RtI Response to Intervention Response to Instruction
Classroom Management • Expectations/Employment Guide/PLC/Standards • Rules/Procedures (2) • Wiki/Unit Plans/Lesson Plans • Medical Plans/504 Plans/Sped/At-Risk • Assessments/Grading • Differentiated Learning/Task Analysis • Today: RtI/First Two Days • 11/14/2013 - PBIS/Tribes/Love & Logic/Reflection #3 due • 11/14/2013 - Autism & Unique Behaviors/Reflection #4 due • 11/21/2013 - Communication/Professional Goals/ • Lesson Plan Share (Wiki/Manual due) • 12/5/2013 - Final Assessment & Reflection
Task Analysis Write down all the steps it takes you to prepare a bowl of cereal. Yumtastic Cereal Bowl of Doom!!!
RtI – Response to Intervention/Instruction 1. Designed to provide early, effective assistance to students who are having difficulty learning. 2. Designed to function as one part of a data-based process of identifying learning disabilities
Why was RtI implemented? • HR 1350, Improving Education Results for Children with Disabilities Act of 2003 • (A) Certain of the categories of disability that allow students to qualify for benefits under the IDEA have not been scientifically established and, as a result, some children who do not have actual learning disabilities are classified as having disabilities under that Act. • (B.) Nearly one in eight students is now labeled as disabled. • (C) Over one-half of those students are classified as having learning and behavioral challenges.  J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009
PL 108 446 IDEA 2004 • Changed how to identify children with specific learning disabilities. • IDEA 2004 says schools “shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.” (Section 1414(b))  J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009
Classroom achievement • looking for severe delays • Oral expression • Listening comprehension. • Written expression. • Basic reading skill. • Reading comprehension. • Mathematical calculation. • Mathematical reasoning.
Information processing deficit • a pattern of severe problems with • storage • organization • acquisition • retrieval • expression, • manipulation of information
In the explanation and commentary to the IDEA 2004 regulations, the U. S. Department of Education “strongly recommends” that schools use a response to intervention model that …uses a process based on systematic assessment of the student’s response to high quality, research-based general education instruction…that incorporate response to a research-based intervention… Identification models that incorporate response to intervention represent a shift in special education toward the goals of better achievement and behavioral outcomes for students identified with SLD…”  J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009
RTI follows the following core assumptions: • Our educational system can effectively teach all children • Early interventionis critical to preventing problems from getting out of control • Implementation of a multi-tiered service delivery modelis necessary • A problem solving model should be used to make decisions between tiers • Research based interventionsshould be implemented to the extent possible • Progress monitoring must be implemented to inform instruction • Data should drive decision making. National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: NASDSE, Inc.
Key Characteristics of RtI • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differential curriculum-based interventions • Continuous monitoring of student performance • Benchmark/Outcome assessment
Primary Level • Teaching that meets Core Standards • Teaching that ignites students’ interests • Assessment that measures learning • Monitoring of student success and needs
Secondary Level (RtI) • Recommended by grade level team/school psychologist • Small group or one-to-one interventions • Must be documented, 10 weeks (varies) • Include baseline and subsequent assessments • Research-based http://www.rti4success.org/ www.interventioncentral.org
Gen Ed teachers do the RtIs. Tier 1 is research-based classroom instruction and assistance. If this helps student, it will need to continue the next year until gap is closed.
Tier 2 is research-based small group instruction. • 30 min/3 x week/10 weeks. • Document, document, document. • Assess, assess, assess. • Must keep detailed records.
Tier 3 • One to one • 30 min/5x week/10-20 weeks • Researched-based • Spotless record keeping • Fidelity checks
What you will be doing… • Monitor/assess within your classroom • Teach using research-based methods • Identify students that struggle • Provide assistance when students are not doing well • Report to administration • Be involved in RtI as designated by administrative team Pick a card!!!
Re-visit Chapter 4: The First Two Days • Green Cards: Planning for a good beginning (pg. 65) • Red Cards: Activities on the 1st Day of Classes (pg. 68) • Orange Cards: The Second Day of Classes ( pg. 73) Read and determine the key points of the reading and write the points on the white board.
Applying what you knowCase Study 4.1 (Pg. 75) • Green Cards: 1st Day • Red Cards: 2nd Day • Orange Cards: 3rd Day • What are her rules; how does she share these with the class? • Describe her organizational skills. • Consider Cunningham’s lesson plans… • How does this instructor ignite student learning? • How does she bring forward background knowledge? • Describe the homework? • What does she do to assist students?