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Response to Intervention: Early Childhood Models

Response to Intervention: Early Childhood Models. Basic Principles of RTI: Recognition and Response. Prevention Systematic assessment of student performance on academic skills Scientifically based core programs and interventions Criteria for instructional decision making Team generated

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Response to Intervention: Early Childhood Models

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  1. Response to Intervention: Early Childhood Models

  2. Basic Principles of RTI: Recognition and Response • Prevention • Systematic assessment of student performance on academic skills • Scientifically based core programs and interventions • Criteria for instructional decision making • Team generated • (Buyesse et al, 2013)

  3. Tier One • Continue with core curriculum (Creative Curriculum, High Scope, Opening the World of Learning owl) • Participation of ALL learners in Tier One is intentional and planned • Along with high quality environment, implement research based instructional practices – such as dialogic reading and positive behavioral practices

  4. Intructional Decisions: Tier One and Tier Two • Curriculum Modification • Embedded Learning Opportunities • Child Focused Instructional Strategy • (Sandall & Schwartz, 2008)

  5. Activity Matrix

  6. Tier Two: Small group instruction • Tier 2 lesson planning include supplemental curricula specifying skills with clearly defined scope and sequence • 3-6 children targeted • 15-20 minutes, only key parts of lessons selected • Language, literacy and math • Systematically monitor progress

  7. Tier Two: Embedded Learning Activities • Develop high quality activiites • Break instructional goals into teachable parts • Develop an activity matrix based on a balanced schedule • Distribute instruction within and across activities • Use intentional instructional practices • Use massed, spaced or distributed trials • Evaluate… fidelity of instruction, child outcomes • Use data collection

  8. What about behavioral concerns during Tier 2 instruction? • Space and positioning arrangements • Use of visual supports • Communication of behavioral expectations

  9. Tier Three:Individualized Scaffolding Strategies • Explicit child focused instructional strategies • Natural environments • Academic and behavioral interventions • Task analysis • Massed, spaced and distributed instruction • Data based decision making

  10. Management • Use center based instruction • Use aides to monitor other groups or independent practice while the teacher works with a small group or individual child • Coaching is essential for RTI to work (only 5-10% of teachers will be able to implement all the changes without follow-up coaching – Joyce & Showers, 2001)

  11. Success depends upon….. • Are the data system available? • How are the data going to analyzed, reported and used in decision making? • What are the administrative implications of RTI and their response to data results? • How does/do our school or programs align with district, state and regional systems?

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