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RESPONSE TO INTERVENTION

RESPONSE TO INTERVENTION. What is it?. A method of academic intervention used in the United States designed to provide early, effective assistance to children who are having trouble learning. (wikipedia)

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RESPONSE TO INTERVENTION

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  1. RESPONSE TO INTERVENTION

  2. What is it? • A method of academic intervention used in the United States designed to provide early, effective assistance to children who are having trouble learning. (wikipedia) • Structure has been seen to reduce the number of children identified for special education

  3. Components of RTI • Professional Development • Multi-tiered academic interventions • Curriculum Based Measures • Identification of behavioral supports • PARENT INVOLVEMENT!

  4. Professional Development • Lessons should incorporate research-based strategies and differentiated instruction based on the LEARNING STYLE OF THE STUDENT (FOORMAN,2007). • Emphasis will be on what other ways the teacher can reinforce the point rather than what is “wrong” with the student (Bailey, 2003).

  5. Multi-Tiered Academic Interventions

  6. Tier I • Includes high quality instruction • Is the core instruction for all students • Provides for flexible groupings that target specific skills to insure all students “get it” • A reading baseline should be noted prior to instruction • CBMs should be used at regular intervals

  7. Tier II • For students who are not grasping a particular concept (estimated 20%) • Groups are homogenously based by skill deficit • Interventions are done 3 days per week and in small groups • CBMs should be used more frequently • 10 weeks of intervention is suggested for students to be able to internalize information, which can be maintained and generalized

  8. Tier III • Used for students who are not responding to Tier II intervention (5% estimate) • Includes more explicit instruction focusing on specific skill • Students in this tier are often referred for special education testing • 1:1 interventions

  9. Curriculum Based Measures • The structure of RTI is dependent upon progress monitoring tools or CBMs to determine placement and effectiveness • CBMs are tools teachers use to determine progress in math, reading, writing and spelling. • DIBELS, AIMSWeb or iSTEEP

  10. Why use CBMs • Benchmark- identify the successful and at risk readers *Establishing a baseline for growth (AYP) *Help sets student goals *Teachers and parents will know “where to go” with interventions *Can be used to problem solve throughout the 3 tiers

  11. DIBELS • Dynamic Indicator of Basic Early Literacy Skills • Short fluency measures used to monitor development of early literacy and reading skills • Designed to id. children who have difficulty acquiring basic early literacy skills in order to provide support • http://www.dibels.org/dibels.html • Username: dibelsuser • Password: 980679

  12. DIBELS Booklet • Included in the tests: • Letter naming • Nonsense Word Fluency • Oral Reading Fluency • Phoneme Segmentation • Word Use Fluency *Look over the site. IF YOU GIVE STUDENTS THE TESTS, DO NOT GIVE THEM TO THE PARENTS, PLEASE!!!

  13. AIMSWeb • A product similar to DIBELS • Has online support • No statistical difference between AIMSWeb and DIBELS • Does include mathematics probe • $5.00 per child (as opposed to DIBELS, which is free to use)

  14. How to use probes • Intervention Central Home of RTI http://www.interventioncentral.org/ includes many probe generators (including math) for free • OKAPI! (reading probe maker, Online Tools heading) • Chart Dog (data management system, Online Tools heading) • Probes for older students, MAZE generators,etc. can be found on Intervention Central, look for links!

  15. Behavioral Supports • Title I Interventions • SAFE • PASS

  16. Parent Involvement • Remember, RTI is just a framework~ teaching kids, checking to see if they “got it” and providing ways to help if they didn’t! • TRECA safeguards in place already!

  17. Additional Comments • DIBELS is normed and typically used for K-3 kids • There are probes for older students • It is more important for the teachers to use the same CBMs • Could start the year with DORA/DOMA testing for baseline and use DIBELS for intermittent probes!

  18. References • Wikipedia. Retrieved November 2009. • http://en.wikipedia.org/wiki/Response_to_intervention • Bailey, D.S. (2003). Who is learning disabled? Monitor on Psychology, • 34,58. • Foorman, B.R. (2007). Primary prevention in classroom reading • istruction. Teaching Exceptional Children, 39, 24-30.

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