What is an Intervention?. Rhode Island RTI Initiative Module Two 2007. Goals of This Module. 1. To develop an understanding of … the importance of a school-wide approach to interventions; why interventions are needed after examining student / school data. what an intervention is; and
Rhode Island RTI Initiative
1. To develop an understanding of …
2. To consider and discuss with colleagues what you already have in place for interventions in your school and district and what your next steps are in developing a school-wide model of instruction and interventions.
-Academic or Behavioral
-Standard Treatment Protocol / Problem Solving Model
-a plan for implementation (e.g. PLP, IEP, 504)
-criteria for successful response
-assessment to monitor progress
Picture retrieved from: sneakers.pair.com/ l/school.jpg, 3/2005
“If you teach the same curriculum, to all students, at the same time, at the same rate, using the same materials, with the same instructional methods, with the same expectations for performance and grade on a curve you have fertile ground for growing special education.”
Gary Germann, 2003
Discussion of examples the same time, at the same rate, using the same materials, with the same instructional methods, with the same expectations for performance and grade on a curve you have fertile ground for growing special education.”
Intro to next section… What is an Intervention?
How is this intensifying the instruction
happening in the classroom?
Define Problem Intervention
Develop a Plan
Turn and Talk InterventionIntervention or Not?
A group of 6 students in Mrs. Jones’s 3rd grade class is receiving guided reading using Level L materials 3x per week for 20 minutes with the classroom teacher.
2. A group of 4 students in Mr. Smith’s 4th grade are working with the teacher 4 times a week for 15 minutes to increase math fact fluency. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected at the end of each session.
3. A student was not able to have his materials ready at the start of each period; thereby impacting the student’s overall academic performance in the classroom. The teacher charted how often this was an issue as compared to his peers. The teacher designed a file system for the boy and monitored his assignment completion each period for 3 weeks.
It is about time!
You have got to be kidding!
1. Problem Identification
5. Plan Evaluation
2. Problem Analysis
With Expanding Support
4. Plan Implementation
3. Plan Development
Class-wide assessment is administered. Struggling readers are identified.
Frequent progress monitoring is done to assess struggling students’ performance levels and rates of performance.
Struggling students are presented with one standard validated intervention. Everyone who didn’t meet benchmark will be in the Tier 2 intervention group. Instructor differentiates as necessary.
Students whose progress is insufficient in Tier 2 may receive even more intensive instruction that is individually designed to meet his/her needs. Some may qualify for special education services based on the progress monitoring data.
+ School team controls quality of intervention are identified.
+ All faculty trained
+ Intervention/ evaluation less confounded
+ Less team time
- One size fits all
- “One shot” intervention
- Potential for limited buy inRTI Models Protocol Model: School prescribesand isolates specific intervention
+ Relies on existing expertise are identified.
+ Provides increased flexibility
+ Uses existing school data
+ choice = Buy in
- Increased complexity in training and implementation
- More confounded… more susceptible to anecdotal/subjective analysisRTI ModelsProblem solving: Team evaluates curriculum , need and type of intervention