1. D62 Response to Intervention
Erica

2. Response to Intervention Belief Statement
Response to Intervention (RtI) is a school-wide process that systematically determines and monitors the effectiveness of quality core instruction and ensures differentiated intervention or enrichment to support the learning and/or behavioral needs of all students.
Erica

3. RtI Key Features
A premise that all children can learn with appropriate instruction and support.
A school-wide responsibility where all are accountable to improve student achievement.
Universal screening is used to determine needs and supports across groups of students.
A focus on early identification of learning and/or behavioral needs and the use of a problem-solving model to determine appropriate instruction, interventions, and enrichment for all students.
Erica

4. RtI Key Features Continued
Multiple tiers of increasingly intense research-based interventions matched to student need.
Ongoing assessment and progress monitoring to continuously monitor how students respond to interventions and enrichment at grade level, building level, and district level.
The use of Professional Learning Communities (PLC) as a collaborative approach to follow a data-based decision-making process.
An emphasis on parent involvement and communication throughout the entire process.
Erica

5. Glossary of Common Terms:
Accommodation A change in instruction that enables children to demonstrate their abilities (think: extra time).
Modification A change that adjusts the learning expectations (think: altered amount of work).
Neither an accommodation nor a modification are considered Interventions when determining Special Education entitlement. However, we do note them so teachers know what works and what doesn’t work for a child.
Alicia

6. Problem- Solving Model
Problem Identification
Problem Analysis
Plan Development
Plan Implementation
Plan Evaluation
Alicia

7. These are not new ideas PLC Danielson Common Core Standards
Best practices in teaching
Alicia

8. District-wide Framework
Consistency across the district
Transitions between grade levels and buildings
Accountability for teachers and parents
Historical/anectodal data
Documentation for special education entitlement
Alicia

9. Expectations for Problem Solving Teams
Common paperwork
Designing interventions to match the area of need
Implementing interventions with integrity
Documenting fidelity of interventions
Using appropriate progress monitoring tools that are dynamic and sensitive enough to measure growth of targeted skill
Alicia
----- Meeting Notes (8/4/11 13:08) -----
You are progress monitoring what the intervention is designed to accomplish -- think ahead of time
Sensitivity of the tools

10. Problem-Solving Paperwork
Problem-Solving Flow Chart
Problem-Solving Cover Sheet
Assessment Form
Intervention Form
Stacey

11. What is an intervention?
An intervention is a specific skill-building strategy implemented and monitored to improve a targeted skill and achieve adequate progress in a specific area.
Stacey

12. Intervention Intensity
More intervention time
Smaller intervention groups
More precisely targeted at right level
More systematic instructional sequences
More extensive opportunities for guided practice
More opportunities for error correction and feedback
Stacey

13. Completing the Intervention Report Form
Align intervention to the area of concern
Match progress monitoring to intervention delivered
Intensity of the intervention determined by student need
Indicate provider of intervention
Determine who will monitor intervention
Stacey

14. Inclusionary Criteria
A. What is the student’s Educational Progress as measured by rate of improvement?
What is the Discrepancy of the student’s performance with the peer group and/or standard (how far behind)?
What are the Instructional needs of the students (how much support is needed)?
Stacey

15. Problem- Solving Process Key Points to Remember
Problem-solving team reconvenes 4 to 6 weeks
RtI folder – located in centralized location
RtI process should not delay the evaluation
RtI process is a necessary component of special education entitlement
Stacey

16. Thank you! Questions?