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Maximizing Student Success through Response to Intervention

Learn how to utilize data effectively to make informed decisions about students' academic needs using the Response to Intervention framework. This guide explores tiered intervention strategies, systematic assessment, and evidence-based instruction methods for supporting students at various levels of proficiency. Discover how to implement a comprehensive approach to intervention that ensures every student receives the support they need to thrive academically.

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Maximizing Student Success through Response to Intervention

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  1. Response to Intervention ModelUsing Data to Make Decisions About Students Beth Gaubatz, School Psychologist Emily Mennitt, School Psychologist Martha Fether, Principal

  2. The goal is prevention… At the end of the 1st grade... (Juel, 1988) Poor word identification skills in 3rd grade…(Felton & Pepper, 1995) Remedial reading is not effective… (Johnson & Allington, 1991, p.1001)

  3. In the past… • Kathy McNamara • Staff development • Needs assessment • Easycbm.com • AIMSweb

  4. Response to Intervention • Systematic assessment • Universal screening – Tier 1 • Progress Monitoring – Tier 2 & 3 • Researched based instruction • Tier 1 • Tier 2 & 3

  5. Systematic Assessment • What is AIMSweb? • How Does AIMSweb Work? • Benchmark • Strategic Monitor • Progress Monitor

  6. Instruction & Intervention • Tier 1 (Universal) • High Quality Core Instruction • Differentiated Instruction • Flexible Groupings • Accommodations

  7. Instruction & Intervention • Tier 2 (Strategic) • Standard Protocol of Intervention for Groups of Struggling Learners • Orton Gillingham • Project MORE • SRA Corrective Reading • Repeated Readings • Early Reading Inventory (OPTIMIZE)

  8. Instruction & Intervention • Tier 3 (Intensive) • Functional Academic Assessment / Survey Level Assessment (SLA) • Individualized Intervention – Evidence Based

  9. August 2010

  10. The Reality of Schools • “fair is not that everyone gets the same thing, fair means that everyone gets what they need” • We do not have unlimited resources • We have to make decisions regarding who gets more service

  11. Using the framework • Data • Intervention Flow-Chart • Functional Academic Assessment

  12. Data Meetings • Grade Level Team, School Psychologist, Principal, & Support Staff • Benchmark results allocate intervention resources

  13. Data Meeting Forms

  14. Data Meeting Forms

  15. Project MORE • Tier 2 intervention • Recruit tutors • Train tutors • Schedule tutors • Organize materials

  16. Project MORE • Communication • Appreciation

  17. Is it working? • Rate of Improvement

  18. Rate Of Improvement

  19. Questions

  20. Contact • Beth A. Gaubatz, Ed.S., NCSP • School Psychologist • bgaubatz@bgcs.k12.oh.us • Emily Mennitt, Ed.S., NCSP • School Psychologist • emennitt@bgcs.k12.oh.us • Martha Fether, Ed.D • Principal • mfether@bgcs.k12.oh.us

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