Response to Intervention PPT

Response to Intervention (RtI):

Response to Intervention (RtI) Presentation to Seneca Elementary School By: Magdalena Torres Azusa Pacific University May 25, 2011

What is RtI?:

RtI is a process of implementing high quality, scientifically validated instruction/intervention practices based on a student’s needs by monitoring student progress and adjusting instruction based on the student’s response (Bencer & Shores, 2007). The RtI model is a multi-tiered approach to provide services and interventions to students and is typically organized as a pyramid subdivided into three tiers, where each tier provides a different level of support tailored to meet the needs of the individual student Goals : 1- Prevent academic problems 2-To provide interventions as a natural, ongoing part of education that does not wait until the student is struggling. 3- Determine students with a Learning Disability What is RtI?

What do we mean by RtI Intervention Levels?:

Tiers include increasing levels of intensity of interventions Tier 1, is at the bottom of the pyramid where interventions consist of general education program based on evidence-based practices. Expectation = 80% or more of students successful with general education curriculum and instruction. Tier 2, the middle section of pyramid involve short-term yet more intensive interventions. Expectation = 15% of students may be at risk and in need of targeted interventions. Tier 3 interventions are long-term and may lead to special education services . Expectation = 5% of students may be at significant risk and in need of intense interventions What do we mean by RtI Intervention Levels?

Tier 1:

Tier 1 -Core Instruction (foundation) is estimated that 80% of all students will positively respond to Tier 1 intervention (Bencer & Shores, 2007). Who is involved ? Students at-risk of academic failure; parents; general education teachers; site-based administrators; and instructional coaches (FY 2006-8, Feb. 2006). This primary tier involves general education population and can affect any student in a classroom who is slightly behind. The students are provided with core instructional program using scientifically validated curriculum. The student’s progress is monitored to assess their response to instruction. Teachers make adjustments in instructional techniques for all students in the classroom through whole and small-group differentiated instruction. Students who do not show positive response with Tier 1 intervention move into Tier 2. Tier 1

Tier 2:

Tier 2 -Strategic Interventions. In Tier 2, interventions are more intensive for students that do not respond to Tier 1 interventions, usually about 15 % of students, fall in Tier 2. Who is involved? Students who require additional academic supports, parents, general education teachers, site-based administrators, instructional coaches, student services personnel, and exceptional student education teachers (FY 2006-8, Feb. 2006). More frequent progress monitoring will show the areas where the student is not achieving the desired standards despite receiving high quality instruction. The focus To continue to track growth for all students in the class, conduct individual screenings and identify strengths and weaknesses of individual students. Interventions are designed to be implemented immediately and are intended to be short term. Students who respond to Tier 2 Supplementary Instruction may move back to Tier 1 Students not responsive to Tier 2 Supplementary Instruction move to Tier 3. Tier 2

Tier 3:

Tier 3 , interventions are long-term and may lead to special education services. Who is involved? Students who require intensive, small group, or individual interventions of longer duration to increase the rate of progress, parents; general education teachers; site-based administrators; instructional coaches; student services personnel (including various types of intervention specialists); and exceptional student education teachers (FY 2006-8, Feb. 2006). It is estimated that 5% of all students need Tier 3 Interventions to show a positive response to instruction (Bencer & Shores, 2007). These interventions are supplemental to Tier 1 and Tier 2. These students show significantly low performance in the standards. If these interventions are effective, a student can move back to Tier 2. If continued interventions are not effective at this level, the School-Based RtI Support Team will meet to discuss the referral of the student and data to the District RtI Team for consideration of evaluation/ESE. Tier 3

Advantages of Implementing RtI for our Students:

To provide effective teaching that fits the needs of each student. To help all students meet grade level standards. To provide interventions as a natural, ongoing part of education that doesn’t wait until the student is struggling. Provide instructional assistance in a timely fashion NOT a “Wait-to-Fail” model . Advantages of Implementing RtI for our Students

Basic Premise of Seneca Elementary on the Implementation of the RtI Model:

We need to know and learn the science of RtI and then pass it on to others. Need to have a “culture change” at the school level. Must have top-down support from the administration at the school site and at the district level in order to make it work. All members of the school team must understand the philosophy. Need to continue to monitor and meet frequently to discuss change process Consistent and focused collaboration is key to the success of the program. We must support the RtI model and move forward with its implementation because improved practices will be positive for children and youth . Basic Premise of Seneca Elementary on the Implementation of the RtI Model

References:

Bencer, William N. & Shores, Cara. (2007). Response to Intervention. A Practical Guide for Every Teacher. Thousand Oaks, CA: Corwin Press & Council for Exceptional Children Paper Number: FY 2006-8 February 2006. Technical Assistance Paper 12740. The Response to Intervention (RtI) Model: http://www.fitchburgstate.edu/meetchallenge/documents/floridatechnicalassitanceRTI.pdf References