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RtI Response to Intervention

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Response to Intervention Introduction What is RtI or Response to Intervention? RtI and federal regulations RtI or Response to Intervention emphasizes: High quality ... – PowerPoint PPT presentation

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Title: RtI Response to Intervention


1
RtIResponse to Intervention
2
Introduction
  • What is RtI or Response to Intervention?
  • RtI and federal regulations

3
RtI or Response to Intervention emphasizes
  • High quality instruction for all students
  • High quality teachers
  • Ongoing student assessment
  • A coherent instructional plan that provides
    coordinated reading lessons every day for every
    student at every level of intervention
  • Interventions to help students learn how to read
  • Special education placement on basis of ability
    to learn

4
High Quality Instruction For All Students
  • Schools develop comprehensive school-wide
    problem-solving approaches to
  • Strengthen instruction of general education
    students and,
  • Early identification of general education
    students experiencing reading difficulties

5
High Quality Instruction For All Students
  • Schools develop comprehensive school-wide
    problem-solving approaches to
  • Design research-based, differentiated, and high
    impact general education curriculum
  • Establish and train a school-wide intervention
    team

6
High Quality Instruction For All Students
  • Schools develop comprehensive multi-tiered
    interventions to match students with appropriate
    research-based instruction
  • Universal interventions all students,
    preventive
  • Selected interventions at risk-students, rapid
    response
  • Intensive interventions individual students,
    high intensity

7
High Quality Instruction For All Students
  • Establish high quality reading instruction in all
    classrooms based on scientific-based research
  • Monitor and evaluate core reading instruction to
    determine that it works for most general
    education students
  • Establishment of reading benchmark norms for
    school, grade-level and classroom

8
High Quality Teachers
  • Establish ongoing professional development agenda
    to
  • address high quality teaching,
  • research-based standards, and
  • differentiated instruction

9
High Quality Teachers
  • Engage teachers in high quality professional
    development programs that
  • Focus on what students are to learn and on how to
    address the different problems students may have
    in learning the content
  • Are differentiated according to need
  • Are job embedded and school specific

10
High Quality Teachers
  • Engage teachers in high quality professional
    development programs that
  • Involve teams of teachers learning together
  • Are continuous and ongoing
  • Are based on analyses of the differences between
    actual student performance and desired
    performance

11
High Quality Teachers
  • Engage teachers in high quality professional
    development programs that
  • Incorporate the evaluation of multiple sources of
    information on student learning
  • Provide opportunities to gain an understanding of
    the pedagogy underlying the skills being learned
  • Are connected to a comprehensive change process
    focused on improving student learning

12
High Quality Reading Teachers
  • Understand how literacy develops in children
  • Can assess progress and relate instruction to
    previous experience
  • Know a variety of ways to teach reading
  • Provide a range of materials and texts for
    children to read
  • Tailor instruction to individual students

13
High Quality Reading Teachers
  • Motivate children
  • Encourage independent learning
  • Have high expectations for achievement
  • Help children who are having difficulty
  • Understand that reading development begins well
    before children enter school and continues
    throughout the school years

14
Ongoing Student Assessment
  • Establish and design clear criteria and
    assessment tools for measuring student reading
    performance
  • First assumption Student difficulty is with
    instruction
  • Universal screening 3 times per year
  • Identify students before they fall behind

15
Common Ways to Assess Student Reading Proficiency
  • Alphabetics
  • Phonemic awareness
  • Manipulate sounds
  • Phonological awareness
  • Linking sounds to letter symbols to make words
  • Reading fluency
  • Speed and accuracy
  • Comprehension
  • Vocabulary

16
Develop Multi-Tiered Interventions To Help
Students Learn
  • Interventions are based on monitored progress and
    are targeted to specific student needs
  • Interventions are administered by classroom
    teacher, reading specialist, and other highly
    qualified teachers
  • Interventions provide students with ADDITIONAL
    instruction

17
Develop Multi-Tiered Interventions To Help
Students Learn
  • FIRST LEVEL Universal
  • Assess children early, kindergarten and grade 1
  • Measure all student progress against grade level
    progress
  • Look at progress of all subgroups
  • If all students, or subgroups, fall below
    standards you have a curriculum problemfix it
  • Begin with whole class intervention strategies
  • Differentiate instruction as needed
  • Monitor and assess student progress using
    authentic same day result oriented measures
  • Measure student progress school wide

18
Develop Multi-Tiered Interventions To Help
Students Learn
  • SECOND LEVEL - Selected
  • Students in general education classroom who have
    not met reading benchmarks through whole class
    interventions
  • Interventions do not replace classroom
    instruction but work in a mutual dependence
    relationship with classroom instruction to expand
    classroom reading lessons
  • Interventions should be conducted by reading
    specialist with groups of five or fewer students
  • Interventions are intense (an additional 30
    minutes of reading instruction per day), student
    responses are closely monitored and documented,
    and are designed to produce immediate results

19
Develop Multi-Tiered Interventions To Help
Students Learn
  • THIRD LEVEL - Intensive
  • Students in general education classroom who have
    not met reading benchmarks through whole class
    and selected interventions
  • Interventions should be conducted by reading
    specialist with small group (2 or 3 students or
    one-on-one tutoring)
  • Interventions should be in addition to (teaching
    time and curriculum) level one and two
    intervention instruction
  • Continue providing intensive reading instruction
    while monitoring student progress and
    instructional program

20
Special Education Placement On Basis Of Ability
To Learn
  • Questions to answer before special education
  • placement
  • Is learning problem instruction or disability?
  • Did the school provide student with high quality
    reading instruction in the regular classroom?
  • Are other students learning?
  • Did the school provide student with highly
    qualified teachers?
  • Was student progress monitored?
  • Did multi-tiered interventions work for other
    students?

21
Special Education Placement On Basis Of Ability
To Learn
  • Opportunities to respond to research-based
    instruction and interventions are ruled out
  • Comprehensive student evaluation is conducted by
    multidisciplinary school team
  • Use multiple assessments, including RtI generated
    data to determine specific LD
  • Develop student IEP guided by instructional data
    collected during various stages of RtI

22
RtI and Federal Regulations
  • Required by NCLB, IDEA, and RtI
  • Monitoring of general education
  • Core curriculum that addresses needs of all
    students and all subgroups
  • Supplemental instruction for struggling readers
  • Intensive interventions for students who have not
    experienced success
  • Instruction over discrepancy

23
Review of Federal Regulation Concerning RtI
  • IDEA PL 108-446
  • 300.307 (a) (3) Must permit the use of a process
    that determines if the child responds to
    scientific, research-based intervention as a part
    of the evaluation procedures
  • Schools no longer required to use discrepancy
    model (waiting for failure) for determining LD

24
300.8 (c) (10) SPECIFIC LEARNING DISABILITY
Defined
  • GENERAL - Specific learning disability means a
    disorder in one or more of the basic
    psychological processes involved in understanding
    or in using language, spoken or written, which
    disorder may manifest itself in the imperfect
    ability to listen, think, speak, READ, write,
    spell

25
300.8 (c) (10) SPECIFIC LEARNING DISABILITY
Defined
  • ii. DISORDERS NOT INCLUDED - Specific learning
    disability does not include a learning problem
    that is primarily the result of visual, hearing,
    or motor disabilities, of mental retardation, of
    emotional disturbance, or of environmental,
    cultural, or economic disadvantage
  • A child does not have SLD if there is a lack of
    high quality reading instruction or
  • Has limited English proficiency

26
Federal Money
  • 15 percent of IDEA Part B funds can be used for
    early intervention
  • Professional development
  • Assessment
  • Materials
  • Other services
  • NCLB funds

27
A School-Wide RtI Team Should Include
  • Classroom teacher
  • Certified reading specialist
  • Special education teacher
  • Parents of child
  • Principal
  • Speech teacher
  • School nurse

28
Summary
  • RtI is the
  • Establishment of effective teaching strategies
    and core curriculum with general education
    population
  • Universal screening of ALL students
  • Use of research based interventions in general
    education
  • Measurement of student responses to interventions
  • Use of student RtI data to change intensity or
    form of new interventions
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