RTI PPT Presentation 2

Response to Intervention:

Response to Intervention Academic Assessment and Intervention EDPY 556 Azusa Pacific University Professor Dr. Crosby-Cooper Lauri Maus May 2011

Response to Intervention (RtI):

Response to Intervention (RtI) What is RtI? History of RtI RtI Defined: RtI is a “systematic, data-based method of identifying, defining, and resolving students’ academic and/or behavioral interventions.” (Brown-Chidsey, R. & Steege, M.2010, p.3) RtI consists of an organized system of assessment procedures and instructional methods to provide intervention to students not responding to general instruction. RtI is a scientific-based, data-driven intervention model that best matches the instruction to students’ specific learning needs. Then, students’ progress is monitored to check on how they are responding. (Brown-Chidsey, R. et. al., p.3) History: Although the RtI model is relatively new, its components have been used in classrooms for years. Now, it is an organized, structured system teachers can use similar to the methods they have always used with their students in need. Unlike prior models of students assessment, RtI has one data-based system having built in decision stages. (Brown-Chidsey, R. et. al., p.4) Prior to RtI, “students were assumed to be performing satisfactory unless identified otherwise.” (Brown-Chidsey, R. et . al ) Presently, RtI screens and monitors students for specific educational outcomes. Students in need of “additional assistance are provided with targeted intervention monitored regularly.” (Brown-Chidsey, R. et. al., p.4)

Three Essential Components of RtI:

Three Essential Components of RtI High quality i nstruction / intervention : - Instruction or intervention is matched to student need. - Demonstrated through scientific research and practice to produce high learning rates for most students. - Increased probability of positive individual response due to scientifically based instruction/intervention Learning rate and level of performance: - Primary sources of information used in on-going decision making - Refers to students’ growth in achievement or behavior competencies over time in comparison to prior performance - Most students respond positively to explicit and intense instruction/interventions Important educational decisions: - Decisions about intensity and duration of interventions are based on individual student response to instruction across multiple tiers of instruction Decisions about having more intense interventions for: special education eligibility, exiting from special education, or other services are learned by data on learning rate and level. (Batsche , G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J.f., Prasse, D ., Reschly , D.J .,Schrag, J., Tilly III, W.D., 2005 )

Why Should Teachers Use RtI?:

Why Should Teachers Use RtI? To provide intervention to all students in need. To provide “rigorous intervention” to younger students before waiting for them to fail To monitor students’ progress, ensuring they stay on track throughout all of their school years To provide instructional methods assisting students’ in the areas of their specific needs For overall student success! (Brown-Chidsey, R. Bronaugh,L. McGraw, K., 2009)

Tiered Framework:

Tiered Framework RtI consists of a 3 Tiers of Intervention/Instruction : TIER 1: All students are involved in core instruction. Students are grouped in a combination of whole-class and small group instruction. At least 90 minutes of core instruction daily is necessary. Assessment is done 3 to 4 times a year. Important considerations should be made regarding the curriculum, whether it is researched based or whether it matches the needs of the students. TIER 2: Students identified needing additional instruction, below grade level Combination of supports is required to progress and succeed Grouped with three to six students to work together as a team Additional 30 minutes of instruction two to three times a week, along with regular core instruction time Assessed weekly or bi-weekly, using brief progress monitoring measures Comprised of variety of research-based interventions targeted to be skill specific and matched to student need TIER 3: Students identified having significant needs, require ample additional instruction, severely below grade level Need intensive, directed instruction in addition to regular core instruction with their peers Some tier 3 models include both general and special education models Grouped with two to three students, to learn from peers and individually with teacher Additional 30 minutes instruction per day, in addition to regular core instruction Progress monitoring occurs once a week to determine progress, or if intervention/instruction needs changed Instruction is a variety of research-based interventions; intensive, specific, and address student skill deficits (Brown-Chidsey, R. et. al, 2009)

RtI Model 3 Tier Levels:

RtI Model 3 Tier Levels

Where does Special Education fit in?:

Where does Special Education fit in? Some school districts use a 4 Tiered to include Special Education Services. In this 3 Tiered RtI Model, there is a blend of general and special education variation for each students, which includes students with and without disabilities in the same classroom. Tier 3 is the level where data is gathered and an evaluation is conducted to identify whether students have specific disabilities and/or are eligible for special education services. An IEP is developed to specify the instruction needed across all three tiers when a student is found eligible for special education services. When students do not qualify for special education services, Tier 3 intensive instruction continues in order to meet the needs of struggling students and find a solution right for them. (p.4-5) (Brown-Chidsey , R. et. al, 2010)

RtI Recap:

RtI Recap Response to Intervention (RtI) is fairly new intervention method used to identify, define and resolve academic and/or behavior problems. RtI uses scientific-based and data-driven intervention strategies to best match students’ specific learning needs. 3 Tier levels of are generally used to provide the intervention or instruction level needed for students. Tier 1: 80% of student population responding to regular core instruction and at grade level Tier 2: 15% of student population identified needing additional instruction and are below grade level. Tier 3: 5% of student population identified as having significant needs, requiring ample additional instruction, severely below grade level. Students at Tier 3 are evaluated to determine if they are eligible for special education services. Progress monitoring is conducted at varying intervals depending on tier level to determine whether additional intervention or instruction is needed.

Questions or Comments? :

Questions or Comments?

References:

References Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski , J.f., Prasse, D., Reschly , D.J.,Schrag, J., Tilly III, W.D. (2005). Response to intervention: Policy considerations and implementation: National Association of Special Education, Inc . Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom : Guidelines and recipes for success . New York: Guilford Press . Brown-Chidsey, R., Steege, M.W. (2010). Response to Intervention:Principles and strategies for effective practice . New York: Guilford Press.