RTI Response To Intervention

What is RTI ? Response to intervention is a multi – tier approach to the early identification and support of students with learning and behavior needs. Response to intervention is a multi – tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high – quality instruction and universal screening of all children in the general education classroom. The RTI process begins with high – quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists

What is RTI ? Progress is closely monitored to assess both the learning rate and level of performance of individual students. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to intervention. Educational decisions about the intensity and duration of interventions are based on individual student response to intervention. RTI is designed for use when making decisions in both general education and special education, creating a well- integrated system of instruction and intervention guided by child outcome data. RTI is designed for use when making decisions in both general education and special education, creating a well- integrated system of instruction and intervention guided by child outcome data.

Essential Components For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High – quality, scientifically based classroom instruction. High – quality, scientifically based classroom instruction. Ongoing student assessment. Ongoing student assessment. Tiered instruction Tiered instruction Parent involvement Parent involvement

Essential Components High – Quality Classroom Instruction Core Curriculum delivered to all students Core Curriculum delivered to all students Scientifically / researched based Scientifically / researched based General education classroom General education classroom Tier One Tier One

Essential Components Ongoing Student Assessment Universal Screening Universal Screening –Provides baseline data Progress monitoring Progress monitoring –Prescribed in RTI plan CBM = Curriculum Based Measurements CBM = Curriculum Based MeasurementsCurriculum Based MeasurementsCurriculum Based Measurements –1 to 2 minute probe –Local or national DIBELS = Dynamic Indicators of Basic Early Literacy Skills DIBELS = Dynamic Indicators of Basic Early Literacy SkillsDynamic Indicators of Basic Early Literacy SkillsDynamic Indicators of Basic Early Literacy Skills

Essential Components Tiered Instruction A multi – tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific research based interventions matched to student needs.

Tiered Instruction

Tier One High Quality Classroom Instruction High Quality Classroom Instruction –Scientifically Based –Fidelity Checks –Whole group instruction Screening Screening –Establishes academic and behavioral baseline –3x’s per year Group Interventions Group Interventions –5 – 8 students –During the school day –In the regular classroom –By the classroom teacher

Tiered Instruction Tier Two Targeted Interventions Targeted Interventions Instruction matched to needs on the basis of levels of performance and rates of progress. Instruction matched to needs on the basis of levels of performance and rates of progress. Intensity varies across Intensity varies across –Group size –Frequency –Duration of intervention –Level of training of professionals providing intervention / instruction Group Size = 3 to 5 Group Size = 3 to 5

Tiered Instruction Tier Three Intensive Interventions Intensive Interventions Individualized Individualized Targets students’ skill deficits Targets students’ skill deficits Comprehensive Evaluation Comprehensive Evaluation –Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility fr special education services under the IDEA Act of The data collected during Tiers 1, 2, and 3 are include and used to make the eligibility decision.

Special Education At any point in the RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. At any point in the RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI Process cannot be used to deny or delay a formal evaluation for special education. An RTI Process cannot be used to deny or delay a formal evaluation for special education. Currently in NYS, RTI must be allowed as a model for determining classification. Currently in NYS, RTI must be allowed as a model for determining classification. Districts determine the place and role of special education in the RTI model Districts determine the place and role of special education in the RTI model

Special Education

RTI in the Junior Senior High School The RTI process is a multi – step approach to providing services and interventions to students who struggle with learning at increasing levels of intensity. The progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further research-based instruction and/or intervention in general education, in special education, or both. ( National Center for Learning Disabilities, 2006 ) ( National Center for Learning Disabilities, 2006 )

How does the rationale for RTI relate to secondary ed.? How does the rationale for RTI relate to secondary ed.? –Discrepancy model vs. RTI model –Prevention What myths have to be dispelled to make RTI viable at secondary levels? What myths have to be dispelled to make RTI viable at secondary levels? –Literacy What opportunities does RTI afford our students? What opportunities does RTI afford our students? –Teacher support What challenges exist with RTI at BHS? What challenges exist with RTI at BHS? –Scheduling –Resources RTI in the Junior Senior High School

What questions should we be asking? What questions should we be asking? –Do we believe that all students can learn? What next ? What next ? –District Steering Committee –Building Committee –Readiness Survey  IST –Consensus Building Timeline Timeline –District Team = Formed and meeting on 12/8 –School Teams = January –2009 – 2010 = Develop Plan –2010 – 2011 = Begin implementation

CBM Reading Fluency Probes: Example CBM Reading Fluency Probes: Example Examiner CopyStudent Copy

CBM Reading Fluency Monitoring Chart CBM Reading Fluency Monitoring Chart

References / Resources Websites Websites –Intervention Central –RTI Action Network –National Center on RTI