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Response to Intervention: Linking Statewide Initiatives. Response to Intervention (RtI). What is it? a philosophy a system a shared responsibility a way to know if what we’re doing is working. RtI: a philosophy.

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response to intervention linking statewide initiatives
Response to Intervention:

Linking Statewide


response to intervention rti
Response to Intervention (RtI)
  • What is it?
    • a philosophy
    • a system
    • a shared responsibility
    • a way to know if what we’re doing is working
rti a philosophy
RtI: a philosophy

If a student isn’t performing as expected, we will change what WE’RE doing …

and continue problem solving until we find what works.

rti a system
RtI: a system
  • Organizer: the Problem Solving Approach
  • Tools:
    • Assessment
    • Interventions
    • Progress Monitoring
  • Support: the Expanding Circle
rti a shared responsibility
RtI: a shared responsibility
  • This is about each and every …
    • student
    • class
    • school
    • district
  • For district-wide success, it needs to be everybody’s business
rti a way to know if what we re doing is working
RtI: a way to know if what we’re doing is working
  • It’s really about a specific student’s learning – has s/he Responded to Intervention? Have we learned what it takes … yet?
  • So, however you’re using “RtI” at the moment, keep the individual student’s performance in mind.
How are “RtI” philosophy

and components already

being implemented

in Rhode Island?

personal literacy plan plp
Personal Literacy Plan (PLP)


  • a problem-solving approach for improved student reading
  • a framework designed to meet the needs of an individual student, accelerating said student up to grade level
  • appropriate and focused instruction for struggling readers beyond the context of classroom instruction for all students
rhode island reading first program
Rhode Island Reading First Program

Goal: to produce successful readers

  • requires high quality, comprehensive K-3 classroom reading instruction for all children
  • implements a scientifically based reading curriculum and program
  • uses strong assessment data to guide instructional decisions
  • incorporates intervention and supplementary instruction based on student need
reading first funds support
Reading First Funds Support:
  • Valid and reliable screening, diagnostic, progress monitoring, and outcome based assessments
  • Scientifically-based instructional programs, materials and instruction
  • Coaches, as embedded professional development
features of scientifically based reading instruction
Features of Scientifically Based Reading Instruction
  • Data-driven
  • Explicit instructional strategies
  • Systematic instruction
  • Ample practice opportunities
  • Aligned student materials
  • 90+ minutes of uninterrupted core reading instruction
scaffolded framework for secondary literacy
Scaffolded Framework for Secondary Literacy
  • Framework for teaching and learning
  • Vehicle for developing literacy in each content area
  • Literacy is defined as:

 reading

 writing

 speaking

 listening

scaffolded framework for secondary literacy1
Scaffolded Framework for Secondary Literacy

Assessment – students are screened using state assessment data and/or a local screening process to identify which students are reading below grade level. Students who are identified as reading below grade level are diagnostically assessed to determine strengths and weaknesses.

scaffolded framework for secondary literacy2
Scaffolded Framework for Secondary Literacy
  • Intervention – Diagnostic assessment results are used to make a student-by- student decision about additional reading instruction and intervention(s)
scaffolded framework for secondary literacy3
Scaffolded Framework for Secondary Literacy
  • Progress Monitoring – a record of a student’s literacy progress is maintained.
  • Determines:

◊ the success of the intervention(s) to


◊the future course of action for the


principles of learning ifl
“Principles of Learning” (IFL)
  • “Organizing for effort” – expectation that all students can achieve; support provided
  • “Clear expectations” – appropriate targets
  • “Fair and credible evaluations” – aligned to standards, clear results of learning efforts
  • “Academic rigor” – expecting and supporting high student performance
  • “Accountable talk” – accurate and relevant evidence-based decisions …
learning beyond grade level
Learning Beyond Grade Level

Using a problem-solving approach in an expanded circle of support

  • To determine areas and levels of student performance beyond grade level
  • To design experiences and activities to challenge students and keep them learning – broader, deeper, higher – as appropriate
  • To measure effectiveness of these interventions on student performance and satisfaction
special education decisions
Special Education Decisions

Using evidence of the student’s response to interventions to help determine:

  • if there is a suspicion of a disability that requires further evaluation
  • if there is a disability
  • if the student has made progress toward IEP short-term and long-term goals
  • if the student still has a disability when a reevaluation is done