Response to intervention and gifted and talented programming fit fight or fudge
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Response to Intervention and Gifted and Talented Programming Fit, Fight or Fudge?. Greater Dane County TAG Network September 21, 2007 “Its not about teaching, it’s about learning Jeffery Brader. What is Response to Intervention (RTI)?. Multi-tiered service delivery intervention model

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Response to Intervention and Gifted and Talented Programming Fit, Fight or Fudge?

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Response to intervention and gifted and talented programming fit fight or fudge

Response to Intervention and Gifted and Talented ProgrammingFit, Fight or Fudge?

Greater Dane County TAG Network

September 21, 2007

“Its not about teaching, it’s about learning

Jeffery Brader

Kueht 2007


What is response to intervention rti

What is Response to Intervention (RTI)?

  • Multi-tiered service delivery intervention model

  • A student with academic delays is given one or more research-validated interventions

  • The student’s academic performance is monitored frequently to see if those interventions are sufficient to help the student catch up with his or her peers

  • If the student fails to show significantly improved academic skills despite several well designed and implemented interventions, this failure to ‘respond to intervention’ can be viewed as evidence of an underlying learning disability

Kueht 2007


Advantages of rti

Advantages of RTI

  • Students are provided with early intervention. RTI does not wait for students to fail

  • Assessment data are collected frequently to inform the teacher of student performance and to decide which tier of instruction is appropriate for students

Kueht 2007


Three tier model of rti

Three-Tier Model of RTI

  • Tier 1-Core Instructional Interventions

    • All students

    • Preventive, proactive

  • Tier 2-Targeted Group Interventions

    • Some students (at-risk)

    • Assessment-based

    • High efficiency

    • Rapid Response

  • Tier 3-Intensive, Individual Interventions

    • Individual students

    • Assessment-based

    • High intensity

    • Of longer duration

Tenhagen/Kueht 2007


Moving through the tiers

Moving through the Tiers

  • Tier 1 (Screening and group interventions)

    • General education curriculum

    • Universal screening (DIBELS, AIMSWEB, MAP)

      • Administered three times per year

    • Analysis of data from screening indicates which students are performing below their same age peers and thus may need further interventions at Tier 2

    • The lowest performing students (approximately 15% to 20%) as indicated from the universal screeners will be recommended for further interventions at Tier 2

Tenhagen/Kueht 2007


Moving through the tiers1

Moving through the Tiers

  • Tier 2 (Targeted short-term interventions)

    • Supplemental instruction is provided to those students who displayed poor response to the group instructional procedures used in Tier 1

    • Example Tier 2 interventions: Title 1, peer tutoring, homework club, tutoring from special education teachers

    • Students’ progress in Tier 2 is documented through progress monitoring data

      • The data determines the next steps in discontinuing, continuing, or revising the current interventions

      • Students who fail to display meaningful progress in spite of support are referred to Tier 3 and may demonstrate a need for a special education evaluation

Tenhagen/Kueht 2007


Moving through the tiers2

Moving through the Tiers

  • Tier 3 (Intensive instruction)

    • Intensive instructional interventions are implemented to increase a student’s rate and amount of progress

    • Interventions in Tier 3 are generally long-term interventions that may or may not include the provision of special education services

    • If a student’s learning history and performance problems warrant it, a multidisciplinary team may determine if a student has a disability and needs special education

      • The data used for this determination are the data gathered through the provision of supplemental services in Tiers 1 & 2

Tenhagen/Kueht 2007


Three tier model of rti1

Three-Tier Model of RTI

  • Tier 1-Core Instructional Interventions

    • All students

    • Preventive, proactive

  • Tier 2-Targeted Group Interventions

    • Some students (at-risk)

    • Assessment-based

    • High efficiency

    • Rapid Response

  • Tier 3-Intensive, Individual Interventions

    • Individual students

    • Assessment-based

    • High intensity

    • Of longer duration

Tenhagen/Kueht 2007


Possible placement criteria

Possible Placement Criteria

Fall Mathematics

Fall Reading

Median is 50th percentile

“Gifted” is 95th percentile

NWEA Guidelines 2005


Resources for rti

Resources for RTI

  • http://www.jimwrightonline.php.rti/rti_wire.php

  • http://reading.uoregon.edu

  • http://www.studentprogress.com (Click on the summer institute link)

  • http://www.nasponline.org

  • http://www.nrcld.org

  • http://www.nasdse.org (See document: Response to Intervention: Policy Considerations and Implementation)

Kueht 2007


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