Presentation on theme: "Understanding Response to Intervention (RtI) : What it Is & How it Works in Midway ISD."— Presentation transcript:
Understanding Response to Intervention (RtI) : What it Is & How it Works in Midway ISD
Our Focus Today – Introduce RTI Concepts – Share Midway ISD’s general education procedures for helping struggling learners – Progress Monitoring * The examples in this power point target academic concerns, and a similar set of procedures are in place for behavior interventions and speech issues.
Do You Have A Student That You Are Concerned About?
Here’s Johnny! Current Grade Placement= 5 th Current Reading Level= 3 rd
Johnny is Struggling… Can Johnny’s problem be within- –Learning Disability OR Can Johnny’s problem be with instruction- –The instruction was not delivered in a way that he understood –Changing schools created learning gaps
The “Catch 22” of SPED Students are historically 2 years behind “ability” to be eligible No services until criteria are met TWO years is TOO far behind! Catching up can take a lifetime!
Enter… RtI With RTI we immediately ask… How did Johnny get behind? Did this happen gradually? What can be done for him? How can we help him improve?
How Does RtI Help You Know if Johnny’s Learning Problem is Instruction or Disability? You monitor progress of ALL students –All subgroups should be responding A few students will not respond –No curriculum works for every student Come in with Tier 2 for those in need Logic of RTI: If Tier 1 is working for most, if Tier 2 is effective for most of the rest, then… Those who do not respond may have a “problem” that is not due to instruction.
Midway’s 4 Tier Model Designed by the Midway ISD RtI Committee, made up of Counselors, Instructional Specialists, Principals, OCIS Instruction at 4 levels of intensity Students get the level they need Intensity of services increase as student is nonresponsive to intervention
RTI Model Degree of Unresponsiveness to InterventionLOWHIGH Intensity of Treatment Level I Universal Interventions Level II Selected Interventions Level III Intensive Interventions Level IV Special Education ARD Determination
Tier 1: Universal Interventions The teacher will: Collect data (Universal screening, TAKS, TPRI, classroom progress, etc.) Implement interventions and begin progress monitoring for at least 2 weeks Meet with grade level/department team for initial intervention discussion Implement interventions and collect data for 4-6 weeks Contact the parent(s) to share concerns and interventions
If Johnny Doesn’t Improve… The teacher will meet with the Intervention Team to determine further interventions at Tier 1 or Tier 2 The Intervention Team is made up of: –Teacher –Instructional Specialist –Other members may include the principal and/or counselor
Tier 2: Selected Interventions The teacher will: Implement interventions and collect bi-monthly data for 4-6 weeks Tier 1 & Tier 2 teachers will meet to discuss student data and share lesson plans every 2 weeks Reconvene the Intervention Team to analyze progress and decide where student should be placed: Tier 1, 2, or 3
Interventions at Tier 2 Supplemental Instruction –Good solid instruction –Covers all the bases –Essential components of Reading / Math Progress Monitoring is continued Progress evaluated frequently Response to instruction assessed
If Johnny Still Doesn’t Improve… The teacher will meet with the Student Assistance Team (SAT) to determine Johnny’s placement and needed interventions in Tiers 2 or 3 The Student Assistance Team is made up of: –Teacher –Instructional Specialist –Counselor –Administrator –Other educators as needed –Parent participation is invited and encouraged
Tier 3: Intensive Interventions The Interventionists will: Implement interventions and collect weekly data for 4-6 weeks Reconvene SAT to analyze progress and decide where student should be placed: Tier 1, 2, 3 or 4
Tier 4: Special Education The Interventionists will: Refer Johnny for SPED
To Summarize Selecting interventions –Problem solving Brainstorming, generating solutions, reaching consensus –Standard Procedure WHO does WHAT WHEN
JOHNNY… the Old Way Wait to fail Test him using –Block design –Woodcock him Compare to National Norms Place in Special Services
JOHNNY… the RtI Way Screen early, help early Compare to local norms Intervene Use intervention response to determine child needs