Response_to_Intervention

Response to Intervention : 

Response to Intervention A framework for general education intervention

What is the purpose of RtI? : 

What is the purpose of RtI? To improve the educational outcomes for ALL students. Response to Intervention is an approach that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social-emotional, and behavioral needs. A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI. Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning. Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Core Principles of RtI : 

Core Principles of RtI ALL children can learn and achieve high standards as a result of effective teaching. All students must have access to a rigorous, standards-based curriculum and research- based instruction. Intervening at the earliest indication of need is necessary for student success (Pre K-12). A comprehensive system of tiered interventions is essential for addressing the full range of student needs. Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Core Principles : 

Core Principles Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making. Ongoing and meaningful involvement of families increases student success. All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. Effective leadership at all levels is crucial for the implementation of RtI. Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Six Essential Components of RtI : 

Six Essential Components of RtI Leadership Curriculum & Instruction Problem-Solving Process Progress Monitoring School Culture & Climate Family and Community Engagement Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Slide 6: 

How it fits Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Curriculum Across the Tiers : 

Curriculum Across the Tiers Universal Tier Provide foundation of curriculum and school organization that has a high probability(80 – 90% of students responding) of bringing students to a high level of achievement in all areas of development/content Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum) Targeted Tier Supplemental curriculum aligned with Core Curriculum and designed to meet the specific needs of the targeted group Intensive Tier Focused curriculum designed to meet the specific needs of the targeted group and/or individual Consideration of replacement Core curriculum Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Instruction Across the Tiers : 

Instruction Across the Tiers Universal Tier Instructional strategies that are proven effective by research Instruction that is systematic and explicit Differentiated instruction Targeted Involves homogeneous small group or individual instruction Explicit and systematic instruction targeting specific skill/content Research-based instruction to such student factors as age, giftedness, cultural environment, level of English language acquisition, mobility, etc. Supplemental to Tier I instruction -- increasing time and intensity Intensive Explicit, intense instruction designed to unique learner needs Delivered to individuals or very small groups Narrowed instructional focus and increased time Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Traditional vs. Problem-Solving : 

Traditional vs. Problem-Solving Focus on problems within child Causes presumed to be largely due to internal variables Unexpected underachievement (relative to ability) IQ-Achievement discrepancy Assumes better classification leads to better treatment Focus on outcomes Causes presumed to be largely due to external variables Unexpected underachievement (relative to good instruction) Failure to respond to empirically validated instruction or interventions Decisions about students based on progress monitoring data Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Slide 10: 

Excerpts taken from CDE training materials. http://www.cde.state.co.us/

The Problem-Solving Process : 

The Problem-Solving Process Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Problem-Solving Team : 

Problem-Solving Team Comprised of teachers (classroom and special educators), specialists, and parents Partner with parents Plan prescriptive interventions for students Promote shared responsibility for student learning Collect and review data Evaluate responsiveness to intervention Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Purposes of Assessment : 

Purposes of Assessment Identify strengths and needs of individual students Inform problem-solving process Inform instruction and necessary adjustments Evaluate the effectiveness of instruction at different levels of system (e.g., classroom, school, district) Inform educational decisions Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Assessments in RtI : 

Assessments in RtI Screening To identify students at academic or behavioral risk. Benchmark Universal measures several times a year that give a quick read on whether students have mastered critical skills. Diagnostic Individually administered to gain more in-depth information and guide appropriate instruction or intervention plans. Progress Monitoring Determines whether adequate progress is made based on individual goals regarding critical skills. Outcome Provides an evaluation of the effectiveness of instruction and indicate student year-end achievement when compared to grade-level performance standards. Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Slide 15: 

Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Slide 16: 

Positive School Climate:Essential Elements A caring school community Instruction in appropriate behavior and social problem-solving skills Positive Behavior Support (PBS) Effective academic instruction

Family & Community Engagement : 

Family & Community Engagement Effective partnerships include: Parents Families Students Community members Educators Indicators of effective partnerships: Sharing information Problem-solving Celebrating student successes Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes. Excerpts taken from CDE training materials. http://www.cde.state.co.us/

BEST PRACTICES of Tier I : 

BEST PRACTICES of Tier I Core Instruction Assessment/Progress Monitoring Data discussions What should the overall process look like during Tier I? Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Core Instruction During Tier I : 

Core Instruction During Tier I Scientifically based core instructional programs and practices Based on state/district standards and benchmarks Intervention occurs within the general design of the classroom (flooding, flexible grouping) Instructional changes are made based on classroom and school-wide assessment Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Data Discussions in Tier I : 

Data Discussions in Tier I Professional Learning Communities Data-dialogue meetings Grade or Content-level meetings Meeting should be efficient, organized and scheduled regularly Discuss Whole group, flexible group changes, class changes at secondary Curricular gaps based on review of class benchmarks or other data Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Assessment in Tier I : 

Assessment in Tier I Progress monitoring is conducted primarily using school-wide screenings three times per year Classroom assessments Benchmarks Quarterly and Unit Assessments Excerpts taken from CDE training materials. http://www.cde.state.co.us/

The Overall Process of Tier I : 

The Overall Process of Tier I Teachers evaluate school-wide assessment data to inform instructional placement decisions Monitor all students Differentiate instruction, groupings, accommodations Complete documentation for students needing targeted interventions Excerpts taken from CDE training materials. http://www.cde.state.co.us/

BEST PRACTICES of Tier II:and how to Distinguish from Tier I : 

BEST PRACTICES of Tier II:and how to Distinguish from Tier I Problem Solving Process Data dialogue Assessment/Progress Monitoring Design of Instruction/Intervention What should the overall process look like at this tier? Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Data Dialogue in Tier II: : 

Data Dialogue in Tier II: Consultation between consultant and teacher to define and analyze a measurable problem prior to problem-solving team meeting. Focus on data that is specific to problem identified. Problem-solving team meeting led with facilitator which is timed, sequential and efficient. Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Assessment in Tier II: : 

Assessment in Tier II: Progress is monitored more often (weekly, bi-monthly) Progress is monitored repeatedly for a period of time using consistent CBM tool Trends in performance are used to gauge effectiveness of supports and interventions Ineffective intervention plans are changed in a timely manner Intervention plans are modified based on emerging needs Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Gap Analysis : 

Gap Analysis A critical factor in determining whether a student is making sufficient progress in Tier I is conducting a Gap Analysis. Example: Benchmark vs. Current Level of Performance = Gap 90 wpm/40 wpm = 2.25 2+ = Significant Gap and signifies a need for Tier II or Tier III intervention to close the Gap between student and peers Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Design of Instruction/Intervention in Tier II: How to distinguish from Tier I : 

Design of Instruction/Intervention in Tier II: How to distinguish from Tier I Instruction supplements, not supplants core instruction Focus on non-responders to Tier I Short-term intervention Homogeneous, same ability small group (3-5 students) instruction Excerpts taken from CDE training materials. http://www.cde.state.co.us/

The Overall Process of Tier II : 

The Overall Process of Tier II Goals: To gain critical academic or behavior skills so students can return to the core curriculum or To enhance academic or behavior instruction to maximize student learning Specific progress monitoring occurs to inform instruction Ongoing consultation occurs between case manager/consultant and teacher Excerpts taken from CDE training materials. http://www.cde.state.co.us/

BEST PRACTICES of Tier III: : 

BEST PRACTICES of Tier III: Problem Solving Process Data dialogue Assessment/Progress Monitoring Design of Instruction/Intervention What should the overall process look like at this tier? Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Problem-Solving Process in Tier III: : 

Problem-Solving Process in Tier III: Identify why interventions have been unsuccessful Develop and improve existing interventions or generate new interventions that are more intensive Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Data Dialogue in Tier III: : 

Data Dialogue in Tier III: Identical to Tier II, happens in problem-solving team meetings with same process Consultants continue to dialogue with classroom teacher, parent, etc. between meetings to support intervention plan Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Progress Monitoring in Tier III: : 

Progress Monitoring in Tier III: More often Progress monitoring may need to happen every week; however, depending on the grade level and/or skill less often may be sufficient (every other week) Modifications are made to individualized instruction in response to the data collected Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Design of Instruction in Tier III:and how to Distinguish from Tier II : 

Design of Instruction in Tier III:and how to Distinguish from Tier II The intervention may stay the same but will increase in Intensity (more time per session) Frequency (additional sessions during day or week) Duration (implement intervention over longer period of time in weeks) The focus of the intervention may change as well Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Overall Process of Tier III: : 

Overall Process of Tier III: Supplemental – continue to educate student in core curriculum and with the interventions that have been implemented if successful Interventions and progress monitoring intensify If the goal is to gain academic and behavior skills the lack of progress and inability to close the Gap with intensive interventions may indicate a disability issue Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Helpful Websites : 

Helpful Websites Intervention Central: progress monitoring, intervention ideas, behavior resources www.interventioncentral.org Aimsweb: progress monitoring resources www.aimsweb.com What Works Clearinghouse: Strategies and programs that are researched based www.w-w-c.org Doing What Works: U.S. Department of Education resources on interventions that are research based www.dww.ed.gov Excerpts taken from CDE training materials. http://www.cde.state.co.us/

Helpful Websites : 

Helpful Websites Florida Center for Reading Research: reading research based information www.fcrr.org Pikes Peak Literacy Strategies Project: Strategies for the 5 components of reading (phonemic awareness, phonics, fluency, comprehension and vocabulary) www.pplsp.org National Progress Monitoring Organization: progress monitoring tools www.studentprogress.org Excerpts taken from CDE training materials. http://www.cde.state.co.us/