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Grounded in RTI

Grounded in RTI. Have you tried everything but there seems to be no getting through to these kids?. Have you ever felt frustrated?. Ever had a student that just didn’t seem to get it?. Are kids pulled out of your class for everything??. RTI to the Rescue!. R - Really T - Terrific

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Grounded in RTI

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  1. Grounded in RTI

  2. Have you tried everything but there seems to be no getting through to these kids? Have you ever felt frustrated? Ever had a student that just didn’t seem to get it? Are kids pulled out of your class for everything??

  3. RTI to the Rescue! R - Really T - Terrific I - Instructors R - Receiving T - Tremendous I - Interventions R - Responding T - To I - Individuals

  4. What is Response to Intervention (RTI)? The RtI process is a multi-step approach to providing services and interventions at increasing levels of intensity to students who struggle with learning.

  5. 5% 5% 5% 5% 10% 10% 80% 80% Academics Behavior Who is responsible? Tier 4: Special Education Tier 4: Special Education Tier 3: Dyslexia, PTS, Instructional Specialists Tier 3: General Ed; Campus Administrators Tier 2: PTS, Instructional Specialists Tier 2: General Ed; Campus Administrators Tier 1: General Education Tier 1: General Education

  6. How will RTI benefit my classroom? • Support for you in dealing with struggling learners and students with behavioral issues • Training on interventions that work • Struggling individuals become confident learners

  7. Sounds good but what do I have to do?? • Decisions to move a child from Tier 1 to Tier 2 will be based on data collected in the general education classroom. • Data will come from Universal Screenings (TAKS, TPRI, STEEP) and from monitoring progress on classroom interventions.

  8. Interventions, Accommodations, and Modifications…What’s the Difference??

  9. Accommodations • Provisions made in how a student accesses/demonstrates learning. • Does not substantially change instructional level or content. • Examples: • Shorten assignments • Oral tests • Change the formatting of a worksheet

  10. Modifications • Changes in what a student is expected to learn and demonstrate. • Could change course content or curriculum (usually made by an ARD committee) that are specific to the needs of individual students. • Examples: • Below grade level instruction • Reducing number of TEKS to be mastered

  11. Interventions A change in instructing a student in the area of learning or behavioral difficulty to try to improve performance and achieve adequate progress. Does NOT change the content of instruction Examples: Small group or individual instruction Alternate materials or assignments

  12. Jeopardy!! • Get in groups of 3-4 • Indicate the correct response in each box • I = Intervention • A =Accommodation • M=Modification • You will have 2 minutes to complete the chart Alex Groundbek

  13. I I I A M I A A M A A I I I A I

  14. How do I begin this intervention process? • Review data from the Universal Screening (STEEP or TAKS) • The lowest 16% of your students will need interventions • Choose an intervention (or two) from Form 1A • Try the interventions and document the dates you tried them on Form 1A

  15. What’s next? • If the interventions work…keep up the good work! • If the interventions don’t work…try some different ones and continue recording data on Form 1A • Still not working…discuss options with your grade level team • Try out their suggestions • Document the progress on the Grade Level/Content Area Team Documentation Form 1B

  16. Still Struggling? • Ask the Instructional Specialist for an Intervention Team meeting • Discuss the child with the Intervention Team • Try out the suggested interventions • Record data on the Intervention Team Documentation Form 1B

  17. How long should we keep trying interventions? • There is no easy answer to this question • Interventions need to be tried long enough to allow the child adequate time to show progress. • Interventions should be consistently tried for a minimum of 2 weeks. • The minimum amount of time students should be on Tier 1 is 6 weeks.

  18. How about Special Ed? The results that we hope for… • Fills in the gaps • Provides more intense small group instruction • Gets the child the help he/she needs • Allows the teacher to teach the other 21 kids in the class • Provides TAKS relief Which of these do we actually get?

  19. Top 10 Reasons to Implement RtI 10. Federal requirement under IDEA Reauthorization of 2004 • TEA Commissioners Rules support the RtI process 8. In 2009, TAKS Accommodated scores for all special education students will count toward your school’s accountability ? ? ? ? ?

  20. Top 10 Reasons to Implement RtI • Even though Special Ed. teachers do a great job…students placed in Resource rarely “catch up” • Reduces “disjointed incrementalism” 5. Students get more exposure to the general ed. curriculum ? ? ? ? ?

  21. Top 10 Reasons to Implement RtI • Finally, there are answers to the question, “What do I do with this kid?” 3. You get to attend fantastic full day trainings with fabulous presenters 2. You get a free lunch! ? ? ? ? ?

  22. And the number 1 reason is… It’s best for kids!!

  23. Lessons on life from the humble groundhog… Change happens. You must decide how you will respond. • Hide in a hole and refuse to come out • Dread the continuation of winteror • Celebrate the newness of spring

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