Presentation on theme: "Getting Started With ‘Response to Intervention’ : A Guide for Valley Central Schools www.interventioncentral.org."— Presentation transcript:
1Getting Started With ‘Response to Intervention’ : A Guide for Valley Central Schools
2What is ‘Response to Intervention’ (RTI)? A multi-tiered, problem solving approach that:Identifies general education students struggling in academic and behavioral areas early (those who are performing below the level demonstrated by their peers)Provides systematically applied strategies and targeted instruction at varying levels of intervention to assist at-risk studentsOffers another method for identifying students with learning disabilities
3How does ‘Response to Intervention’ (RTI) work? A student with academic and/or behavioral delays is given one or more research-validated interventions (Tier I and II).The student's progress is monitored frequently to see if those interventions are sufficient to help the student catch up with his or her peers.
4If a student is successful: EVENTUALLY….If a student is successful:Strategies will continue to be used and shared amongst staff members and parents to ensure on-going student successIf a student continues to struggle:Various strategies coupled with various levels of interventions will be implemented further to give the struggling student more support – the student may continue to struggle and make some gains and some losses along the way
5If a student still continues to struggle: The student fails to show significantly improved academic/behavioral skills despite several well-designed and implemented interventions…This failure to 'respond to intervention'can possibly be viewed as evidence of an underlying Learning Disability or the student may continue to need additional supports to reach success
6Why is RTI now being adopted by schools? Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEA) in 2004.This Federal legislation provides the guidelines that schools must follow to provide strategies to close achievement gaps for all students, including students who are at-riskThe new USDE regulations:Explicitly ALLOW states to use RTI to identify LDFORBID states from forcing schools to use a ‘discrepancy model’ to identify LD
7What current approach to diagnosing Learning Disabilities does RTI replace or supplement? Prior to RTI, many states used a‘Test Score Discrepancy Model’ toidentify Learning Disabilities.
8‘TEST SCORE DISCREPANCY’ MODELA student with significant academic delays would be administered a battery of tests.If the student had a ‘severe discrepancy’ [gap] between IQ and achievement, he or she would be diagnosed with a Learning Disability.
9Limitations to the ‘test-score discrepancy model’: A ‘severe discrepancy’ provides no useful information about WHY the student is doing poorly academically.Often different formulasare used by States and districts to diagnose LD, resulting in a lack of uniformity in classification.Requires chronicschool failure BEFORE remedial/special education supports can be given.Fails to consider that outside factors such as gaps in instruction that may contribute to a child's learning delay.
10Advantages of RTIIt allows schools to intervene early to meet the needs of struggling learners.RTI maps those specific instructional strategies found to benefit a particular student.This information can be very helpful to both teachers and parents.
11RTI system at Valley Central District-wide, systemic response to address the needs of struggling learners.
12EXAMPLE OF INTERVENTION LEVEL OF SUPPORTTYPE OF INTERVENTIONTeacher Initiated Classroom InterventionsEx. Additional classroom literacy instructionUniversal intervention: Available to all studentsTier ITeacher Referral to INSTRUCTIONAL SUPPORT TEAM (IST)Ex. Supplemental peer tutoring in reading to increase reading fluencyIndividualized Intervention: Students who need additional support than peers are given individual intervention plans.Tier IIIntensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services.Referral to COMMITTEE ON SPECIAL EDUCATION (CSE)Ex. Special Education Services ProvidedTier III
13RTI: School-Wide Three-Tier Framework Tier I ‘Classroom/ School-Wide Screenings, Assessments & Group Interventions’Tier II‘Non-Responders’ to Tier I Are Identified & Given ‘Individually Tailored’ Interventions(IST interventions-peer tutoring, AIS services)Tier III‘Long-Term Programming for Students Who Fail to Respond to Tier II Interventions’ (e.g., Special Education, Reading Recovery, Trinity)
14TIER I INTERVENTION IDEAS & RESOURCES VISITExamples include: Finding the Spark: More Motivation Tips/Critters: Rewarding Positive Behavior / Smooth Classroom Traffic/Test Anxiety: Classroom Tips/ Defiant Kids: Communication Tools for Teachers/Guided Notes/ Homework Contracts: Tapping the Power of ParentsAND SO MANY MORE!
15Tier II – Instructional Support Team (IST) IST is up and running in each buildingIST members have been trained in the process and follow detailed steps in order to assist with the student interventionTeams are continuing to build capacity to support instruction with various interventions
16Tier II – Instructional Support Team (IST) Sample IST Meeting/Intervention:Step 1: Assess Teacher ConcernsStep 2: Inventory Student Strengths and TalentsStep 3: Review Background/Baseline DataStep 4: Select Target Teacher ConcernsStep 5: Set Academic or Behavioral GoalsStep 6: Design an Intervention PlanStep 7: Select Method for Progress MonitoringStep 8: Plan How to Share Information with the Student’s Parent(s)Step 9: Review the Intervention and Monitoring Plans
17Tier III Highest level of support (ex. Reading Recovery, Intensive Day Treatment, RESTART, Committee on Special Education)Students, whose needs are greater than general education can meet, may be referred to other resourcesChronic emotional and educational difficulties