Presentation on theme: "Stakeholders in Helping Students Succeed! We have the program to get there!"— Presentation transcript:
Stakeholders in Helping Students Succeed! We have the program to get there!
RtI - Response to Intervention: Tiers without Tears
Definition of “Intervention” A change in instructing a student in the areas of learning, behavioral, or speech difficulty to improve performance and achieve adequate progress.
RtI is a Mindset to Recognize Students with Needs Early An emerging approach to the diagnosis of learning disabilities that holds considerable promise A student with academic delays is given one or more research-validated interventions Progress is monitored frequently to see if the interventions are helping the student catch up with his or her peers If student fails to show significant improvement a number of interventions, this failure to “respond to intervention” can be viewed as evidence of an underlying learning disability
Why RtI? Federally mandated Plan needs to be written by January 2009 Implementation needs to occur beginning of the 2010-2011 school year No longer needing to use the “Wait to Fail” model – We can catch the students before they fall between the cracks!
Benefits of RtI Allows us to intervene early to meet the needs of struggling learners Maps specific instructional strategies found to benefit a particular student Eliminates the “Wait to Fail” model Allows students to be successful
How to Put RtI into Practice 1. Use various methods of assessments to evaluate students in regard to reading, mathematics, and behavior aspects 2. Implement a range of scientifically based interventions that address the reason for failure 3. Monitor the student progress 4. Graph data for visual analysis
Once Students are Assessed About 20% of the students within the school will need interventions Key objective is to select an instructional or behavior management strategy that matches a student’s specific needs Serious academic skill deficits vs. being disorganized to turn in assignments Interventions should be scientifically based
Samples of Interventions Tier 1 – Universal Interventions – 80% Core Curriculum Accelerated Reader Compass Odyssey Tier 2 – Strategic Interventions – 15% My Reading Coach- The Florida Center for Reading Resources istation Basal Reading Tier 2 lessons (all of the above in small groups) Tier 3 – Intensive Interventions – 5% Same as above only more frequent and very small group or one-on-one
Definition of “Accommodations” Is a change that helps a student overcome or work around the learning difficulty yet shows that the student knows the information.
Accommodations vs. Interventions Interventions are different than accommodations. Examples of Accommodations: Increase the amount of practice opportunities using multiple modalities Use graphic organizers Check Understanding and Repeat Directions Divide instruction into shortened segments Provide a copy of text with main ideas highlighted
RtI is a process for achieving higher levels of academic and behavioral success for all students through: High Quality Instructional Practice Continuous Review of Student Progress Collaboration Teams of Educators Parents Community Resources
Implementation of RtI will Create Successful Students RtI is for ALL students and ALL educators. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior. RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practices.
The concept of RtI is quite simple - - doing RtI well is a challenge.
Two Big Questions of Concerns Will there be extra hands for implementing the assessments? Will professional development of differentiated instruction be available?
Capturing Your Worries Where am I going to find the time? How long does the child do the intervention? Who will do the assessments? Who is responsible? Is there going to be enough funds to support RtI? I don’t understand DMAC!
TIER 1= Core class curriculum Focus- All students Program- Scientific research based curriculum and instruction Grouping- As needed Time- Minimum of 90 min./per day Assessment- Universal screening at beginning, middle, and end of academic year( or mor e often if appropriate )
TIER 1-continued Interventionist- General education teacher or para Setting- General education classroom
TIER 2 Small Group Intervention Focus- Identified students with marked difficulties who have not responded to Tier 1 efforts Program- Specialized scientific research- based interventions Time- Homogeneous small group instruction (1:(5-10)
TIER 2-Continued TIME- 20-30 min./per/day in small group in addition to 90 minutes of core instruction ASSESSMENT- Weekly progress monitoring on target skill(s) to ensure adequate progress and learning. INTERVENTIONIST- Determined by Rti committee
TIER 2- Continued SETTING- Appropriate setting in the classroom or outside the classroom as designated by Rti committee PROGRESS MONITORING- Every two weeks needs to be recorded into DMAC intervention plan
TIER 3 Intensive Intervention FOCUS- Identified students with marked difficulties who have not responded to TIER 1 and TIER 2 efforts PROGRAM- Individualized and responsive interventions GROUPING- Homogeneous small group (1:1-3) TIME- 50 min./per day in small group instruction in addition to core 90 minutes
TIER 3 - Continued ASSESSMENT: Weekly progress monitoring on target skill(s) to ensure adequate progress and learning INTERVENTIONIST- Determined by Rti committee SETTING- Appropriate setting in or out of classroom as determined by Rti committee PROGRESS MONITORING- Every two weeks needs to be recorded into DMAC IP A
Essential RTI Vocabulary Family-School Partnership Problem Solving Team Multi-Tiered Intervention Model Data-Driven Decision Making Focused Assessment Problem-Solving Process Progress Monitoring
You Are Not Stranded! Rti Committee Parents Teacher Peers Websites
RtI Committee Members and/or Resources Instructional Facilitator- Rebecca Rodriguez Counselor-Rose Gonzales Special Education- Lois Hall Reading Teacher-Veronica Faudoa Other members : Administration General Education Teacher Parent Speech Teacher
Rti Guidelines Rti meetings will begin after the 1 st 9 weeks. Istation and F.C.R.R. activities will be made available for interventions and progress monitoring. Sign-up for istation with Mrs. Hall based on Rti committee decision. (limited slots) AIMSWEB, istation and T.P.R.I. provide progress monitoring- REQUIRED for Rti data Each skill targeted for 9 to 10 weeks with progress monitoring every two weeks (different activities may be used for one skill)
Rti Guidelines- continued DESIGNATED RTI/DMAC- HELP WEDNESDAYS from 3:00-3:30 (must e-mail request at least one day prior) WE CAN DO THIS! YES WE CAN!