1 / 28

Response to Intervention

What and Why?. Response to Intervention. Response to Intervention. Response to Intervention is a multi-tiered general education initiative to provide early intervention services to students who are struggling. . What RTI is…. 1. Prevention School wide screening Professional development

luann
Download Presentation

Response to Intervention

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. What and Why? Response to Intervention

  2. Response to Intervention • Response to Intervention is a multi-tiered general education initiative to provide early intervention services to students who are struggling. M G Werts Appalachian State University

  3. What RTI is… 1. Prevention • School wide screening • Professional development • Standards aligned effective instruction • Progress monitoring 2. Intervention • Frequent progress monitoring • Targeted instruction with greater intensity 3. Special Education determination • Component of a multidisciplinary team assessment M G Werts Appalachian State University

  4. What RTI is not… • RTI is not… • Another special education program • A program run by special education • A system to track students • A quick fix for short term improvement M G Werts Appalachian State University

  5. Generally, RTI is… • A general education initiative • To provide services to students who are struggling • A multi tiered system M G Werts Appalachian State University

  6. IDEA 2004 –CHANGES: Eligibility Determinations • A child shall not be determined to be a child with a disability if determinant factor is: • Lack of scientifically-based instructional practices and programs that contain the essential components of reading instruction. • Lack of instruction in math • Limited English Proficiency §614(b)(6)(B) M G Werts Appalachian State University

  7. The LEA shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. M G Werts Appalachian State University

  8. In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention. M G Werts Appalachian State University

  9. Why was this included in the laws? • Because there are problems with the discrepancy approach… • Need to wait until discrepant to deliver SDI • Doesn’t link with intervention • False positives (high IQ; average achievement) • False negatives M G Werts Appalachian State University

  10. What is the discrepancy model? If the distance between the IQ measure and the achievement measure is too great, there is a discrepancy…and it is explained by terming it a Learning Disability. M G Werts Appalachian State University

  11. It is not just how to best identify students with SLD (and others) • IDEA and NCLB are companion laws. • Together, they should encompass a system of supports, in both general and regular education. • Interventions should be chosen and implemented using instructional practices that are research and scientifically based instruction • We strive for proficiency in basic skills for all students. M G Werts Appalachian State University

  12. RTI is “the practice of… • (1) providing high-quality instruction and interventions matched to student needs and, • (2) using learning rate over time and level of performance to • (3) make important educational decisions. (p.5)” • National Association of State Directors of Special Education (2005) • Response to Intervention: Policy Considerations and Implementation, p. 5 M G Werts Appalachian State University

  13. Generally, an RTI process includes… • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differentiated curriculum-tiered intervention strategy • Use of evidence-based interventions • Continuous monitoring of student performance M G Werts Appalachian State University

  14. Universal screening • Screening all students • Academics • Behavior • Using a benchmark system • What is the “benchmark” for success? • How good does a student have to be? • What is the comparison group? M G Werts Appalachian State University

  15. Universal screeners • DIBELS • AIMSweb • IRIs • … M G Werts Appalachian State University

  16. Multiple tiers of increasingly intense interventions • Tier I is general education • All students given good instruction • All students progress is monitored • Many students will do well • Continue the plan • Decide if it is good enough • Adjust teaching accordingly M G Werts Appalachian State University

  17. Benefits to having tier I in the system… • Promotion of evidence-based instruction on a whole-class, whole-school level • Systematic identification of non-responders (not just teacher referral) • Eventual focusing of resources on fewer students at tiers 2 and 3 (and 4) M G Werts Appalachian State University

  18. Later tiers • Tier II is usually small group instruction • May or may not be with a different approach • Generally adds time to the instruction • Tier III is more individualized and more time • May or may not be with a different approach • Generally more time • In some states, it is special education • Tier IV is usually 1 to 1 instruction or special education (SDI) M G Werts Appalachian State University

  19. Differentiated curriculum through tiered instruction If a student is not doing as well as his peers… • Step 1. Adjust teaching in general education classroom • Step 2. Give more intense instruction (later tiers) • More time • Instruction with fewer students (more attention) • Different curriculum • Different approach M G Werts Appalachian State University

  20. One model Universal Screening Evidence-based core program Data analysis teaming TIER I TIER II TIER III M G Werts Appalachian State University

  21. Who will need instruction beyond tier 1 • 5% of children learn to read effortlessly • 20-30% learn relatively easily once exposed to reading instruction • For 60% of children learning to read is a much more formidable task • For at least 20-30% of children, reading is one of the most difficult tasks that they will have to master. • For 5% of students even with explicit and systematic instruction, reading will continue to be a challenge. M G Werts Appalachian State University

  22. Use of evidence-based interventions • MUST be validated interventions • How do we validate interventions? • Through research • Found in research journals • What works clearing house, best evidence encyclopedia • Problems • Teachers have little time to read research journals • MANY fad intervention with little research backing • Curriculum selection has many facets M G Werts Appalachian State University

  23. Continuous monitoring of student performance • Curriculum based measurement • Systematic • Continuous • Data intensive Areas of concern interpretation of data fidelity of implementation M G Werts Appalachian State University

  24. Under RTI, if a student is found to be performing well below peers, the school will: • Estimate the academic skill gap between the student and typically-performing peers • Determine the likely reason(s) for the student’s depressed academic performance • Select a scientifically-based intervention likely to improve the student's academic functioning • Monitor academic progress frequently to evaluate the impact of the intervention • Consider a referral to Special Education M G Werts Appalachian State University

  25. Determining the reason a student is performing below the level of peers… • Skill Deficit: The student lacks the necessary skills to perform the academic task. • ‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills. • Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task. M G Werts Appalachian State University

  26. Determining the reason a student is performing below the level of peers… • …or there may be a disability M G Werts Appalachian State University

  27. Advantages to RTI • Allows schools to intervene early to meet the needs of struggling learners. • Allows more time for instruction of students who need it • Allow the use of specific instructional strategies found to benefit a particular student. M G Werts Appalachian State University

  28. Disadvantages to RTI • No research to show it is more efficient of efficacious in identification of students with SLD (or other disability categories) • Little agreement on roles of educators (especially school psychologists and special education teachers) M G Werts Appalachian State University

More Related