1. We can teach all children effectively 2. Intervene early 3. Use a continuum model of service...
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Transcript of 1. We can teach all children effectively 2. Intervene early 3. Use a continuum model of service...
Response to Intervention (RTI)
What is it?• a problem-solving philosophy• an intervention system• a way to monitor progress • a shared responsibility• in some cases, part of special education referral
Core Principles of Effective RtI/MTSS Systems
1. We can teach all children effectively
2. Intervene early
3. Use a continuum model of service delivery
4. Use a problem-solving method to make decisions within a continuum model
5. Use research-based, scientifically validated interventions/instruction to the extent available
6. Monitor student progress to inform instruction
7. Use data to make decisions. A data-based decision regarding student response to intervention is central to practices in Effective Educational Systems
5
Level IVIEP
Consideration
• ImplementPlan
• Evaluate
• Define the Problem
• Develop a Plan
Am
ou
nt
of
Reso
urc
es
Need
ed t
o S
olv
e P
rob
lem
The Problem Solving Approach
INTENSITY OF NEED
Level IIIConsultation WithExtended Problem
Solving Team
ConsultationLevel I
BetweenTeachers-Parents
Level IIConsultation withOther Resources
Frequ
ency
of
Colle
ctio
n o
f A
ssess
men
t D
ata
RTI: a problem solving philosophy
If a student isn’t performing as expected, we will change what WE’RE doing …
and continue problem solving until we find what works.
What is problem-solving?
1. Problem Identification
2. Problem Analysis
3. Plan Development
4. Plan Implementation
5. Plan Evaluation
ReviseModify
IntensifyWith Expanding Support
A decision making process
Did the student(s) respond to the intervention?
5. Plan Evaluation
CELEBRATE?
REVISE?MODIFY?INTENSIFY?WITH EXPANDED SUPPORT?
Next steps:
1. Problem Identification
2. Problem Analysis
3. Plan Development
4. Plan Implementation
5. Plan Evaluation
ReviseModify
IntensifyWith Expanding Support
Comprehensive Approach
Curriculum What we teach
Instruction How we teach
Environment Learning context_____________________________________
Student Improved Student Outcome
RTI: a shared responsibility of a TEAM of Education Professionals
This is about each and every …› Student, class, school and
district
• For school-wide success, it needs to be everybody’s business
Expanding Circle of Support
School-Based Problem Solving TeamELL Teacher
Special EducatorsSchool Psychologists-Diagnosticians
Special Education
StudentsTeachersParents
Reading SpecialistCounselor
Other Specialists
Systemic Problem Solving Data on all students analyzed Data on comprehensive program analyzed Where are our gaps?
Is the core program meeting needs of majority of students?
Are needs of strategic and intensive learners being met?
Why are there gaps? Develop plans
Improvements to core instructional program Group interventions for strategic learners Individual interventions for intensive learners
Implement the plan Formatively and summatively evaluate 17
Keys to Good Meetings
1. Share and review information prior to the meeting
2. Have an agenda and stick to it3. Designate roles, have a person who
will make final decision4. Talk only about what you can have a
direct impact on › No whining or gossiping!
RtI Implementation Checklist
1. Implement scientifically based general education instructional methods.
› Verify accuracy of instructional procedures with integrity assessment.
2. Collect benchmarks of all students’ performance 3 times during the school year.
3. Identify which students scored below benchmark target(s).
4. Provide daily scientifically based small-group instruction to students with scores below benchmark target(s) for at least 3 weeks
› Verify accuracy of instructional procedures with integrity assessment.
5. Monitor student progress toward benchmark(s), using daily assessments and data graphing for 3 school weeks.
Brown-Chidsey & Steege, 2005
RtI Implementation Checklist
6. Review, revise, and/or discontinue small-group instruction based on student performance and progress toward the benchmark at the end of 3 weeks.
7. For students not yet showing evidence of progress toward meeting the benchmark(s) by the end of the first 3 weeks, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 3 weeks.
8. Review, revise, and/or discontinue small-group instruction, based on student performance and attainment of benchmark at the end of the second 3 weeks.
9. For students not yet showing evidence of meeting the benchmark(s) by the end of the school year, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services.
10. IEP team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program.
Brown-Chidsey & Steege, 2005
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Eligibility Testing
Not Eligible Eligible
SPED IntensiveTreatment
Non Responders Responders
?
General Ed.-Scientifically Validated -Supplemental Treatments: T2 - 3
Non Responders Responders
SPED Eligibility Evaluation
Not Eligible Eligible
SPED Intensive Treatment
Monitor
Monitor
Non Responders Responders
Non - SPED Intensive Treatment
Recycle
ReferralHistorical System
Universal ScreeningEffective Educational Systems
Adapted from Fletcher, ’05, Used with Permission