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Malone Central School District. Response to Intervention, (R.T.I.). Presented by: Marcy Bright, Director of Pupil Personnel Services, Mary Jane Latreille, Assistant Director of Pupil Personnel Services Kaye Walbridge, School Psychologist.

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Malone central school district

Malone Central School District

Response to Intervention, (R.T.I.)

Presented by: Marcy Bright, Director of Pupil Personnel Services,

Mary Jane Latreille, Assistant Director of Pupil Personnel Services

Kaye Walbridge, School Psychologist


Themes of rti literacy behavior

Themes of RTI-Literacy/Behavior

  • Comprehensive and well-coordinated plan for increasing literacy achievement and maintaining a safe and supportive school climate.

  • Emphasis on intervention for preventing or reversing reading failure and preventing inappropriate behaviors that disrupt the educational process.

  • Research-based interventions with levels of intensity; where the quality of the intervention is the most essential component.

  • Collaboration between administration, general education teachers, intervention teachers, and special education teachers.


Goals of rti literacy behavioral

Goals of RTI-Literacy/Behavioral

  • To intervene earlier, rather than waiting for students to fail.

  • To reduce the number of students identified with a learning disabilities or behavioral disabilities.

  • Although, RTI is a regular education initiative, it is driven by the IDEA law.


What are early intervening services

What are early intervening services?

Assistance given to students:

  • Who haven’t been identified yet as needing special education and related services

    But –

    -- Who may need additional support to succeed in the general education environment.


Why are early intervening services necessary

Why are early intervening services necessary?

  • It 9 times the resources to make a student a reader after the third grade level.

  • Behavior is shaped by the age of 9 years, students become a lot more aggressive after this age, they find “like” friends and the dynamics change leading to a unsafe learning environment for themselves and others.


Comprehensive rti framework

Comprehensive RTI Framework

  • Classrooms with differentiated instruction with research-based practices in literacy and behavior management.

  • Continuous progress monitoring of data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting a formal assessment of student progress during instruction.

  • A menu of interventions that meet the diverse needs of struggling readers and students with challenging behaviors.


Long term outcomes

Long-Term Outcomes

  • Reduce the dropout rate.

  • Decrease the learning gap for students who do have a disability.


Response to intervention r t i

Response to Intervention, (R.T.I.)

Literacy


Understanding the purpose of different programs

UNDERSTANDING THE PURPOSE OF DIFFERENT PROGRAMS

Programs are tools that are implemented by teachers to ensure that children learn on time.

Intervention

Core

Supplemental


Tier 1 differentiated instruction

Tier 1: Differentiated Instruction

  • Differentiation is instruction planned and delivered with precision in small, flexible groups of students.

  • All students in the classroom receive this, with special focus on those below benchmark.

  • Instruction is delivered every day during the reading block with varying intensity.

  • Small group assignment and instructional focus is determined by assessment results.

  • Intensity and explicitness of instruction focus is determined by assessment results.


Tier 2 strategic level

Tier 2: Strategic Level

  • Students who do not respond adequately to the core curriculum.

  • Smaller group of students-Approximately 15% of the students in school.

  • Considered “strategic” or “at-risk”

  • Provided supplemental instruction/intervention (in addition to the core curriculum), which takes place about 2-3 times per week and often in small group formats using standard protocol interventions.

  • Students progress monitored more frequently: 1 to 2 times per month.

  • Most students at this level will make sufficient progress given this supplemental instruction and are “returned” to the Benchmark level.


Tier 3 intensive level

Tier 3: Intensive Level

  • Students who do not respond adequately to core curriculum and strategic level interventions.

  • Approximately 5% of the students in school.

  • Considered in need of intensive intervention.

  • Provide high-quality, research-based intervention on a daily basis; individually or in small groups.

  • May use an individualized problem-solving model to derive instruction.

  • Student progress monitored more frequently: 1 to 2 times per week.

  • Changes are made to the student’s intervention based upon his/her data and progress toward a specified goal.

  • Students who make adequate progress at this level are returned to Strategic or Benchmark level.


Response to intervention r t i1

Response to Intervention, (R.T.I.)

Behavior

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to behave, we….teach?...remove?...punish?”

Why can’t we finish the last sentence as automatically as we do the first?


Understanding the purpose of different programs1

UNDERSTANDING THE PURPOSE OF DIFFERENT PROGRAMS

Programs are tools that are implemented by teachers to ensure that children’s behavior is socially appropriate and conducive to the learning environment.

Intervention

Core

Supplemental


Tier 1 direct instruction

Tier 1: Direct Instruction

  • To learn more socially appropriate ways of behaving, students must be directly taught the replacement behaviors.

  • Common language must be used across the district, (Little Deal/Big Deal, Ready/Not Ready, Easy/Hard and Your job/ My job).

  • Emphasize prevention in establishing and maintaining safe and supportive school climates.

  • Build a school environment where team building and problem skills are expected, taught and reinforced.

  • To retain new behaviors, students must be given specific, positive feedback and opportunities to practice in a variety of settings.

The reason Tier 1 must be 4 weeks or more- it takes 21 days to shape a behavior, (days 14 to 17 will be the most challenging).


Tier 2 strategic level1

Tier 2: Strategic Level

  • Designed to provide intensive or targeted interventions to support students who are not responding to Primary Prevention efforts.

  • Secondary Prevention efforts are more intensive since a smaller number of students engaging in more serious problem behavior and need a little more support.


Malone central school district

Tier 3: Intensive Level

  • Provided for students who are non-responsive to Tier 1 & 2 interventions.

  • Students who engage in disruptive or aggressive behaviors that require the intervention of additional staff.

  • Program alternatives may be considered at this tier.


Instructional support teams ist

Instructional Support Teams, (IST)

Often a multi-disciplinary team of school professionals who meet on a regular basis to address teachers’ concerns about struggling students and to help design intervention plans. The purpose of the team is to be an effective problem-solving group that:

  • Assesses teachers’ concerns about student academic and/or behavioral difficulties.

  • Identifies student strengths, interests and talents,

  • Reviews baseline data that has been collected,

  • Sets projected outcomes and methods for measuring progress,

  • Designs specific intervention plans,

  • Reviews and monitors intervention plans,

  • Develops a plan to communicate plan/results with student’s parents.


Malone central school district

Literacy RTI

Behavioral RTI

Intensive Interventions,

Tier 3

Intensive Interventions,

Tier 3

1-5%

1-5%

Targeted Interventions, Tier 2

Targeted Interventions, Tier 2

5-10%

5-10%

Universal InterventionsAll Students

Preventative & Proactive

PBIS

Tier 1

Core Program & Universal Interventions All students Tier 1

80-90%

80-90%


Malone central school district

“Nothing will ever be attempted, if all possible objectives must first be overcome,”

~Samuel Johnson, Rasselas, 1759


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