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Response to Instruction/Interventions

Response to Instruction/Interventions. ESEA NCLB IDEIA. Shifts in the LAWS…. ESEA/NCLB School improvement Greater accountability Adequate yearly progress IDEIA 2004 Effective instruction with HQ teachers Progress monitoring Early intervening services.

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Response to Instruction/Interventions

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  1. Response to Instruction/Interventions ESEA NCLB IDEIA

  2. Shifts in the LAWS… • ESEA/NCLB • School improvement • Greater accountability • Adequate yearly progress IDEIA 2004 • Effective instruction with HQ teachers • Progress monitoring • Early intervening services

  3. 3-Tier Academic/Behavior RtI TIER 1 Universal Interventions 80-90% of students TIER 2 Strategic Interventions 10-15% TIER 3 Intensive 1-5%

  4. Tier 1: UNIVERSAL INSTRUCTION Curriculum: Scientifically research-based core academic curriculum implemented with fidelity CONSISTENCY Instruction: Differentiated instruction (teaching flexibly and matching instruction to student need to maximize the potential of all students) SUCH AS 90-MIN READING BLOCK, grouping students by levels instead of grade Assessment: • Benchmark/Universal screening (AIMSWEB) • Formative assessment ACFA to make sure students are mastering standards/skills and to inform instruction

  5. Tier2: STRATEGIC INSTRUCTION Curriculum: Core curriculum + supplemental instruction on targeted skills Instruction: Small group (3-4 students) with re-teaching core skills using supplemental materials for an additional 15-20 min./3x week Assessment: • Benchmark/universal screening • Formative assessment (Alaska Comprehensive Formative Assessments ACFA)to assure students are mastering standards/skills and to inform instruction • Program monitoring (Aimsweb) to determine whether students are responding adequately to targeted instruction (monthly)

  6. Tier 3 INTENSIVE INSTRUCTION Curriculum: Core instructional programs or replacement core program + targeted supplemental interventions Instruction: Problem-solving team develops a plan to guide data-based instructional interventions; Face-to-face instruction with highly qualified teachers. Increased opportunities for oral respond; systematic and direct instruction; explicit and immediate corrective feedback Assessment: • Benchmark/Universal screening (AIMSWEB) • Formative Assessment (ACFA)to make sure students are mastering standards/skills and to inform instruction • Progress monitoring more frequently (weekly) to determine whether students are responding adequately to intensified instruction • Individualized diagnostic assessment to determine the problem and inform instruction/intervention (KeyMath,WJRMT, TOWL)

  7. ACADEMIC BEHAVIOR Tier 1 Universal 80-90% Tier 2 Strategic 10-15% Tier 3 Intensive 1-5%

  8. Tier 1: Universal Curriculum: School-wide expectations Responsible Thinking Program Instruction/intervention: Teach process to students and maintain throughout school activities Assessment: • Fidelity of implementation measures • Systematically collect, analyze and review incident data • Identify“Frequent flyer” list • “Tease out” incident trends by the setting, time of day,etc.

  9. Maslow’s Hierarchy of NEEDS

  10. Tier 2: Strategic Curriculum: • Explicit lessons for “frequent flyers” PRIM • Positive Behavioral Interventions: stressing success over failure Instruction/intervention: • Small group social skills lessons (lunch bunch, mentors, family component) • Check-in/check-out program with an adult in the school building, quality time • Improved classroom structure (e.g. cueing, individually designed signals) • Linking school to family support • Self-management systems, daily logs/grades where behavior is the focus Assessment: CONFIRM physical condition of student: vision, hearing, hunger, sleep • Continue to evaluate the fidelity of universal supports • Daily observation, looking for successes • Analyze behavior incident data to identify further need, when, where, why Progress monitoring with AIMWEB to inform instructional changes for students receiving strategic behavioral interventions http://www.sesa.org

  11. Ful- fillment Self-esteem, Self-respect BELONGING, LOVE SAFETY, PROTECTION HUNGER, SLEEP

  12. Tier 3: Intensive • Assessment: • Gather information, Conduct student/teacher/parent surveys • Conduct a functional behavior assessment (FBA) • Determine need for referral to treatment professionals: BBAHC Mental Health counselors Curriculum: Develop an individualized Behavior Intervention Plan (BIP) that defines the function of the problem behavior: avoidance, control. Instruction/interventions: • Implement BIP with CONSISTENCY • Help student define vocabulary to express him/herself • Debrief episodes of misconduct: How are you feeling? What caused you to feel this way? What would help you right now? What do we need to make this situation work? • Assessment: Monitor progress through objective measure such as AIMSWEB • Revisit and revise BIP as necessary.

  13. Stages of RtI

  14. State of RtI at SWRSD ACADEMIC BEHAVIOR Reading Open Court RTP Tier 1 Universal Tier 2 Strategic Coordinate Tier 3 Intensive

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