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RtI - Response to Intervention:

Tiers without Tears

Definition of “Intervention”

A change in instructing a student in the areas of learning, behavioral ,

or speech difficulty to improve performance and achieve

adequate progress.

RtI is a Mindset to Recognize Students with Needs Early

An emerging approach to the diagnosis of learning disabilities that holds considerable promise

A student with academic delays is given one or more research-validated interventions

Progress is monitored frequently to see if the interventions are helping the student catch up with his or her peers

If student fails to show significant improvement a number of interventions, this failure to “respond to intervention” can be viewed as evidence of an underlying learning disability

Why RtI?

Federally mandated Plan needs to be written by January 2009 Implementation needs to occur beginning of

the 2010-2011 school year No longer needing to use the “Wait to Fail”

model – We can catch the students before they fall between the cracks!

Benefits of RtI

Allows us to intervene early to meet the needs of struggling learners

Maps specific instructional strategies found to benefit a particular student

Eliminates the “Wait to Fail” model Allows students to be successful

How to Put RtI into Practice

1. Use various methods of assessments to evaluate students in regard to reading, mathematics, and behavior aspects

2. Implement a range of scientifically based interventions that address the reason for failure

3. Monitor the student progress4. Graph data for visual analysis

Once Students are Assessed

About 20% of the students within the school will need interventions

Key objective is to select an instructional or behavior management strategy that matches a student’s specific needs Serious academic skill deficits vs. being disorganized

to turn in assignments Interventions should be scientifically based

Tiered Interventions

Intensive Interventions – 5%

Strategic Interventions –15%

Universal Interventions – 80%

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2

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Samples of Interventions Tier 1 – Universal Interventions – 80%

Core Curriculum Accelerated Reader Compass Odyssey

Tier 2 – Strategic Interventions – 15% My Reading Coach- The Florida Center for Reading Resources istation Basal Reading Tier 2 lessons (all of the above in small groups)

Tier 3 – Intensive Interventions – 5% Same as above only more frequent and very

small group or one-on-one

Definition of “Accommodations”

Is a change that helps a student overcome or work around the learning difficulty yet

shows that the student knows the information.

Accommodations vs. Interventions

Interventions are different than accommodations.

Examples of Accommodations: Increase the amount of practice opportunities

using multiple modalities Use graphic organizers Check Understanding and Repeat Directions Divide instruction into shortened segments Provide a copy of text with main ideas

highlighted

RtI is a process for achieving higher levels of academic and behavioral success for all students through: High Quality Instructional Practice Continuous Review of Student

Progress Collaboration

Teams of Educators Parents Community Resources

Implementation of RtI will Create Successful Students

RtI is for ALL students and ALL educators. RtI must support and provide value to effective

practices. Success for RtI lies within the classroom through

collaboration. RtI applies to both academics and behavior. RtI is something you do and not necessarily

something you buy. RtI emerges from and supports research and

evidence based practices.

The concept of RtI is quite simple -

- doing RtI well is a challenge.

Two Big Questions of Concerns

Will there be extra hands for implementing the assessments?

Will professional development of differentiated instruction be available?

Capturing Your Worries

Where am I going to find the time?

How long does the child do the intervention?

Who will do the assessments?

Who is responsible? Is there going to be

enough funds to support RtI?

I don’t understand DMAC!

TIER 1= Core class curriculum

Focus- All students Program- Scientific research based

curriculum and instruction Grouping- As needed Time- Minimum of 90 min./per day Assessment- Universal screening at

beginning, middle, and end of academic year(or more often if appropriate)

TIER 1-continued

Interventionist- General education teacher or para

Setting- General education classroom

TIER 2 Small Group Intervention

Focus- Identified students with marked difficulties who have not responded to Tier 1 efforts

Program- Specialized scientific research-based interventions

Time- Homogeneous small group instruction (1:(5-10)

TIER 2-Continued

TIME- 20-30 min./per/day in small group in addition to 90 minutes of core instruction

ASSESSMENT- Weekly progress monitoring on target skill(s) to ensure adequate progress and learning.

INTERVENTIONIST- Determined by Rti

committee

TIER 2- Continued

SETTING- Appropriate setting in the classroom or outside the classroom as designated by Rti committee

PROGRESS MONITORING- Every two weeks needs to be recorded into DMAC intervention plan

TIER 3 Intensive Intervention FOCUS- Identified students with marked difficulties who

have not responded to

TIER 1 and TIER 2 efforts

PROGRAM- Individualized and responsive interventions

GROUPING- Homogeneous small group (1:1-3)

TIME- 50 min./per day in small group instruction in addition to core 90 minutes

TIER 3 - Continued

ASSESSMENT: Weekly progress monitoring on target skill(s) to ensure adequate progress and learning

INTERVENTIONIST- Determined by Rti committee

SETTING- Appropriate setting in or out of classroom as determined by Rti committee

PROGRESS MONITORING- Every two weeks needs to be recorded into DMAC IP

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Essential RTI Vocabulary

Family-School PartnershipProblem Solving Team

Multi-Tiered Intervention ModelData-Driven Decision Making

Focused AssessmentProblem-Solving Process

Progress Monitoring

You Are Not Stranded!

Rti Committee

Parents

Teacher Peers

Websites

RtI Committee Members and/or Resources

Instructional Facilitator- Rebecca Rodriguez Counselor-Rose Gonzales Special Education- Lois Hall Reading Teacher-Veronica Faudoa

Other members :Administration

General Education TeacherParent

Speech Teacher

Rti Guidelines

Rti meetings will begin after the 1st 9 weeks. Istation and F.C.R.R. activities will be made

available for interventions and progress monitoring. Sign-up for istation with Mrs. Hall based on Rti committee decision. (limited slots)

AIMSWEB, istation and T.P.R.I. provide progress monitoring- REQUIRED for Rti data

Each skill targeted for 9 to 10 weeks with progress monitoring every two weeks (different activities may be used for one skill)

Rti Guidelines- continued

DESIGNATED RTI/DMAC- HELP

WEDNESDAYS from 3:00-3:30 (must

e-mail request at least one day prior)

WE CAN DO THIS! YES WE CAN!