D62 Response to Intervention

1. D62 Response to Intervention

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.

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.

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.

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.

6. Problem- Solving Model

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

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

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

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

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.

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

13. Completingthe 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

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)?

15. Problem- Solving ProcessKey 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

16. Thank you!Questions?