The use of technology to enhance RTI instruction. Laura Isbell, PhD Texas A&M-Commerce. What is RTI?. Response to intervention (RTI) integrates assessment and intervention within a school-wide, multi-level prevention model to maximize student achievement and reduce behavior concerns/challenges
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The use of technology to enhance RTI instruction
Laura Isbell, PhD
Response to intervention (RTI) integrates assessment and intervention within a school-wide, multi-level prevention model to maximize student achievement and reduce behavior concerns/challenges
(National Center on Response to Intervention)
Schools identify students at-risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of the interventions based on a student’s responsiveness
RTI may be used as part of the determination process for identifying students with specific learning disabilities (SLD) or other disabilities
Technology offers a potential medium through which RtI implementation could be made easier and more likely to occur (Ysseldyke & McLeod, 2007).
Previous research found that the use of technology substantially facilitated collecting, managing, and analyzing educational data (McIntire, 2002; McLeod, 2005; Pierce, 2005; Wayman, 2005)
Tier 1 intervention includes a differentiated, empirically validated mathematics curriculum available to all students.
At the primary intervention, Tier 1, efforts are established to promote learning for all students, anticipating that at least 80% of students will respond to these strategies and will not require additional intervention (Ervin, 2009).
If less than 80% of students are meeting standards, additional focus on the core curriculum and teaching methods should be considered.
Tier 2 intervention is for those students who have mathematics difficulty and/or are at-risk mathematics disabilities and are performing below their peers. These students have not demonstrated sufficient progress in Tier 1
Secondary Intervention, Tier 2, instruction is provided to those students, approximately 15%, who display poor response to the group instructional procedures in Tier 1 (Murawski & Hughes, 2009).
In the tertiary stage, tier 3 interventions, this level of intensive intervention is appropriate for those students who continue to show extensive gaps in their skills after Tier 2 intervention.
Tertiary intervention, tier 3, provides more intensive interventions for about 2-5% of students for whom Tier 1 and Tier 2 interventions were not adequate (Murakski & Hughes, 2009)
To effective gauge student progress, teachers must monitor student’s response to primary, secondary, or tertiary interventions in order to determine future interventions using progress monitoring
Educators should consider and document:
Are students meeting short- and long-term performance goals?
Does the instruction need to be adjusted or changed?
Are students making progress at appropriate rates?
The use of technology makes ongoing data collection, data consumption, and data-based decision making a more plausible proposition, and it can keep these important aspects of RtI from monopolizing teacher time.
Data-based decision making guides intensity, frequency, and duration of interventions
Establish routines and procedures for making decisions
Compare state, district, national benchmarks to assess student progress
Using student data to make instructional decisions
Video: RTI Data in Action
For RTI to be successful, a wide array of strategies:
Teachers need to actively collaborate with their colleagues to make sure that
(a) lessons are research based
(b) lessons address the wide variety of needs in the general education classroom
(c) lessons ensure access to the general education curriculum for diverse learners, stakeholders needs to collaborate
(d) data consistent; We don’t want no Dirty data