
When do students exit Tier II?

As a general guideline, students are ready to exit
Tier II instruction when they have reached
benchmarks on the targeted skill.
 What

should Tier II instruction look like?
Tier II instruction should:
• Be systematic and explicit (instruction with
modeling multiple examples and feedback to
students)
• Be paced to match each student’s skill level
• Provide students with multiple opportunities to
participate and respond
• Provide students with corrective feedback
Tier II is coordinated with the general education
classroom so that Tier II instruction can be used to
preteach and review skills.
 What
should Tier II instruction look
like?

Tier II should include:
• Daily small group instruction in addition to wholeclass instruction (30 minutes)
• Direct and systematic instruction in core skills that
the student needs
• Progress monitoring
TIER III: Intensive Intervention
Focus
Program
Grouping
Time
Assessment
Interventionist
Setting
For students who have not responded adequately to
Tier I and Tier II efforts
Individualized and responsive intervention
Homogeneous small group instruction (1:3)
60 minutes per day in small group in addition to core
instruction.
Weekly progress monitoring on target skills to
ensure adequate progress and learning
Trained interventionist, Specialized instructor or
Special Education Teacher
Appropriate setting outside the classroom
designated by the school
Why use the Three Tier Model?

The Three Tier Model emphasizes:





Early identification of students in need of help
Providing an avenue for interventions for students
who do not require special education services, but
who consistently fall behind
Serving students who require occasional additional
instruction as well as students who require long-term
support
Assessing students on an ongoing basis by
benchmaking three times per year and progress
monitoring every two weeks for students having
difficulty
Intervention to prevent or alleviate learning difficulties
 RTI
helps build a bridge between general
and special education by offering decisionmaking tools and opportunities for
communication about students’ learning
experiences.
RTI Requires:
 Systematic
approach to instruction
 Collaboration across classrooms and
regular and special education
 Explicit goals and expectations
 Explicit instruction
 Progress monitoring
RTI School Committee
 An
interdisciplinary team that collaborate
by:



Reviewing benchmark and progress
monitoring data
Engage in decision-making for Tier
placements and interventions
Maintain documentation
RTI School Committee

Members:






Principal - instructional leadership role
General education facilitator - management tasks
Classroom teacher(s)
Master teacher
Others
Scheduling:


Maximum – weekly
Minimum – 4-5 times a year
RTI SLD Evaluation
 RTI
data is used as part of the evaluation
procedures for determining the presence
of a specific learning disability

The student does not achieve adequately for
the student’s age or to meet state-approved
grade level standards when provided with
learning experiences and scientifically
researched instruction appropriate for the
student’s age or state-approved grade level
standards
RTI SLD Evaluation

To ensure that underachievement in a student
suspected of having SLD is not due to lack of
instruction, verify that prior to or during the
referral process, the student was provided
appropriate instruction in general education,
delivered by qualified personnel
In Summary

RTI offers a robust and technically sound set of
methods that enhance student achievement
while reducing special education placements
 RTI is a viable way to improve access to
effective instruction for all students
 RTI is not a replacement for all other
assessment procedures, but a set of procedures
that make educational planning more effective
for student improvement
 http://www.rti4success.org/
 http://www.interventioncentral.org/
 http://www.centeroninstruction.org/index.cfm
 http://www.iriscenter.com/
 http://www.fcrr.org/
 http://ies.ed.gov/ncee/wwc/reports/
Think Link

Class and Grade Summary Report

Student Report

Proficiency level

Individual students within class

Student performance on each objective

Specific to each objective
Think Link

Objective Report

State Curriculum

Code, Standard, Subskill


Color coding indicates overall class Proficiency by
item
Item difficulty level
Think Link
 Progress


Monitoring
Probes are available for monthly progress
monitoring
Reports from progress monitoring
 Benchmark

Student proficiency and growth chart
Action Plan
Hamilton County Schools
Response to Intervention Action Plan
Year 2009-10
Principals
RTI Facilitator RTI School Committee Teachers
DATE
ACTIVITY
July 13
PD- RTI Introductory Session Middle School Principals
– Middle School principals
PARTICIPANTS