RESPONSE TO INTERVENTION - PowerPoint PPT Presentation

Loading...

PPT – RESPONSE TO INTERVENTION PowerPoint presentation | free to download - id: 3ff437-ODNmN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

RESPONSE TO INTERVENTION

Description:

RESPONSE TO INTERVENTION Overview for Secondary Leadership Teams October 2008 Delaware Department of Education What is Response to Intervention (RTI)? – PowerPoint PPT presentation

Number of Views:60
Avg rating:3.0/5.0
Slides: 52
Provided by: lsa54
Learn more at: http://www.doe.state.de.us
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: RESPONSE TO INTERVENTION


1
RESPONSE TO INTERVENTION
  • Overview for Secondary Leadership Teams
  • October 2008
  • Delaware Department of Education

2
Know Understand Do
What is RTI? Three-Tier Model State Requirements Funding Sources What other state initiatives support/ meet requirements Implementing the core components of Response to Intervention supports secondary schools efforts to effectively and efficiently respond to the instructional and behavioral needs of all students so they all meet or exceed grade level expectations. Evaluate current practices, and policies to identify what is already in place and working. Analyze the needs/skills of all staff and students to effectively match instruction to needs. Develop a comprehensive plan for next steps.
3
(No Transcript)
4
What is Response to Intervention (RTI)?
  • Effective Educational Practices for All
  • RTI is the practice of providing high-quality
    instruction and intervention matched to student
    need, monitoring progress frequently to make
    decisions about change in instruction or goals
    and applying child response data to important
    educational decisions. RTI should be applied to
    decisions in general, remedial and special
    education, creating a well-integrated system of
    instruction/intervention guided by child outcome
    data.
  • (NASDSE, 2005)

5
Core Principles of RTI
  • We can effectively teach all children
  • Use research-based, scientifically validated core
    instruction with fidelity
  • Use assessment data to inform instructional
    decisions (variety of data including screening
    and progress monitoring)
  • Use a problem solving method to make decisions
    within a multi-tier model of service delivery
  • Use research-based, scientifically validated
    interventions matched to student need with
    continuous progress monitoring
  • Intervene early
  • Use data as part of the evaluation process for
    determining eligibility for special services

6
RTI
  • First.
  • Look at how system addresses student needs
  • It is our responsibility to identify the
    curricular, instructional, and environmental
    conditions that enable learning
  • Before.
  • Looking to the individual learner to explain why
    students are struggling

7
  • Tier III
  • Students with insufficient progress in
  • Tier I/Tier II
  • Sustained Intensive Interventions
  • Possible Special Education Identification
  • for students with insufficient progress
  • with Tier III interventions

Three Tiered Model
5
  • Tier II
  • Students with insufficient
  • progress in Tier I
  • Group and individual
  • research-based
  • interventions

Increasing Support
15
  • Tier I
  • All Students
  • Core Class Instruction

Special Services
80 of Students
8
Advantages of Multi-tiered Approaches
  • Provides instructional assistance in a timely
    fashion
  • Helps ensure a students poor academic
    performance is not due to poor instruction or
    inappropriate curriculum
  • Informs teacher and improves instruction because
    assessment data are collected and closely linked
    to interventions
  • Serves students who require little intervention
    as well as students who require long term
    intervention
  • Matches level of support to student need
  • Informs instructional needs for special education
    decisions
  • Allows for exit from special education when
    appropriate based on ongoing measurement of
    progress and response to intervention

9
Why RTI?
  • Implementation of RTI is predicated on effective
    practices in general education classroom
  • Students can not be identified as having a
    learning disability if their difficulty is due to
    a lack of instruction
  • Programs need to be research-based and
    implemented as designated
  • Prevention-oriented
  • RTI requires a way of thinking about
    instruction, academic achievement, and individual
    differences that makes it impossible to implement
    without fully involving general education
    (Technical Assistance Paper, ODE, p. 2)

10
  • Delaware
  • Regulations
  • on
  • RTI
  • Effective Date June 11, 2008
  • (reflects changes to the
  • August 11, 2007
  • RTI Regulations)

11
RTI Phase-In
  • RTI required for reading in elementary grades
    will begin with 2008-2009 school year
  • RTI required for math in elementary grades will
    begin with a schedule determined by DDOE
  • RTI required for secondary will begin with a
    schedule determined by DDOE
  • Students who are already eligible for special
    education will not have to be evaluated under RTI
    until their next required reevaluation

12
General requirements
  • DOE-approved rubrics must be used to select
    programs of instruction and Tier 2 and Tier 3
    interventions for reading and mathematics
  • Most interventions at all Tiers occur in the
    general education classroom
  • Fidelity of implementation of instruction and
    interventions and adherence to the core
    curriculum are critical
  • 80 rule and school based team review

13
General Requirements
  • All elementary students will be screened at least
    three times per year
  • First screening for at risk students within 2
    weeks of beginning of school
  • Screening for all students shall be regularly
    spaced throughout the school year
  • All students at risk at the secondary level will
    be screened at least three times per year
  • Screening for all students shall be regularly
    spaced throughout the school year
  • Screening instruments will be norm referenced or
    curriculum based
  • Progress monitoring instruments must be
    curriculum based

14
TIER 1
  • Students not at benchmark on any screening
  • At or below 25 percentile on norm referenced
    assessment or designated cut point on curriculum
    based measure
  • Provide Tier 2 interventions in addition to core
    program
  • Between 25 percentile on norm referenced
    assessment or designated cut point on curriculum
    based measure and benchmark
  • School based team reviews program and progress
  • At least 6 weeks of Tier 1 interventions
  • Progress monitor every two weeks

15
TIER 2
  • Weekly progress monitoring
  • Small group
  • At least 90 minutes per week
  • No less than 2 sessions per week
  • At least 6 weeks of Tier 2 interventions
  • For students identified in need of intervention
    in both reading and math, instructional support
    teams will design intervention for no less than
    120 minutes

16
TIER 2 (continued)
  • If no progress, or insufficient progress, after 6
    weeks of Tier 2 interventions, then Instructional
    Support Team reviews
  • Additional assessments?
  • Changes in instruction or behavioral
    interventions?
  • Child requires Tier 3 interventions?
  • If no progress, or insufficient progress, after
    12 total weeks of Tier 2 interventions, child
    moves to Tier 3 interventions

17
TIER 3
  • Weekly progress monitoring continues
  • Smaller group than Tier 2
  • At least 150 minutes per week
  • No less than 4 sessions per week
  • At least 6 weeks of Tier 3 interventions
  • For students identified in need of intervention
    in both reading and math, instructional support
    teams will design intervention for no less than
    180 minutes

18
TIER 3 (continued)
  • If after 6 weeks of Tier 3 interventions (for a
    total of 18 weeks of intervention)
  • progress is made, but child is not on trajectory
    to meet end-of-year benchmarks, then
    instructional support team reviews
  • Additional assessments?
  • Changes in instruction or behavioral
    interventions?
  • Refer for special education evaluation?
  • Child has made no progress, then instructional
    support team refers the child for special
    education evaluation
  • If after 6 additional weeks of Tier 3
    interventions (for a total of 24 weeks)
  • progress is made, but child is not on trajectory
    to meet end-of-year benchmarks, then
    instructional support team refers the child for
    special education evaluation

19
FLEXIBILITY BETWEEN TIERS
  • System permits students to move between tiers of
    intervention based on progress toward benchmarks
    and instructional support team review
  • Special education re-evaluations available to
    permit students to move between general and
    special education

20
Delaware RTI at a Glance
  1. Tier I implementation of scientific,
    research-based core curriculum aligned with
    Delaware Content Standards
  2. Differentiated instruction matched to student
    need
  3. Tiers II and III of increasingly intense
    scientific, research-based interventions matched
    to student need
  4. Instructional intensity addressed through
    duration, frequency and time of interventions,
    group size, and matched instructor expertise to
    student need

21
Delaware RTI at a Glance
  1. Individual problem-solving model and standardized
    intervention protocol for intervention tiers
  2. Screening and progress monitoring to assess
    entire class progress and individual student
    progress
  3. Explicit decision rules for assessing learners
    progress
  4. Fidelity measures to assess consistency of
    instructional methods, curriculum, interventions,
    and assessment

22
Challenges/Opportunities
  • Jigsaw Article
  • Response to Intervention in Secondary Schools
    Is It on Your Radar Screen?
  • 5 Expert Groups
  • Advanced Organizer
  • Summary Tool

23
(No Transcript)
24
Scheduling in Secondary Schools
  • With an RTI Mindset

25
RTI and Scheduling in Secondary SchoolsSecondary
School Vignette Part I
  • The Smith Jones Secondary School is a diverse
    school of 1000 students, grades 9-12 in rural
    Delaware. The school is 30 African American,
    30 Hispanic, and 40 Caucasian. SHSS has two
    feeder schools. One school is a high performing
    school while the other has less than desirable
    academic performance. SJSS has AYP concerns and
    attendance issues as well as a high rate of staff
    turnover and limited community support. The
    leadership team at SJSS decides to begin
    implementing RTI in the fall. The students
    at-risk for academic success are identified and
    interventions are designed to meet students
    targeted needs.
  • Who will deliver the interventions?
  • When will the interventions be provided?

26
Secondary School Vignette Part 2
  • SJSS designed a multiple approach to scheduling
    students for interventions. Students in grades
    10-12, identified for Tier 2 interventions, were
    assigned to three separate specialist. Rather
    than a set schedule, the specialist pulled the
    individual students from class when time
    permitted in the specialist schedule. SJSS
    grouped all ninth grade students together that
    fell below the 25ile in reading on the universal
    screening tool. These students were scheduled
    for an expanded core ELA block developed to last
    the entire school year. Instruction is
    decelerated and the double block allows for
    additional time for intervention.
  • What are the strengths and weaknesses of each
    approach?
  • What are other options for scheduling students
    for intervention?

27
CAFÉ CONVERSATIONS
  • Choose 3 options from Café Menu
  • Table topics are identified on Table Tents
  • If first choice table is full go to second choice
    you will have 2 more opportunities.
  • Divide team up to cover topics of interest you
    can share later.

28
(No Transcript)
29
(No Transcript)
30
Welcome Christiana High School
  • Secondary Pilot
  • 2008-2009

31
Christiana High School
  • How to Make RTI Work at the High School Level

32
Agenda
  • Historical Overview
  • Scheduling
  • NET
  • SSPs
  • Question and Answer
  • Contact Information

33
(No Transcript)
34
(No Transcript)
35
Scheduling
  • All 9th-11th Grade Core teachers have a common
    grade level plan. That time is used for SLC PLC
    meetings.

Christiana High School SLC/PLC 40-40-20 Rotation
Schedule
Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday
Week One SLC 45 Min. Personal Plan 45 Min. PLC 45 Min Personal Plan 45 Min. SLC 45 Min. Personal Plan 45 Min. PLC 45 Min. Personal Plan 45 Min. Personal Plan 90 Min.
Week Two PLC 45 Min. Personal Plan 45 Min. SLC 45 Min. Personal Plan 45 Min. PLC 45 Min. Personal Plan 45 Min. SLC 45 Min. Personal Plan 45 Min. Personal Plan 90 Min.
36
2008 - 2009 School Calendar with SLC/PLC Meeting
schedule
37
(No Transcript)
38
(No Transcript)
39
NET
  • Nurturing Educating Through a Team Approach

40
  • Christiana High School
  • NET Keeper
  • Guidelines and Expectations
  • All Red days (except Fridays)-- team time will be
    devoted to NET based activities.
  • All Special Education students will automatically
    be assigned to the team Special Education
    teacher.
  • All classified 8th graders, All repeat students,
    and AVID students should be assigned a NET keeper
    the first week of school. (student lists will be
    provided for your team leader)
  • Any regular education student that is identified
    as a team to be at risk using the following
    indicators will be assigned equally to each team
    member as the year progresses.
  • Indicator 1any student who is failing a course
    at the two-week interval mark should be added to
    the list.
  • Indicator 2any student showing a behavior
    concern.
  • Indicator 3any student showing emotional
    concern.
  • Indicator 4any student that shows a sudden
    decline in academics or sudden behavior change.
  • NET folders will be turned in to the team leader
    on the last school day of each month. It is the
    expectation of the administration that if a
    student fails a course that the student will have
    been identified by your team, issued a NET
    Keeper, and evidence of intervention and
    communication will be documented in the NET
    notebook.

41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
Results
  • Discipline referrals are down by 50
  • Graduation Rate has increased to 92-- (we met
    AYP in this category)
  • Failing or Danger of Failing notations on
    Interim Reports have decreased by 40
  • Daily attendance has increased to 95
  • DSTP writing scores improved our rating by 6
    positions

46
SSPs
  • Student success plans are implemented at the 9th
    and 10th grade level for all students.
  • Students participate in lessons in career
    interest surveys, college and career searches,
    and resume building information.
  • SSPs are incorporated into the Math Lab schedule.

47
Question Answer
48
Questions
  • Contact Information
  • Heather AustinAssistant Principal
  • austinh_at_christina.k12.de.us
  • 302-631-2402
  • Katherine Donaldson9th Grade Guidance Counselor,
    Master Schedule Coordinator
  • donaldsonk_at_christina.k12.de.us
  • 302-631-2411
  • Torie Macnamera10th Grade Guidance Counselor
  • macnamerat_at_christina.k12.de.us
  • 302-631-2416

49
TEAM TIME
  • Sharing of Information and Completion of
    Leadership Implementation Guide

50
RTI is a collaborative and systemic approach to
addressing the needs of all students.
51
Where Do We Go From Here?
  • Professional Development

52
EVALUATIONS
About PowerShow.com