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RTI Response To Intervention

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(Response To Intervention) What are the Tiers and How do They Work? ... Basic principle the greater the needs of a student, the more intense the intervention ... – PowerPoint PPT presentation

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Title: RTI Response To Intervention


1
RTI (Response To Intervention)
2
(No Transcript)
3
What are the Tiers and How do They Work?
  • Mult-tiered systems are organized around levels
    of instruction or interventions that are matched
    to the needs of students.
  • Goal is the improved performance of all students.
  • Basic principle the greater the needs of a
    student, the more intense the intervention

4
What are the Tiers and How do They Work?
  • Typically, Tier 3 is needed for a small portion
    of students.
  • If prevention does not work, early
    identification-early intervention is the next
    best alternative.
  • Multi-tiered systems also promote improved
    performance for all students by organizing
    educational resources efficiently, rationally,
    and effectively.

5
Prevention and Early Identification-Early
Intervention
  • An ounce of prevention is worth a pound of
    cure.
  • Prevention is the most economical and humane
    method know to educators.
  • Reduce the prevalence and severity of significant
    achievement and behaviour problems.

6
Prevention and Early Identification-Early
Intervention
  • When problems do emerge, interventions are
    implemented before these problems become too
    severe and too difficult to solve.

7
Prevention and Early Identification-Early
Intervention
  • Multi-tiered systems use early screening for
    potential problems and use progress monitoring
    against benchmarks.
  • If students are achieving at or above benchmarks
    indicates that general ed. Program is
    sufficient.
  • If students are below increasingly intense
    interventions are applied to improve their
    academic performance.

8
Prevention and Early Identification-Early
Intervention
  • Academic performance and behaviour are
    connected. Academic success or failure both
    influences and is influenced by behaviour.
  • Effective, challenging instruction also
    influences and is influenced by behaviour.
  • Tiered systems promote early intervention into
    both the academic and behaviour problems that
    students experience.

9
Differences Across Tiers
  • Tiers are linked to one another.
  • They are different in several ways.
  • Primary differences are in the intensity of
    students, the intensity of instruction/interventio
    n, and the precision of measuring student
    progress.

10
Differences Across Tiers (cont.)
  • Intensity of need
  • is defined as how far below benchmark
    standards the students current performance is
    and the students rate of progress.
  • the greater the gap between performance
  • and rate of progress, the greater the need

11
Differences Across Tiers
  • Intensity of Instruction
  • Defined by conditions including the size of
    the instructional group, the amount of time
    devoted to instruction in a specific area, the
    degree to which instructional objectives are
    analyzed in terms of prerequisite skills and
    whether they are taught systematically, the
    frequency of feedback about performance, and the
    use of incentives to increase and sustain
    motivation.

12
Differences Across Tiers
  • Measurement frequency and precision
  • Example all students are screened for
    academic/behavioural problems in Tier 1.
  • Progress is assessed perhaps 2-3 times a
    yr.
  • Students who are below benchmarks assessed
    maybe twice a month (Tier 2).
  • Tier 3 monitoring once a week or more

13
Multiple Tiers of Prevention and Intervention
  • Tier 1
  • Involves all students
  • Vast majority of students (80-85) should be on
    course to meet school/provincial standards
  • If 80-85 do not meet performance level changes
    in the general education academic and behaviour
    curriculum and instruction likely are needed.

14
Multiple Tiers of Prevention and Intervention
  • Tier 2.
  • Some students (10-15) may not respond
    sufficiently to even the most effective Tier 1
    instruction and curricula.
  • Greater needs more intense intervention
  • Delivered in the general classroom (some may be
    outside small-group pullout, lower
    teacher-student ratio, more systematic and
    focused instruction, more frequent assessment.
    (cont.)

15
Tier 2 (cont.)
  • Mastery requirements of content
  • Frequency of progress monitoring (weekly)
  • Duration 9-12 weeks, repeated in needed
  • Instructor by trained and supervised personnel
    (not the classroom teacher)
  • Results back to Tier 1
  • - remains in Tier 2
  • - more support required Special ed
    referral

16
Multiple Tiers of Prevention and Intervention
  • Tier 3.
  • a comprehensive evaluation to determine special
    education needs and eligibility is required.
  • instruction/interventions are expected to extend
    over a period of one or more years.

17
Scientifically Based Instruction
  • AKA evidence-based instruction
  • To implement academic and behavioural
    interventions that have proven effective when
    matched to specific student needs
  • Applying the most effective instruction/interventi
    ons possible.
  • Critical factor is the preparation of educational
    professionals

18
Preparation of Teachers and Professional in
Related Services
  • Each Tier depends on teachers, higher Tiers
    depend on both teachers and other personnel such
    as counselors, speech/language pathologists, and
    psychologists.
  • Expertise from multiple disciplines is required
    as student needs become more complex and intense.
  • Expertise in evidence-based instruction and
    behavioural interventions is essential, along
    with competencies in assessing progress,
    comparing results, and applying decision rules to
    determine changes in interventions and/or goals.

19
Multiple Tiers of Prevention and Intervention
  • Preparation and continuing ed for teachers and
    professionals is impt.
  • For example, most teachers are not well prepared
    in scientifically based reading instruction, in
    effective classroom organization and behaviour
    management, in critical competencies related to
    improved achievement, or in overcoming gaps among
    groups

20
Multiple Tiers of Prevention and Intervention
(cont.)
  • Also, most teachers are prepared in monitoring
    progress, graphing results, and conducting
    formative evaluation.
  • Fewer have training required for delivering Tier
    1 and Tier 3 academic and behavioural
    interventions.
  • Note not all teachers have to be trained to
    work in all three levels.

21
School Personnel Responsibilities
  • Classroom teacher
  • Specialists/Support staff
  • Administration

22
School Personnel Responsibilities
  • Classroom teachers
  • Provide scientifically based core instruction
  • Support implementation of school-wide screening
  • Monitor student progress through curriculum-based
    measurement (CBM)
  • Use data to inform instructional decision-making,
    analyze progress to determine which students are
    at risk.
  • Participate in PD
  • Collaborate with teams to formulate plans for
    at-risk students (students moving into Tier 2 )

23
School Personnel Responsibilities
  • Specialist/Support staff
  • Support implementation of school-wide screening
    to identify students who may be at-risk
  • Collaborate with classroom teachers to monitor
    student progress and assist in analyzing progress
    to determine which students are at-risk and
    require more intense instructional support.
  • Participate in PD

24
School Personnel Responsibilities
  • Administration
  • Ensure that scientifically based core
    instructional programs are provided for classroom
    teachers
  • Ensure school-wide screening
  • Ensure progress monitoring of students (CBM)
  • Ensure measures to monitor Tier 1 interventions
    are in place
  • Oversee analysis of the progress monitoring
    results to determine which students are at-risk
    and require more intense instructional support.
  • Ensure that teachers are provided regular PD

25
Summary
  • Teaching and related services personnel are
    critical to successful implementation of
    multi-tiered systems.
  • Student needs drive decisions regarding to what
    Tier a student belongs and what level of
    intervention may be needed.
  • Emphasis is placed on prevention and early
    identification.
  • Universal screening and assessment of progress
    that students make toward achieving academic and
    behavioural goals establish the data used in
    decision making about student needs.
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