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Response to Intervention (RtI) Secondary Model for Intervention

Response to Intervention (RtI) Secondary Model for Intervention. Response to Intervention (RtI).

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Response to Intervention (RtI) Secondary Model for Intervention

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  1. Response to Intervention (RtI) Secondary Model for Intervention

  2. Response to Intervention (RtI) The Reauthorization of IDEA 2004 and NCLB required the use of professionally sound interventions and instruction based on research, as well as the delivery of effective reading, mathematics, and behavior programs that will result in improved student performance and fewer children requiring special education services.

  3. Response to Intervention (RtI) It was not evident that RtI would also need to be implemented in all regular education classrooms until the final regulations for the Individuals with Disabilities Education Improvement Act (IDEIA) were released in 2006.

  4. Why do I not Know about this? • In most states it did not exist prior to 2006. • Implementation around the country, states and in individual districts can be uneven and inconsistent.

  5. Response to Intervention A problem-solving approach aimed at preventing unnecessary assignment to special education. • Identify students who are not achieving at the same level and rate as their peers and provide appropriate interventions. • Seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty. • Increases the likelihood that students can be successful and maintain their placement.

  6. Components of RtI • Multi-tier model (campus level interventions) • Multiple tiers of increasingly intense scientific research-based interventions that are matched to student need • Provides access to increasingly intense instructional supports

  7. Components of RtI • Problem-solving method linking instruction to progress monitoring • Campus intervention team engages in regular problem solving processes that employ interventions, monitor student progress, and make instructional adjustments in response to documented growth. • Campus intervention team serves as a problem- solving team rather than a pre-referral team.

  8. Components of RtI • Integrated data collection/assessment system • Universal screening of academics and behavior • Progress monitoring or documentation of achievement at regular intervals

  9. Multi-tier Model

  10. Tier 1- Core Instruction

  11. Tier 2 – Supplemental Instruction

  12. Tier 3 – Intensive Instruction

  13. Transition from CAT/CARE to CMITCampus Monitoring and Intervention Team • Current philosophy of intervention will serve us well in this transition. • CMIT will include increased focus on documentation. • CMIT monitoring of progress will include adjustment in instructional strategies based on student response. • Student movement through the Tiers will occur through CMIT.

  14. Campus Monitoring and Intervention Team (CMIT) • Team Members • Campus Administrator • Literacy Specialist • Academic (Dyslexia) Support Teacher • Counselor • Reading Teacher • Math Teacher • Diagnostician (Tier 3)

  15. Socratic Moment • What do you see as the advantages to RtI? • What issues related to RtI need to be addressed in future meetings? • Based on your current staffing, how could you reconfigure your service delivery model to provide the 3-tier model?

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