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RTI TEACHER TRAINING PRESENTATION :

RTI TEACHER TRAINING PRESENTATION Marilyn (Susan) Lindeburg May 23, 2011 Azusa Pacific University Online EDPY 556 Spring 2

WHAT IS RESPONSE TO INTERVENTION? (RtI) :

WHAT IS RESPONSE TO INTERVENTION? ( RtI ) A general education system that supports and promotes the most effective instruction for all students. Instruction is matched to each student’s current learning need (Brown- Chidsey & Steege , 2010). A system which includes, but is not limited to, the following key players: all students, all teachers, teachers’ aides, parents, school psychologists, curriculum coordinators, instructional specialists, assistant principals, principals, and superintendents . Provides effective interventions and documents student progress. Shows which interventions, in general education or special education, best advance the goal of improving student outcomes (Brown- Chidsey & Steege , 2010). A way to end a system in which students must “wait to fail” (Elliott & Fuchs, 1997). Since it usually takes at least 2 years to quantify a sufficient discrepancy, most students are placed in special education between the middle of 2 nd grade and the middle of 4 th grade. This “wait to fail” intervention is often too late. By then, the child is 2-3 years behind his peers, feels he is dumb, & becomes de-motivated before we can help that child in a systematic way (The Special Edge, 2006). Is in line with IDEA 2004 and NCLB which require schools to do everything possible to provide all students with high-quality, scientifically based effective instruction (Brown- Chidsey & Steege , 2010). Includes procedures that can be used with other assessment tools to provide a free appropriate education in the least restrictive environment (FAPE/LRE) ( Kavale , 2001).

WHAT IS RESPONSE TO INTERVENTION? (cont.):

WHAT IS RESPONSE TO INTERVENTION? (cont.) CRUCIAL TO THE SUCCESS OF RtI : 1. Effective Scientifically Based Instruction (SBI) used school-wide 2. Universal Screening Assessments administered to all students 3 times a year 3. Regular monitoring of students’ progress THREE TIERS OF INTERVENTION: Tier One : General education curriculum. Approximately 80% of students are successful in Tier One. For the 20% who are not successful in Tier One, Tiers Two and Three are added. Tier Two : Interventions are added in addition to Tier One instruction. Approximately 15% of Tier Two students are successful. Tier Three : The 5% of students who are not successful in Tiers One and Two receive more intensive instruction and are assessed to determine the need for special education services. If the student does not qualify for special education, ongoing problem solving continues in Tier 3 in order to find the right solution for the student (Brow n- Chidsey & Steege , 2010). GOOD FIT FOR ENGLISH LANGUAGE LEARNERS Data indicates that RtI procedures used to identify English speaking students at risk for reading problems work just as well for ELL students ( Linan -Thompson, Cirino , and Vaughn (2007). RtI is a good fit at Las Lomas High School because 26.4% of our students are English Language Learners.

ILLUSTRATION CASE STUDIES :

ILLUSTRATION CASE STUDIES SCHOOL WITHOUT RtI Andrew is in first grade and is not developing pre-reading skills. At the end of 1 st grade, he takes a test which shows he cannot read. His 2 nd grade teacher refers him for an evaluation. At the IEP, Andrew’s scores are reported to be in the low average range in both ability and achievement. Andrew’s parents are told he does not qualify for special education. They ask the IEP team how he will learn to read if he doesn’t qualify for special education. The administrator responds that Andrew will have to “try harder” in his general education class. Andrew’s parents leave the meeting confused and worried (Brown- Chidsey & Steege , 2010). SCHOOL WITH RtI In the fall, a universal screening of all 1 st grade students was conducted. The data indicated Andrew was significantly behind his peers in reading readiness. Because he was “at-risk”, he participated in a supplementary reading group 30 minutes each day in addition to the 90 minute reading lessons provided in his class. Reading instruction was scientifically based and weekly measures were taken to check for progress. By the middle of first grade, Andrew had shown improvement, & by the end of 1 st grade he was reading at the same level as his peers. Because RtI was immediately implemented, Andrew, who was “at-risk” at the beginning of 1 st grade, had caught up with his peers by the end of 1 st grade (Brown- Chidsey & Steege , 2010).

PRINCIPLES OF RtI:

PRINCIPLES OF RtI All children can learn. All children have a right to an effective education. Not all children have disabilities, but some may need extra help during their K-12 years. Using different instruction for individual students is an important part of general education. Education outcome data are tools for deciding what type of extra support a student needs. Multi-tier standard protocols and problem-solving methods are effective ways of figuring out the learning needs of students (Brown- Chidsey & Steege , 2010).

TEAMWORK :

TEAMWORK Similar to a team in any sport, the key players in RtI work together and rely on each other to achieve a common goal. 2 Types of Teams: Grade Level Team and Problem Solving Team (PST) Grade Level Teams provide ongoing teacher support. If an intervention doesn’t work, the teacher consults with her Grade Level team to see if another intervention should be tried, or if the case should go to the Problem Solving Team. If it goes to the PST, data is reviewed and another intervention is recommended, or a referral is made to Tier 3 & a comprehensive evaluation is initiated (Brown- Chidsey & Steege , 2010).

10 STEPS TO IMPLEMENT RtI:

10 STEPS TO IMPLEMENT RtI Implement only scientifically-based instruction (SBI) Collect universal screening data Identify students that are at risk Provide small-group SBI based on needs of the student Monitor student progress weekly to monthly Review student’s progress data regularly Revise instruction as needed; continue to monitor student progress Review progress of student to determine student response If student not responding to intervention, refer for evaluation If student found eligible for special education, transition student to IEP (Brown- Chidsey & Steege , 2010).

ADDITIONAL RESOURCES:

ADDITIONAL RESOURCES National Center on Response to Intervention ( www.rti4success.org ). U.S. Department of Education – What Works Clearinghouse ( www.whatworks.ed.gov ) Council for Exceptional Children National Association of School Psychologists (NASP) California Association of School Psychologists (CASP) National Education Association (NEA)

REFERENCES:

REFERENCES Brown- Chidsey , R., & Steege , M. W. (2010). Response to intervention. New York, NY: The Guilford Press. Elliott, S.N., & Fuchs, L.S. (1997). The utility of curriculum-based measurement and performance assessment as alternatives to traditional intelligence and achievement tests. School Psychology Review, 26, 224-233. Kavale , K.A. (2001). Decision making in special education: The function of meta-analysis. Exceptionality, 9, 245-269. Linan -Thompson, S., Cirino , P., & Vaughn, S. (2007). Determining English language learners’ response to intervention: Questions and some answers. Learning Disability Quarterly, 30, 185-195. The Special Edge. (Winter/Spring 2006). Response to Intervention.

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