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Response to Intervention

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Dickey LaMoure Multidistrict. Special Education Unit Schools ... Schools that use RTI find every resource possible in their building to assist with the process. ... – PowerPoint PPT presentation

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Title: Response to Intervention


1
Response to Intervention
  • Dickey LaMoure Multidistrict
  • Special Education Unit Schools
  • Spring, 2006

2
What is Response to Intervention?
  • RTI is a PHILOSOPHYa PROCESS it is NOT a
    program.
  • RTI is a process for providing early intervening
    services to students who have not been identified
    as needing special education but who need
    additional academic and/or behavioral support to
    succeed in a general education environment.
  • RTI involves monitoring of student progress and
    the use of this data to make decisions about
    instructional needs and interventions.
  • RTI involves SOME of what you are already doing.

3
Who Is Entitled to RTI??
  • RTI is about children who are NOT successful in
    school.

4
What is the benefit???
  • The benefit to students is that they do not have
    to wait and fail miserably before interventions
    can take place.
  • Intervention can take place early enough to make
    a difference.
  • The process embraces scientifically based
    practices.

5
REMEMBER!!!
  • It is important for us to keep in mind that this
    is NOT JUST ABOUT STUDENTS WHO ARE BEING REFERRED
    TO SPECIAL EDUCATION.
  • This is about ALL students who are not successful
    in school.

6
Who does RTI?
  • RTI is a general education responsibility,
    however, resources should be pooled, such as
    Title I and Special Education.
  • Schools that use RTI find every resource possible
    in their building to assist with the process.
  • Classroom teachers
  • Special education
  • Title I
  • Students
  • Paraprofessionals
  • Others

7
Definitions
  • Three key terms we need to understand fully
  • Adaptations
  • Modifications
  • Interventions
  • They are ALL about doing something different
    for kids, but are very different from one
    another.

8
Adaptations (or Accommodations)
  • Adaptations (or accommodations) are provisions
    that are made in how a student accesses and/or
    demonstrates learning and DO NOT SUBSTANTIALLY
    CHANGE instructional level or content.

9
Examples of Adaptations/Accommodations
  • Examples of accommodations often refer to six
    categories
  • Setting (administering a test in a small group
    or in a separate location)
  • Presentation (provide an audio tape highlight
    directions increase the size of the answer
    bubbles on a test)
  • Timing (extend the time allowed to take a test)
  • Response (different format of test tape
    recording answers instead of writing)
  • Scheduling (administer the test in several
    sessions administer the test over several days)
  • Other (Special test preparation on-task
    focusing prompts)

10
Modifications
  • A modification involves a change in what a
    student is expected to learn.
  • The instructional level or benchmark is
    substantially changed
  • a substantial change in the number of key
    concepts mastered within a benchmark is made
  • or a substantial change in content is made.

11
Examples of Modifications
  • The student is held accountable for some of the
    key concepts presented, but not for others.
  • The student may be responsible for one of three
    assignments of a particular unit being taught.
  • The student may be in the classroom for the
    presentation of the material, but does not take
    tests on the material.

12
Interventions
  • An intervention is extra help or extra
    instruction
  • that is targeted specifically to skills that a
    student has not acquired.
  • Interventions involve approaches that provide
    numerous opportunities for practice, feedback and
    error correction for struggling students.
  • May involve changing group size, changing
    materials and strategies involving presentation
    of material, or moving the student to a different
    group.

13
Examples of Interventions
  • The student achieved a score of 70 on a math
    computation test, adding single digits with sums
    up to 10. In addition to his core instruction,
    he will be provided additional small group
    instruction, reteaching the computational skills
    in which he struggled, at a level where he can
    meet success. This is done using multiple
    means/modes of presentation and practice of those
    skills.

14
Examples of Interventions
  • On a post-unit reading test, the student scored
    at a 75 level on short vowel sounds. The
    student will be provided small group instruction
    at a level at which he can be successful. This
    involves the use of multiple means of
    presentation and practice in the mastery of short
    vowel sounds.

15
Examples of Interventions
  • On DIBELS testing, a kindergarten student scored
    at a level significantly lower than his peers in
    Letter Naming Fluency. The student will be
    placed in small group instruction at a level with
    which the student can be successful, and given
    additional multi-modal instruction and practice
    on letter names.

16
What Is Used In RTI?
  • The focus for Response To Intervention is
  • to provide Interventions
  • (the idea being that if intervention takes place
    early enough and intense enough and often enough,
    there will be great benefits for students)

17
????
  • This is NOT rocket
  • science stuff!
  • This is GOOD teaching!

18
Problem-Solving is Necessary
  • RTI involves a problem-solving process and will
    involve a TEAM of people to be used somewhere
    within the process.
  • BLST teams will no longer exist
  • BLST teams will be replaced with School-based
    Intervention Teams, which our schools will call
    SBIT Teams.

19
Similarities Between BLST SBIT Teams
  • BLST SBIT Teams are alike in that they are
    both problem-solving based teams and they both
    deal with student academic behavioral issues.

20
Differences Between BLST SBIT Teams/Process
  • SBIT is more fluid/more flexible in membership
  • SBIT is data driven DIBELS, Metropolitan,
    Curriculum-based Assessment, Mastering Math Facts
    are examples of data
  • Single interventions are used at one time
  • (better able to track data)
  • SBIT process STARTS with data in order to
    substantiate that a problem exists and where
  • SBIT requires accurate information to be
    communicated regularly
  • Assistance is designed to IMPROVE learning

21
Tiers of Instruction
  • Tier I Core Instruction classroom with DI
  • Tier II Small group instruction extra
    practice on targeted skills
    mastery learning is essential
  • Tier III Smaller group instruction additional
    practice more intense longer duration
  • Tier IV Referral for special education
    eligibility

22
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23
Assessment is a KEY
  • Ongoing assessment throughout the RTI process is
    vital for success.
  • Assessment is viewed somewhat differently it is
    more functionally based or based on curriculum,
    or what it is the student is actually working on
    at the time. Purpose is for progress monitoring.
  • This assessment information is then also used as
    a part of the SLD evaluation IF it is determined
    that the child needs to be referred to special
    education.

24
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25
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27
How Do We Proceed?
  • Pilot in K, 1 2. SBIT team process in 3-6.
  • We all need to lay aside turf issues.
  • We need to utilize every resource possible.
  • No one is eliminated as a possible resource at
    any Tier Level.
  • We need to understand that this is about
    assisting ALL struggling students, not about
    referring students to get them into a program.
  • We need to understand that the focus is on skill
    remediation, and not about adapting and/or
    modifying things to make it work for the child.

28
What About Speech Referrals?
  • Articulation referrals will go to the BUILDING
    PRINCIPAL and no longer go through a BLST
    process.
  • Language referrals will go through the SBIT team
    process.

29
Parent Involvement
  • Parents will be invited to join, however, they
    are not required to attend the
  • SBIT meetings.

30
Parent Choice
  • Parents will not have a choice in terms of
    whether their child participates in RTI, as RTI
    is viewed as a part of the regular education
    system of delivering good, solid education to
    students.
  • In cases where Title I Services are denied,
    Tiered Interventions will still be done.

31
Is it right for us?
  • It makes sense to intervene early and assist
    children before they fail miserably.
  • It makes sense to pool resources and work
    together for the betterment of all students

32
Is it right for us??
  • Timeliness
  • Differentiated instruction fits perfectly with
    RTI.
  • One seems to REQUIRE the other.

33
It Makes Sense
  • It promotes a more efficient and effective use of
    data and resources to better serve the needs of
    all students.
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