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Response To Intervention

Response To Intervention. RTI By: Elizabeth Arias-Pichardo 2012. What is RTI?. (1) RTI is a model for efficiently providing quality instructional resources and targeting them specifically to all student needs;

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Response To Intervention

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  1. Response To Intervention • RTI • By: Elizabeth Arias-Pichardo • 2012

  2. What is RTI?

  3. (1) RTI is a model for efficiently providing quality instructional resources and targeting them specifically to all student needs; • (2) it is a commitment to use the best practices from our current and emerging knowledge base (scientific research) as we go about our instruction; • (3) it is a commitment to use logical, decision-making framework data to guide our instruction (this has been variously referred to as a data-based decision making or the problem-solving method). 3 Main Components

  4. History of RTI

  5. History • In 1975 Congress passed Education of ALl Handicapped Children Act. Law - identify students with academic gaps and provide educational instruction. • In the 1980s progress monitoring basic skills to use data to plan interventions. • IDEA - Individuals with Disabilities Education Act 2004 - RTI was included to insure early intervention on all students

  6. In an effort to decrease the discrepancy of identifying students with a learning disability or labeling them under special education services, schools have implemented the use of Response to Intervention (RTI). RTI is a multi-tiered system in which specific and discrete deficit skills in reading and math are targeted for students at-risk for failure. RTI Purpose:

  7. Information: • Now we will only screen Special Ed. Students and students that are at-risk • We will use data to determine the at-risk students

  8. The screenings concentrate on the basic fundamentals of math and reading. Math: oral counting, number identification, quantity discrimination, missing numbers, computation and reasoning Reading: Phonemic awareness, phonological awareness, vocabulary, fluency, comprehension Screening

  9. * The scores are then evaluated and placed in order to from highest to lowest. *If a student is in the bottom 25th percentile, a red flag goes up.

  10. What is Next?

  11. Early Intervention Team (EIT)

  12. The EIT consists of a committee of teachers, administrators and staff. • Their purpose is to study all data and see which students should be in Tier I, II, or III. • They discuss the intervention plans for each student that need help.

  13. Tiers I, II, & III

  14. Tier I No more Tier 1 progress monitoring: As a good teacher, you will continue to differentiate instruction and meet the needs of all students.

  15. Researched Based StrategiesIntervention Plans Guided Reading/Leveled Readers Independent Reading Workstations/Small groups Vocabulary Comparing and contrasting, classifying, analogies, and metaphors Summarizing and note-taking Reinforcing and giving praise Homework and practice Nonlinguistic Representation Cooperative learning Setting Objectives and providing feedback Generating and testing hypotheses Cues, questions and advanced organizers

  16. Tier II Tier II students fall in approximately the 15th percentile or below. These students are pulled out of the classroom to receive intense interventions or can have interventions within the classroom. The groups are individual to small. The students are monitored with probes or assessments weekly to biweekly. After 8 to 12 weeks the data is reviewed by EIT. (Approximately 40 sessions)

  17. Tier III Tier III students fall in 5th percentile or below. These students are pulled out of the classroom to receive intense interventions daily. The groups are individual to small. The students are monitored with probes or assessments weekly. After 8 weeks the data is reviewed by EIT. (Approximately 40 sessions)

  18. What is next? • change intervention • next Tier • success • referral

  19. Progress Monitoring Text

  20. Progress Monitor

  21. Point to Remember • RTI holds the promise of ensuring that all children have access to high quality instruction, and that struggling learners, including those with disabilities, are identified, supported, and served early and effectively.

  22. Effective Interventions: • Explicit, systematic instruction aligned with core curriculum • Vast opportunities for students to practice skills through engaging student-centered activities

  23. Failure is not anOption!

  24. Resources Ernst, L., Miller, B., Robinson, W., & Tilly, W. (2005). Response to Intervention: A case Illustration. Presentation at the National Association of State Directors of Special Education, November 9, 2005. Individuals with Disabilities Education Act (IDEA) (2004). PL 108-446, 20 U.S.C. SS 1400 et seq. Jimerson, S., & Burns, M. (2007). Handbook of RTI. New York, NY: Springer Science + Business Media, LLC. Kubiszyn, T., & Borich G. (2010). Educational Testing & Measurement. Hoboken, NJ: Wiley & Sons, Inc. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works: Researched- Based Strategies For Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. No Child Left Behind. (2001). Washington, D.C.: U.S. Department of Education Wright, J. (2007). RTI Toolkit: A Practical Guide for Schools. Port Chester, NY: National Professional Resource inc.

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