Presentation on theme: "Response to Intervention: Linking Statewide Initiatives."— Presentation transcript:
Response to Intervention: Linking Statewide Initiatives
Response to Intervention (RtI) What is it? a philosophy a system a shared responsibility a way to know if what were doing is working
RtI: a philosophy If a student isnt performing as expected, we will change what WERE doing … and continue problem solving until we find what works.
RtI: a system Organizer: the Problem Solving Approach Tools: –Assessment –Interventions –Progress Monitoring Support: the Expanding Circle
RtI: a shared responsibility This is about each and every … –student –class –school –district For district-wide success, it needs to be everybodys business
RtI: a way to know if what were doing is working Its really about a specific students learning – has s/he Responded to Intervention? Have we learned what it takes … yet? So, however youre using RtI at the moment, keep the individual students performance in mind.
How are RtI philosophy and components already being implemented being implemented in Rhode Island?
Personal Literacy Plan (PLP) Provides: a problem-solving approach for improved student reading a framework designed to meet the needs of an individual student, accelerating said student up to grade level appropriate and focused instruction for struggling readers beyond the context of classroom instruction for all students
Rhode Island Reading First Program Goal: to produce successful readers requires high quality, comprehensive K-3 classroom reading instruction for all children implements a scientifically based reading curriculum and program uses strong assessment data to guide instructional decisions incorporates intervention and supplementary instruction based on student need
Reading First Funds Support Reading First Funds Support: Valid and reliable screening, diagnostic, progress monitoring, and outcome based assessments Scientifically-based instructional programs, materials and instruction Coaches, as embedded professional development
Features of Scientifically Based Reading Instruction Data-driven Explicit instructional strategies Systematic instruction Ample practice opportunities Aligned student materials 90+ minutes of uninterrupted core reading instruction
Scaffolded Framework for Secondary Literacy Framework for teaching and learning Vehicle for developing literacy in each content area Literacy is defined as: reading writing speaking listening
Scaffolded Framework for Secondary Literacy Assessment – students are screened using state assessment data and/or a local screening process to identify which students are reading below grade level. Students who are identified as reading below grade level are diagnostically assessed to determine strengths and weaknesses.
Scaffolded Framework for Secondary Literacy Intervention – Diagnostic assessment results are used to make a student- by- student decision about additional reading instruction and intervention(s)
Scaffolded Framework for Secondary Literacy Progress Monitoring – a record of a students literacy progress is maintained. Determines: the success of the intervention(s) to date the future course of action for the student
Principles of Learning (IFL) Organizing for effort – expectation that all students can achieve; support provided Clear expectations – appropriate targets Fair and credible evaluations – aligned to standards, clear results of learning efforts Academic rigor – expecting and supporting high student performance Accountable talk – accurate and relevant evidence-based decisions …
Learning Beyond Grade Level Using a problem-solving approach in an expanded circle of support To determine areas and levels of student performance beyond grade level To design experiences and activities to challenge students and keep them learning – broader, deeper, higher – as appropriate To measure effectiveness of these interventions on student performance and satisfaction
Special Education Decisions Using evidence of the students response to interventions to help determine: if there is a suspicion of a disability that requires further evaluation if there is a disability if the student has made progress toward IEP short-term and long-term goals if the student still has a disability when a reevaluation is done