RTI Presentation

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Response to Intervention:

Response to Intervention READING INTERVENTIONS By Victoria Rosa EDPY 556 Academic Assessment and Intervention Dr. Pedro Olvera

What is Response to Intervention? (RTI):

What is Response to Intervention? (RTI) A systematic and data-based method of identifying, defining, and resolving student’s academic and/or behavior difficulties Identifies students at risk for poor learning outcomes before they fail . Provides effective student progress monitoring Provides evidence-based interventions Three tiers of intervention – each tier intensifies as it pertains to the student’s responsiveness. ( Chidsey & Steege , 2010)

Our Need to Implement RTI-Reading Intervention:

Our Need to Implement RTI-Reading Intervention District benchmarking scores for reading and comprehension have decreased An increase of diverse students have moved into our area More students have languages (other than English) as their primary language spoken at home Teachers are asking for an intervention that can be included as part of their curriculum We want to identify and help potentially struggling student BEFORE they fail RTI is researched based and proven successful in identifying struggling readers Research provides empirical evidence that RTI increases a student’s oral fluency and comprehension

Implementing the 3-Tiers:

Implementing the 3-Tiers Tier 1: Classroom Instruction P rovide a high-quality core reading program Universal screening of all students to determine “at risk” students Implement group Interventions for 8 weeks “ At risk ” students - receive supplemental instruction during the school day in the regular classroom. Monitor progress for 8 weeks (progress forms weekly) End of period Those with significant improved remain in regular class program- generally 80% of population Those not showing significant improvement move to Tier 2 – typically 20% of students ( Chidsey & Steege , 2010)

Implementing the 3-Tiers:

Implementing the 3-Tiers Tier 2: Targeted Interventions In conjunction with Tier 1: Classroom Instruction Instruction is intensified Place students in strategic small groups (within classroom) based on; Learning needs Levels of performance Rates of progress Progress monitoring weekly for one grading period Those showing little progress will be moved to Tier 3 – typically 5% of students

Implementing the 3-Tiers:

Implementing the 3-Tiers Tier 3: Intensive Interventions and Comprehensive Evaluation Student receive individual, intensive interventions to target the student’s skill deficiency Mrs. Oh will use room 8 and call students out Daily for 30 minutes Weekly progress monitoring Data is gathered Progress data from Tier 1 and 2 Interventions used Student’s responses

Psycho-educational Assessment:

Psycho-educational Assessment This stage is sometimes referred to as Tier 4 – Special Education If the student does not achieve the desired level of progress he or she is referred to the school psychologist for a comprehensive evaluation Assessment results will show whether to place in Special education

Interventions:

Interventions We will continue to use dibels as an assessment and progress monitoring Continue using Star Reading Tier 1 Utilize mnemonic clues (songs , cartoons , rhymes, stories, images) for teaching vocabulary or steps in a process . Use reading partners Use visuals, charts, and models for concept reinforcement. Use graphic organizers to focus attention on key elements, concepts, or ideas Reinforce memorization of steps using repetition ( Chidsey & Steege , 2010) (What Works Clearinghouse, 2013)

Interventions:

Interventions Tier 2 small groups (5-7) Intensify Tier 1 interventions within smalls groups instruction Focused on the critical grade-level reading skills; Phonemic awareness, decoding, reading comprehension, and fluency. Focus on three foundational reading skills three to five times a week for 20 to 40 minutes per session Tier 3 Individual (groups 2-3) Focus on fewer skills Use instruction strategies: as modeling, scaffolding, thinkalouds , and graphic organizers, and provide immediate corrective feedback. Tier 4 – Refer to get assess for Special Education Eligibility ( Jafee &Mather, 2002)

Conclusion:

C onclusion Due to our district benchmark scores decreasing in the last four years it is imperative that we implement a Response to Intervention (RTI) framework. A cultural and language diversity has increased significantly in our area prompting us to take action and identify students who are struggling and need focused attention and possible those who might need to be assessed for special education eligibility. References: Chidsey , R.B. & Steege . M.W., (2010). Response to Intervention Jafee , L.E. & Matherm N., (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies What Works Clearinghouse, (2013). Response to Intervention in Primary Grade Readinghttp://www.readingrockets.org/article/40584/

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