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Response to Intervention


Response to Intervention The Implementation Process Plans and Strategies Part II – PowerPoint PPT presentation

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Title: Response to Intervention

Response to Intervention
  • The Implementation Process
  • Plans and Strategies
  • Part II

The Tiered Approach
  • A Three / Four Tiered System
  • Tier I Core Instruction
  • Tier IA Collaborative Small Group Instruction
  • Tier II Targeted Intervention for those
    students Identified in the General Education
  • Tier III Intensive targeted interventions in
    the Special Education Arena.

Tier I
  • Is the core curriculum living up to its
  • It should be meeting the instructional needs of
    80 90 of all students.
  • It should provide explicit systematic instruction
    in foundational key concepts.
  • Reading Are the 5 components of Reading being
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • It should provide a solid instructional format
    and be founded on Scientific Based Research.

Scientific Based Reading Programs
  • The following reading programs have been
    determined to be scientific based core programs
    as per ND DPI (Reading 1st Criteria).
  • Success for All
  • Reading Mastery
  • Open Court/Saxon Phonics Combination
  • Open Court
  • Read Well/Write Well/Open Court Combination
  • Read Well/Write Well/Harcourt Combination
  • Harcourt/Saxon Phonics Combination
  • Harcourt
  • Houghton Mifflin 2003
  • Scott Foresman
  • McGraw Hill
  • Voyager Universal Literacy
  • Open Court / SRA

Analyzing Your Core Curriculums
  • Check for Success
  • Check Data Sources
  • of Students meeting AYP
  • of Students at or above expected RIT level in
  • of students demonstrating average or above
    fluency with CBMs (If available)
  • of students being referred for additional
    support (i.e. Title I and/or Special Education)
  • Others?

Analyzing Your Core Curricula
  • Check for Success
  • Survey staff members to determine if
  • The core is systematic explicit.
  • The core provides adequate enrichment,
    remediation and assessment opportunities.
  • The core is sequential in nature
  • Others?

The Results are in!What if your core program
is not meeting the needs of 80 90 of your
(No Transcript)
Next Steps
  • Is the core being taught with fidelity?
  • Establish expectations
  • Sample Discussion Points
  • The foundation for success in RTI is based on
    having a core curriculum that, when taught as
    created, should be meeting the need of 80 90
    of all students.
  • Our core doesnt appear to adequately be reaching
    that standard.
  • Lets re-examine our usage, and if need be,
    discuss where we are not using the core as
    directed and come to an agreement about what best
    practice we will use.
  • IF fidelity is a building level issue an
    anonymous surveying of staff might bring
    additional insight.

Next Steps
  • How might you address an ineffective core?
  • If supplementing is a consideration how
    aggressive should you be?
  • This might be highly impacted by where you are in
    the district curriculum review cycle.
  • You might consider being fairly aggressive if you
    are dealing with a relatively new adoption
  • An adoption that is nearing the end of its
    life-expectancy would warrant a less aggressive

Tier IA (Overview)
  • Collaborative Differentiated Small Group
    Instruction Defined
  • Collaborative instruction that is shared in
    nature in both planning and application.
  • Staff share in deciding what should be taught to
    whom and then agree on the roles they will assume
    in the process.
  • Differentiated meeting the changing
    identified needs of students through a study of
    their individual or group data.
  • Flexible grouping must be maintained based on the
    changing learning pace of students and by the
    specific skill needs of individuals.
  • Small Group Experience tells us that a group of
    3 to 5 students is optimal for both learning and
  • Less cuts into the level of efficiency when
    considering the amount of staff available
    compared to student needs.
  • More cuts into the level of effectiveness of
    instruction that small groups by nature, offer

Tier IA Delivery Models
  • Team Partner Teaching
  • Teachers work cooperatively fulfilling different
    roles in the instructional process.
  • HELP! What are some configurations that youre
    familiar with?
  • Collaborative Teams for Small Group Instruction
  • Used effectively in Reading instruction.
  • 2 additional staff members join the classroom
    teacher for small group instructional block.
    (Generally ½ hour in length).
  • Each instructor is responsible for the planned
    instruction for their group.
  • Instruction might include (Guided Instruction)
    the students are assisted by the teacher on
    material that is at their instructional level
    through leveled readers or novel study for
    older students. (Skill instruction) provided
    to the group based on skill development needs
    outlined in the curriculum or based on individual
    or group data.

Tier II Targeted Intervention for General
Education Students
  • Traditional Model of Assistance
  • Teacher Assistance Teams (TAT) / Building Level
    Academic Support Teams (BLAST)
  • Students are brought to the assistance team based
    on poor academic progress. This is often
    backed by data results in current assessment
  • The team reviews the referral, conducts
    interviews, makes observations with the
    teachers assistance, determines a goal.
  • The team then brainstorms possible interventions
    of which the teacher selects those that he/she
    chooses to try.
  • The team sets a date for a follow up meeting
    where the teacher shares his/her results
    regarding effectiveness of the interventions.
  • Additional interventions may be suggested.
  • Eventually those students not being successful
    are passed on for consideration to Special
    Education via a referral.

Tier II Targeted Intervention for General
Education Students
  • Questions for consideration based on RTI that
    might lead to possible adjustments to the current
  • Do we have ongoing data that indicates growth
    (both short term over time)?
  • What interventions have been tried based on this
  • What data points are tracking the new
  • How often and in what setting is the intervention
  • Who is implementing the intervention?
  • How are you tracking that the intervention is
    being used with fidelity (integrity)?

The Intervention Process
  • The following represents one view of how the
    intervention process might progress. It is
    important to think about your building level
    (elementary middle or high school) and your
    unique characteristics in determining what will
    work best for you.

The Intervention Process
  • Step I (Occurs in Tier I)
  • The teacher/teachers working with the student to
    analyze CBM NWEA and Academic Achievement data
    and determine that the student has fallen below
    their Aim Line / RIT projectionsetc.
  • The teacher begins the process of monitoring
    progress through CBMs to confirm trends.

The Intervention Process
  • Step II (Occurs in Tier II)
  • When the trends are confirmed (a minimum of 3,
    usually more data points), the teacher begins an
    intervention of their choosing or one recommended
    by the RTI Child Study Team keying into the
    subsequent data points for growth.
  • If adequate growth is noted, they will continue
    the intervention.
  • If growth is inadequatean additional
    intervention would be attempted, again monitoring
    data collection from the point of the new

The Intervention Process
  • Step III (RTI Intervention Team)
  • The Problem Solving Model would be used.
  • The teacher brings all student data to the team
    for consideration.
  • This data would include previously attempted
    interventions results.
  • The team makes a determination regarding what
    additional data might be needed regarding
    instruction curriculum environment and the
  • Through reviewing demographics academics and
    previous testing.
  • Through interviewing teachers students and/or
  • Through observations of learning instruction.
  • Through additional testing.

The Intervention Process
  • Step III (continued)
  • The team through data analysis determines a goal.
  • The goal leads to a selected intervention.
  • The intervention is defined in the realm of who,
    what, when, how often and then in the realm of
    data collection integrity.
  • The intervention is implemented monitored for
  • This success is brought back to the Intervention
    Team for Review.
  • A minimum of 2 interventions should be attempted
    using this process prior to considered
    interventions through Special Education.

Child Study Teams
  • The size and composition of the building would
    impact the type of team configuration selected.
  • Possibilities include
  • Traditional representatives from varying levels
    of instruction forming one team. (The
    administrator the counselor a primary teacher
    an intermediate level teacher and specialists as
  • This might serve the needs of relatively small
  • Grade Level Teams All teachers representing a
    particular grade are assigned the responsibility
    of addressing incoming referrals. (Classroom
    teachers administrator and those teachers
    involved in collaborative instruction at that
    level compose these teams.) Additional specialist
    are on call as needed.
  • This might serve the needs of larger schools
    could be modified to meet the needs of middle
    high school buildings.

Types of Interventions that Influence RTI
  • Standard Treatment Protocol This is a group
    level intervention where all members of the group
    receive the same intervention. They have their
    greatest impact in Tiers I II.
  • Groupings might include
  • Traditional Targeted Assisted Title I groups.
  • Tier II instructional groups
  • Available intervention programs
  • Group focus might be determined by
  • Reading / Instructional levels
  • Skill Deficiencies

Types of Interventions that Influence RTI
  • Problem Solving Model Interventions are
    individualized as per the students identified
    needs. They are highly prescriptive in nature
    and rely heavily on data analysis for success.
    They receive primary focus during Tier III.
  • The components include
  • Problem Identification
  • Problem Analysis
  • Plan Development
  • Plan Implementation
  • Plan Evaluation

Tier III Intensive Targeted Interventions /
Spec. Ed.
  • Current Model of Assistance
  • The Discrepancy Model students are eligible to
    receive services if there is a significant split
    between the students ability and achievement.
  • Students move through the assistance team process
    and are referred for testing.
  • An assessment team is formed to develop a
    comprehensive Student Profile that includes
    cognitive function (i.e. Reading skills)
    physical characteristics Adaptive abilities
    (i.e. Social skills) classroom influences
    environmental influences. The team determines if
    there are questions to be answered and then moves
    to testing.
  • Pertinent testing is completedThose results will
    dictate whether or not a student would qualify
    for additional services.

Tier III Intensive Interventions Special
  • Current Model of Assistance
  • The Discrepancy Model (continued)
  • There must be a significant split between the
    students ability and current achievement in order
    to receive services in Learning Disabilities or
  • Students not receiving the needed split are
    returned to regular education without direct
    services from Special Educators.
  • There has not been a clear path for additional
    intervention in this model.
  • Students over time will continue to loose ground
    in comparison to their peers and then possibly be
  • This then would mean that a student would need
    to wait to fail before they would get the most
    intense interventions.

RTI Accessing Special Education
  • Response to Intervention is built on the premise
    that students will continue to receive
    increasingly intensive intervention until they
    are able to overcome their learning concerns.
  • Placement in Special Ed through the use of Tier
    III would materialize by analyzing all the
    collected data that chronicles the attempted
    interventions from Tiers I II.
  • The State of ND allows students to be placed on
    an IEP based on this accumulated data suggesting
    an ongoing need.
  • The appropriate specialist would use this data as
    well as determined assessment to establish goals
    objectives as the student becomes part of the
    IEP process.

  • Lets take a brief break!
  • Well focus on the implementation process when we