Response to Intervention

1. Response to Intervention Hofstra University October 21, 2014 Deborah Y. Smith, Ed.D. Principal, Connetquot Elementary School East Islip School District

2. Introductions • Thank you to Dr. Fusco – appreciation for the opportunity • Backgrounds? • Equity cards • KWL

3. Learning Targets • I can identify the critical components of the Response to Intervention initiative • I can describe the role of the Instructional Support Team • I can navigate to web-based resources to utilize in small group instruction

4. Reading Instruction“Big 5” • -Phonological Awareness • -Alphabetic Principle/Phonics • -Reading Fluency • -Reading Comprehension • -Oral Language/Vocabulary

5. DIBELSUniversal Screening Tool • Dynamic Indicators of Basic Early Literacy Skills • Developmental sequence of one-minute measures: • recognizing initial sounds (phonemic awareness), • naming the letters of the alphabet (alphabetic principle) • segmenting words into phonemes (phonemic awareness) • reading nonsense words (alphabetic principle), • oral reading of a passage (accuracy and fluency), retelling (comprehension) • word use (vocabulary)

6. SUNY Brockport • Portions of this Power Point were taken from EDA 600 Final Project “Working through a Mandated Change” Adapted from a Power Point by Jim Wrightwww.interventioncentral.org January 2006

7. New York State • RtI must include… • appropriate instruction delivered to all students • screening of all students in class • instruction matched to student need with increasingly intensive levels of targeted intervention • repeated assessments of student achievement • information acquired through RTI must be used in decisions about changes in goals, instruction, services and referrals to special education; • Notification to parents when intervention exceeds general classroom interventions (details)

8. Definition • RTI is a general education framework • Involves research-based instruction • Interventions • Regular monitoring of student progress • Use of data over time to make educational decisions.

9. Tiered Support • Tier I - universal programs in the school intended to prevent student academic or behavioral failure • Tier II - programs or supports that can be individualized and matched to students with emerging academic or behavioral difficulties • Tier III - the most intensive - reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports

10. Model • What does RtI look like? • Targeted small group instruction • Classroom teacher and Interventionists working with various groups of students • Instruction that is designed to support specific skills • Progress monitoring of students who are struggling the most • Continuous review of data – data teams

11. Data Teams • Instructional Support Teams • Classroom teachers • Speech teachers • Reading Teachers • Resource room • Social worker • School psychologist • Principal

12. Resources for evidence-based intervention strategies • Big Ideas in Beginning Reading (U of Oregon):www.reading.uoregon.edu • What Works Clearinghouse (US Dept of Education):www.w-w-c.org • Intervention Central: www.interventioncentral.org • Florida Center for Reading Research www.fcrr.org

13. Center Based Instruction • 2 hour blocks • 20 minutes – whole group lesson (FUNdations)

14. Data Collections • Progress monitoring • Curriculum Based Measures – standardized • Student scores entered into database • Results reviewed by skill area

15. Ideal Consulting • www.idealconsulting.com • Multiple resources

16. Discussion • Questions • Comments • Experiences • Challenges • Implications