EDPY 556 Martin RtI powerpoint

Response to Intervention : 

Response to Intervention Lauren Martin EDPY 556 – Cooper Fall 2010-11

Why RTI? : 

Why RTI? NCLB 2001 “…ensuring the access of all children to effective, scientifically-based instructional strategies…” IDEA (2004) Intervention and problem solving using empirically-based interventions Our school Many students are ‘at risk’ and do not qualify for special education. The majority of our school population are EL learners who may fall behind in other areas if reading development is not monitored for progress. Historically – students are not academically ready to be promoted to subsequent grade levels.

What is it? : 

What is it? Response to Intervention 1st identify students at risk on a criterion (e.g. reading) Find need based on DIBELS and CELDT data. 2nd – provide empirically based interventions. 3rd – monitor progress. 4th – revise/change interventions when needed - If student is not making expected progress, then provide a different or more intensive intervention. 5th – continue monitoring progress, if no changes, then a referral to special education may be necessary.

What does that look like? : 

What does that look like? Criterion: Reading Screening instrument: DIBELS (national norms used for K and 1st grade) Data: Measures: early literacy skills (auditory discrimination, alphabetic principle, phonological processes (segmentation and closure), reading comprehension, reading fluency vocabulary, auditory memory – differ per grade level) 3 levels of reading Benchmark – At grade level Strategic - Additional Intervention Intensive – Needs substantial intervention

What does it look like? : 

What does it look like? Students move through tiers depending on their needs As they need more intensive intervention they move up As the areas of weakness are remediated the students would move down the tiers Goal – 80% of students at Benchmark Tier 1 – Benchmark and strategic groups Tier 2 – Intensive Tier 3 Tier 4

Tier 1 : 

Tier 1 Who: Benchmark – all students How: Cluster based on the area of need What: Use of specific strategies to remediate specific areas through universal screening Where: in the general education classroom Progress monitoring: Benchmark Group 3 times per year Tier 1 Benchmark - all students Tier 2 Tier 3 Tier 4

Tier 2 : 

Tier 2 Who: Intensive level students - with input from team (is this a problem for the entire classroom?) How: Cluster based on the area of need – small group instruction What: remediate the lowest skill area using evidence–based interventions or through EXCEL. When: 45-90 minutes daily Where: pull out program – with aides or teachers Progress monitoring: Every 2 weeks Tier 1 classroom Tier 2 – Intensive Tier 3 Tier 4

Tier 3 – specialized instruction : 

Tier 3 – specialized instruction Who: Students who have not been successful at tier 2 How: decision to move to tier 3 based on data analysis and team input What: Remediation using EXCEL as well as other programs to remediate lowest skill areas When: 45 minute period daily Where: pull out program – work with RSP teacher Progress monitoring: Once a week Fluid movement between tiers based on student’s needs Tier 1 Tier 2 Tier 3 Specialized instruction Tier 4

Tier 4 – Special Education : 

Tier 4 – Special Education Who: Students who have not been successful at tier 3 and qualify for special education. (3-4 kids a year based on data of other schools) How: decision to move to tier 4 based on data analysis, team input and psychoeducational evaluation to ascertain if student is eligible for special education services What, when and where: determined by the IEP team Tier 1 Tier 2 Tier 3 Tier 4 Special Education

Questions? : 

Questions?