Presentation on theme: "An Introduction to Response to Intervention"— Presentation transcript:
1 An Introduction to Response to Intervention Building Rti Team could present their rationale for why they would like the school to participate in RtI implementation and be a school who receives coaching support.RtI
2 Definition of RtIThe practice of high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction, and applying child response data to important educational decisions.
3 Continuum of School-wide support Tier 3Tier 2Tier 1
4 Problem SolvingRtI an integratedSystemMeasurementInstruction
5 How do I know a student needs additional support? Use the data. NWEA-below 40th percentile for grade levelKindergarten assessment-recognize12 or less letters at beginning of yearF and P-At these levels or below1st Grade-Level A/B2nd grade-Level I3rd grade-Level M4th grade-Level P5th grade-Level SORF-below 40th percentile
7 Oral Reading Fluency (CBM-R) Student reads a passage aloud for one minuteCount the number of words read and the errorsSubtract errors from total words to get Words Read Correct.Median WRC from 3 passages used for benchmark testing of all students1 passage used for frequent progress monitoringStrong correlations with state tests (0.7 – 0.75 range)
15 AIMSweb Test of Early Literacy (TEL) Letter Naming FluencyLetter Sound FluencyPhoneme SegmentationNonsense Word Fluency
16 Response to Intervention-Time, group size and Frequency Consideration for SPED Assessment3 times per week for 30 minutes individually4 times per week for 30 min. with 4-5 other students
17 Our Pilot with RtIFall 2007120 students identified as Tier I (17% of Mwta)After 6 weeks of intervention – data showed that 47% of these students were on target to meet grade level expectations.53% of the 120 moved on to Tier IISpring 20089% of students are in Tier II3% of students are in Tier III
18 Progress Monitoring for Tier II AimswebReading specialist works with students and meets frequently with teacherAfter 9-12 weeks -then decision for next step is made based on Aimsweb growthContinue Tier IIReturn to Tier IAdd Tier III if….Growth rate below Aimline on Aimsweb
19 If Tier II is successful Return to Tier 1-classroom interventionsProgress monitoring every other week for 12 weeksAfter 12 weeks monitor monthly
20 If Tier II is not successful, Add Tier III Grade level problem solving team (reading specialists, classroom teacher, other support staff) make determination after 9-12 weeks of Tier IIIf growth is below the aimline for Aimsweb -recommend Tier III.
21 Tier III Progress Monitoring Conduct 1 reading probe per week with AimswebAfter 9-12 weeks meet with grade level problem solving team to review the progress and determine next steps.
22 If Tier III is successful Stay with Tier II for 9-12 weeks and use weekly progress monitoringIf successful in Tier II return to Tier I and continue progress monitoring every other week for 12 weeks, then monitor monthly