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What is Response to Intervention?
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IDEA (2004) and RTI
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!!To prevent reading difficulties and
!! Reduce the number of students who
become eligible for special education
as SLD by:
"!Making effective decisions about teaching
and learning that ensures success for all
children, and
"!Determining appropriate levels of support
and intervention.
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Tier 1 STANDARDS-BASED CLASSROOM LEARNING:
All students participate in general education learning that includes:
•!Implementation of the Georgia Performance Standards (GPS) through research-based practices
•!Use of differentiation of instruction such as flexible grouping, varied instructional strategies
•!Monitoring progress of learning through multiple formative assessments and analysis of student work
Tier 2 NEEDS-BASED LEARNING:
In addition to Tier 1, targeted students participate in learning that is different by including:
•!Specialized pyramids of intervention
•!Greater frequency of monitoring progress of learning through multiple formative
assessments and analysis of student work
Tier 3 SST-DRIVEN LEARNING
In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including:
•!Individualized assessments •!Formal Progress Monitoring
•!Interventions tailored to individual needs
•!Referral for specially-designed instruction if needed
Tier 4 SPECIALLY-
DESIGNED
LEARNING Targeted students
participate in :
•!GPS access/extension •!Greater frequency of progress monitoring
•!Specialized programs,
methodology or instructional delivery
Response to Intervention (RtI):
Georgia’s Student Achievement
Pyramid of Interventions
Georgia Department of Education Kathy Cox, State Superintendent of Schools February 5, 2008 All Rights Reserved
The RtII Framework
Intervention: Establishing a
Coordinated Continuum of
Support
Tier 1
Regular
Classroom
Instruction 80-90% of Students
Tier 2 Classroom
Intervention
Provide
Differentiated
Instruction
(Small Group
of Individual)
5-10% of
students
Slow growth or No Growth
Slow or No Growth
Tier 3 Supplemental,
customized,
Intervention
(Individual or
Samll Group)
5-10% of
students
Accelerated Growth
Accelerated Growth
Slow or No Growth
Tier 4
Referral to Special
Education for
possible LD
1.5-3% of
students
Accelerated Growth
International Reading Association GUIDING PRINCIPLES
!! Instruction
!! Responsive Teaching and Differentiation
!! Assessment
!! Systemic and Comprehensive
!! Collaboration
!! Teacher Expertise
10
http://www.reading.org/Libraries/Resources/RTI_brochure_web.sflb.ashx
IRA Guidelines on RTI Principles #5: Systemic Approaches
!! “RTI must be part of a comprehensive, systemic approach to language and literacy
assessment and instruction that supports all preK-12 students and teachers.”
11 12
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!! General education-led effort implemented within the general education system; coordinated with all other
services, including special education, Title I, ELL, Migrant Education, etc.
!! System to provide instructional intervention immediately upon student need
!! Process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures.
RTI is a(an): RTI Management: Teams
!! Review school-wide student performance data
!! Prescribe instructional or behavioral interventions for students based on intensity of identified needs
!! Set short- and long-term
goals for the school and students to progress toward established benchmark or standards
!! Group all students via level of intervention based on student performance data
!! Monitor students’
progress toward established goals and benchmarks
!! Adjust interventions
based on student performance data
The Promise…
!! Children’s needs are addressed as soon as they are noted;
!! Focus on prevention that can reduce unnecessary student failure, labeling, segregation, and remediation in special education; and
!! The artificial general and special education barriers should be eliminated
Unsettling Facts
!! Of the 6 million children in special education, half of those are identified as having a "specific learning disability," and the number has grown more than 300 percent since 1976.
!! Roughly 6 percent of all school-age children are being served as LD under IDEA
!! Special education placements tend to stabilize the reading growth of students with reading disabilities rather than accelerate it. (Vaughn, 1998, Moody, 2000)
!! Students who enter special education 2+ years below age mates can be expected to maintain disparity or fall farther behind.
!! Effect size for LD programs is .29 (Reschly)
Points of Consensus
!! The current state of affairs needs addressing "! Struggling readers, generally speaking, have not
improved their achievement or performance very much ….Whether that is reading intervention or
special education
"! Disproportionally more poor and minority students fail to learn to read well.
!! Waiting for students to fail is not acceptable
!! Providing more effective instruction is worth doing
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Situate RTI with the School Improvement Process
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Specifically…..
!! Educators may be working from out-dated materials or may have had limited PD to prepare them for new roles
!! Teachers may not be teaching with enough urgency
and/or differentiating instruction for small groups of students
!! Reading professionals may not detail the nature of
their interventions (vs 30 minutes 4 x week)
"! What focus and goals?
"! What materials
"! How long?
"! How will we know?
Specifically…..
!! Special educators/para educators may not have sufficient literacy expertise to tailor programs for
individuals
!! The assessment plan may not be coherent or may be inadequate to capture varying profiles of need
!! There may be no historical legacy of collaboration "! Scheduling time to collaborate can be a real challenge
"! Preparing people to engage in collaborative consultation may be an even greater one
Using the Principles and the Research to
Improve Literacy
Instruction and Achievement $
WORKING TOWARD SOLUTIONS
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Research—Teachers’ Core Instruction
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Research—Teacher Expertise
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Good Teaching Matters
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1. Identify a Collaborative Leadership Team
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2. Engage in Self-assessment
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Consider….
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Consider….
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3. Develop an Action Plan
!! How will existing initiatives and opportunities be incorporated into any systemic plan for action
!! Describe the approach to RTI to be used
!! Identify and address concerns and barriers
!! Identify needed resources, PD, materials, assessment tools, etc.
!! Identify what outcomes will be used to measure effectiveness
!! Establish a timeline for implementation
4. Make Decisions
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4. Make Decisions
!! Decide who will be involved in shaping interventions and in making decisions about
students’ response to instruction
!! Identify the assessment system to be used
!! Determine the PD required for classroom teachers,
literacy specialists, and special educators
!! Establish benchmarks for monitoring students’ progress
!! Decide how data will be collected, displayed, and discussed
!! What improvements can/should be made in classroom instruction (that would benefit all Ss)?
!! What does customization and intensification look like for each successive tier?
!! Are intervention designs documented so that:
"! It is clear what instruction the students are receiving?
"! They can be used with other students who have similar difficulties?
!! Are the interventions complementary to Tier 1
instruction?
!! What provisions have been made to limit interventions
and keep scheduling flexible?
Taking Stock
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RTI
RTI Requires Top-down and Bottom-Up Action
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From: Mosenthal, Lipson et al. (2004) !
As Fullan (1997) has noted,
“Productive educational change roams somewhere between over-control and chaos…You cannot mandate what matters, because what really matters for complex goals of change are skills, creative thinking, and committed action” (pp. 33-35)
.
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