Presentation on theme: "Response to Intervention (RtI): A Realistic Approach Presented By: Lisa Harrod Lisa Harrod."— Presentation transcript:
Response to Intervention (RtI): A Realistic Approach Presented By: Lisa Harrod Lisa Harrod
Are You Open to Ideas??? Response to Intervention can open up doors and provide access for students unlike anything we have ever seen before…. Do not become the other RtI… RESISTANT TO IDEAS!
Please note that the presentation and supplemental materials are the property of Lisa M. Harrod and should not be copied, modified, or used in any way without the permission of the presenter.
Who is Coming to Your Class? Students with Learning Disabilities Cognitive Disabilities Autism Speech and Language Impairments Emotional Disorders Slow Learners Gifted and Talented
What Is Response to Intervention ? A general education initiative Matching instructional design/interventions to increase student success in the curriculum and basic skills A system for both academic and behavioral interventions Using data to make instructional decisions A problem-solving method
Using the Problem-Solving Method Determine the problem Analyze the problem Develop the plan Evaluate the plan Problem-solving is a critical component of Response to Intervention……. (This is where the paperwork and documentation come in)
Why is Data Collection Essential? It helps us make accurate decisions about our interventions using the general education curriculum. Helps us respond to academic and behavioral needs appropriately May be used to help decide eligibility for special programs. Helps to evaluate special education services already in place for students.
Why RtI Now??? Special Education has been looked at as a place not a service General and special education have been working in isolation Overrepresentation of minority students in special education programs Lack of research based curriculum and instruction Not enough scientifically based instruction and interventions currently in place.
Three Essential Components of RtI: High Quality Instruction/Intervention based on scientific research and practice. Learning rate and level of performance: refers to a students growth in academics over time compared with prior levels and peer growth rates. Important Educational Decisions: Based on response to instruction over the tiers.
RtI and the Law NCLB IDEA 2004 National Reading Panel Report
What do Successful RtI Programs in Different Districts look like? The multiple layers and tiers Implementation or plan for using Curriculum Differentiation with all students. Instruction by multiple staff members Varied duration, frequency and time of interventions.
We Should Not Forget… Ruling out the following factors: Lack of consistent instruction in reading and math Limited English Proficiency Other disabilities such as health or sensory impairments
The Three Tier Model of Service Delivery Each tier contains supports to help teachers implement research based curriculum aimed at helping all students be successful. Each tier must be assessed in an on-going fashion. Decisions to continue the interventions are based on data collected by the educators.
Essential Components of Early Reading Instruction Phonemic Awareness Phonics Instruction Reading Fluency Vocabulary Reading Comprehension National Reading Panel, 2000
Scientific Based Research Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs. Provides evidence that the program or curriculum plan is effective. Used in Reading First, IDEA 2004, NCLB Draws on research, data and observations to make decisions. Has been accepted by a peer-reviewed journal or approved through a panel of experts. No Child Left Behind, 2001
Tier One Core instructional interventions For all students Preventative and proactive
Examples of Tier 1 Activities School district provides a research-based curriculum Includes support and professional development for teachers Differentiated Instruction Student Skill matched with course content Benchmark Assessments (20 percent monitoring…)
Tier Two Targeted group interventions For students considered at-risk Highly efficient Students show rapid response to programming.
Tier Three Intensive, individualized interventions Assessment-based High intensity Longer duration
CBM and Assessment According to NASDSE (2006), to be useful in a three-tier system, assessment procedures selected for the types of decisions described in the tiers and problem-solving method must have 9 characteristics…
CBM (continued) Directly assess the specific skills embodied in state and local academic standards Assess variables that have been determined to lead to the ultimate instructional target. (example: reading fluency) 21
CBM (continued2) Are sensitive to small increments of growth over time. Can be administered efficiently over short periods of time. May be administered repeatedly. Are summarized in teacher-friendly formats. Can be used to make comparisons across students. Monitors a students progress over time. Has relevance to the development of instructional strategies matched with an area of need.
The District 194 RtI Plan: Goals Break the failure cycle Give parents and students hope Support teachers Streamline communication and supports Above all else…Ensure all students achieve at high levels. All stakeholders remain committed to this goal.
Do We Need to Call it RtI ?? Look at these programs as a way to increase student achievement Based on research and data. Best for kids/Best for teachers
Timeline of RtI Implementation 2006 September: Teacher Resources October: Professional Development November: First RtI Training December: First Team Formed
Timeline (continued) 2007 Professional development and team meetings Paperwork Proposal for Intervention Specialist Creation/Revision of roles Assessments/Programs/Technology chosen for each tier RtI boxes and curriculum differentiation strategies out to all district staff members Expectations and policies/procedures set
The Places You Will Go.. Where are we now? Exchanged DIBELS for AIMSweb Changed local assessment Infused technology and resources in district Review and reflect on middle school Add parent component Advanced professional development Reform gifted and talented services
The Role of the Intervention Specialist Student services Collaboration and consultation SBAT meetings Direct services Progress monitoring and reporting Professional development provider
The Role of the School Board in Implementing RtI Approve research-based supplemental curriculum and programs Approve personnel needed for implementation of RtI plan Review data to monitor effectiveness of RtI plan and services Continue to engage in professional development for understanding at-risk and exceptional learners. Approve and Submit RtI plan to Illinois State Board of Education
Thank you for your time! Questions…Do not hesitate to contact me! Lisa Harrod firstname.lastname@example.org We are all in this together!
Reference Materials Presidents Commission on Excellence in Special Education. (2002). Washington, DC. United States Department of Education National Association of State Directors of Special Education, Response to Intervention: Policy Considerations and Implementation. (2006). Alexandria, VA. The No Child Left Behind Act of 2001 The Individuals with Disabilities Act of 2004 (IDEA 2004)