Response to intervention
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Response to Intervention. Response to Intervention. It is a General Education Initiative that can be used for all students in all grades. . Response to Intervention. Provides ALL students High Quality Instruction using Scientific, Research Based Practices

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Response to Intervention

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Response to intervention

Response to Intervention


Response to intervention1

Response to Intervention

It is a General Education Initiative that can be used for all students in all grades.


Response to intervention2

Response to Intervention

Provides ALL students

High Quality Instruction using Scientific, Research Based Practices

Early Intervention for those who need it

NO MORE WAIT TO FAIL.

Accountability


Response to intervention3

Response to Intervention

RTI looks different depending on school.

Elementary school

Early Intervening Services

Middle and High School

Clear and direct purpose


Response to intervention4

Response to Intervention

Focus on:

  • Better Tools

  • Better Training

  • More Support

    (teachers, parents and students)


Response to intervention5

Response to Intervention

Students Get the Services They Need As Soon As They Need Them


Response to intervention6

Response to Intervention

What it is not…

  • The old way, with a new label

  • Expecting GE teachers to meet needs of ALL students (i.e. 25 students, 25 interventions)

  • A referral driven process that considers students one at a time (lots of paper, lots of testing, lots of meetings)


Response to intervention7

Response to Intervention

NCLB and IDEA Blueprint for RTI

Focus on more careful attention to attempts to Provide Quality Instruction


Response to intervention8

Response to Intervention

Recent Thinking

Special Education Eligibility has been the focus and it has diverted essential resources from intervening and meeting the needs of students.


Response to intervention9

Response to Intervention

RTI and the Law (IDEA 2004)

  • Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability

  • Must permit the use of a process based on the child’s response to scientific, research-based interventions


Response to intervention10

Response to Intervention

In the Law “Scientific, research-based intervention” is used more than 100 times


Response to intervention11

Response to Intervention

Good News

The LEA may use 15% of its funds to “develop and implement coordinated, early intervening services for students K-12 who are not currently identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment” [300.227]


Response to intervention12

Response to Intervention

3 Tier Model


Response to intervention13

Response to Intervention

Tier 1

Achieved through the School Improvement Team where they identify the school needs and understand school and program outcome data.


Response to intervention14

Response to Intervention

Tier 1

Delivery of a Scientifically Based Core Program that has:

  • Fidelity

  • Intensity

  • Passion

  • Reasonable Accommodations

    If Done Well, We Expect to Meet the Needs of Most…Some Will Need More


Response to intervention15

Response to Intervention

Tier 2 is “MORE”

  • More Time

  • More Explicit Teacher-Led Instruction

  • More Scaffolded Instruction

  • More Opportunities to Respond with Corrective Feedback

  • More Language Support, Especially Vocabulary

  • More Intensive Motivational Strategies

  • More Frequent Progress Monitoring


Response to intervention16

Response to Intervention

Tier 2

  • Can be achieved through grade level teams with specialized support

  • Think of it as “Triage and Sort”

  • Meets at least monthly to use universal screening data to allocate students to programs and review Tier 2 Students’ Progress (i.e. A.I.P.s)


Response to intervention17

Response to Intervention

Tier 3 is “MOST”

  • Most time

  • Most Explicit Teacher-Led Instruction

  • Most Scaffolded Instruction

  • Most Opportunities to Respond with Corrective Feedback

  • Most Language Support, Especially Vocabulary

  • Most Intensive Motivational Strategies

  • Most Frequent Progress Monitoring


Response to intervention18

Response to Intervention

Tier 3

  • Can be achieved through the Problem Solving Team (RTI Committee, CARE TEAM, TSST, IST)

  • Meets to Review Progress for Tier 3 Students Not progressing and/or RTI as an eligibility process


Response to intervention19

Response to Intervention

Where do we begin??

A blueprint that tells us:

  • What do we have?

  • What do we need to build


Response to intervention20

Response to Intervention

And outlines our short term and long term goals for

  • Staff Development

  • Building More Powerful Tier 2 Interventions (A.I.P.s)

  • Define and Teach your problem solving process

  • Build more effective Teams with Teachers in Mind

  • Making Special Education SPECIAL


Response to intervention21

Response to Intervention

We need your input…

  • Forms

  • Training

  • Implementation


Response to intervention22

Response to Intervention

Good websites to reference for more information.

www.fcrr.org

www.texasreading.org

www.corelearn.com

www.successfulschools.org

www.pbis.org

www.interventioncentral.org

www.rtinetwork.org

www.ed.gov/Math Panel/


Response to intervention23

Response to Intervention

Lynn Terrill Walters, M.A., C.A.S.

School Psychology Specialist

(Bates, Scott and Mills High)

[email protected]

[email protected]

Office (501) 490-5831

Bates (501) 897-2171


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