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What is RTI??

What is RTI??. RTI stands for Response to Intervention. It is a four tiered process designed to meet the needs of struggling students. Tier 1. STANDARDS-BASED CLASSROOM LEARNING: All students participate in general education learning that includes:

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What is RTI??

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  1. What is RTI?? RTI stands for Response to Intervention. It is a four tiered process designed to meet the needs of struggling students.

  2. Tier 1 STANDARDS-BASED CLASSROOM LEARNING: All students participate in general education learning that includes: • Universal screenings to target groups in need of specific instructional support. • Implementation of the Georgia Performance Standards (GPS) through a standards based classroom structure. • Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning. • Progress monitoring of learning through multiple formative assessments. Standards-based classroom learning describes effective instruction that should be happening in all classrooms for all students. http://www.doe.k12.ga.us/DMGetDocument.aspx/Response%20to%20Intervention%20-%20GA%20Student%20Achievement%20Pyramid%20Oct%2023.pdf?p=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167EF8D00428F8293B&Type=D

  3. TIER 2 If I child is struggling in the classroom, they can be moved into Tier 2 to receive additional supports. NEEDS BASED LEARNING: In addition to Tier 1, targeted students participate in learning that is different by including: • Standard intervention protocol process for identifying and providing research based interventions based on need and resources. • On-going progress monitoring to measure student response to intervention and guide decision-making. http://www.doe.k12.ga.us/DMGetDocument.aspx/Response%20to%20Intervention%20-%20GA%20Student%20Achievement%20Pyramid%20Oct%2023.pdf?p=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167EF8D00428F8293B&Type=D

  4. TIER 3 If the additional research based interventions and progress monitor continue to show that the child is struggling after an adequate amount of time, the child can be moved into Tier 3. SST-DRIVEN LEARNING: In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including: • Intensive, formalized problem solving to identify individual student needs. • Targeted research based interventions tailored to individual needs. • Frequent progress monitoring and analysis of student response to intervention(s). http://www.doe.k12.ga.us/DMGetDocument.aspx/Response%20to%20Intervention%20-%20GA%20Student%20Achievement%20Pyramid%20Oct%2023.pdf?p=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167EF8D00428F8293B&Type=D

  5. TIER 4 SPECIALLY-DESIGNED LEARNING: In addition to Tiers 1 through 3, targeted students participate in : • Specialized programs, methodologies, or instructional deliveries. • Greater frequency of progress monitoring of student response to intervention(s). Tier 4 is developed for students who need additional supports and meet eligibility criteria for special program placement including gifted education and special education. With three effective tiers in place prior to specialized services, more struggling students will be successful and will not require this degree of intervention. Tier 4 does not represent a location for services, but indicates a layer of interventions that may be provided in the general education class or in a separate setting. For students with disabilities needing special education and related services, Tier 4 provides instruction that is targeted and specialized to meet students’ needs. If a child has already been determined as a child with a disability, then the school system should not require additional documentation of prior interventions in the effect the child demonstrates additional delays. The special education instruction and documentation of progress in the Individualized Education Program (IEP) will constitute prior interventions and appropriate instruction. In some cases, the student may require a comprehensive evaluation to determine eligibility of additional disability areas. http://www.doe.k12.ga.us/DMGetDocument.aspx/Response%20to%20Intervention%20-%20GA%20Student%20Achievement%20Pyramid%20Oct%2023.pdf?p=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167EF8D00428F8293B&Type=D

  6. For more information on RTI in Georgia go to: • http://www.doe.k12.ga.us/DMGetDocument.aspx/Response%20to%20Intervention%20-%20GA%20Student%20Achievement%20Pyramid%20Oct%2023.pdf?p=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167EF8D00428F8293B&Type=D

  7. What is the purpose of the RTI team? An RTI Team is made up of teachers from each grade level. They meet frequently to discuss students that are struggling in the classroom with academics, speech, language and/or behavior.

  8. When a child is struggling in the classroom with academic, language, speech, behavior, or social skills, the child’s teacher will invite his/her parents to meet with the RTI team to discuss how to help the child be more successful in the classroom.

  9. The student’s work samples, classroom assessments, classroom grades, teacher observation, doctor’s reports and parent observation are all reviewed in order to get a complete picture of the child.

  10. After reviewing the information, the team works together to identify suggestions for the classroom. This could include, participation in the BLAST program( a tutoring program), EIP( Early Intervention Placement) services, or classroom modifications( ex. Fewer spelling words, moving desk to the front of the room, a behavior chart, etc…).

  11. Suggestions are implemented and results documented by the classroom teacher. Follow up meetings will be held periodically to discuss the progress that the child is making. If classroom modifications are unsuccessful after an adequate amount of time has past, the RTI team can recommend that the child participate in an academic screening process.

  12. Once the screening is complete, the RTI team will meet again to discuss the findings. This will assist the team in determining appropriate modifications for the child. If the team suspects that there are learning problems present they can refer the child for a full psychological evaluation. This evaluation will be used to identify strengths and weaknesses in order to develop an appropriate learning plan for the child.

  13. What happens if my child is eligible for Special Education Services If a student is found to be eligible for special education services, an IEP team will be convened to plan and implement goals and objectives for the child that will address any areas of struggle.

  14. An IEP(individual Education Plan) team is made up of: • The child’s parents/ guardians • A regular education teacher • A special education teacher • A LEA ( lead educational association) representative • Any service provider that works directly with the child ( ex. SLP, PT, OT, therapist)

  15. The team will meet to review the assessment results and make recommendations on goals and objectives to focus instruction. Each plan is individualized to each students unique needs.

  16. Federal law mandates certain components of the IEP, one of which is a discussion of LRE (least restrictive environment). This means that to the greatest extent possible, the child should be served with their typically developing peers.

  17. The IEP team will discuss placement options keeping in mind the LRE. • OPTIONS INCLUDE: • Regular classroom • Consultation • Collaboration • Supportive instruction • Co- teaching • Self- contained

  18. WHAT IF MY CHILD ONLY NEEDS SPEECH LANGUAGE SERVICES?

  19. Students that qualify for Speech Language services will also have an IEP. This IEP team will include the parents, Speech Language Pathologist, regular education teacher, LEA representative and anyone else that works directly with the child.

  20. A speech language IEP will contain goals and objectives that relate directly to the child’s delays in oral language development and/or articulation that directly affect their academic progress.

  21. Speech Language therapy is generally done in a small group setting in a resource room (the child will be pulled from the regular education classroom and taken to another area). In some cases, the SLP will go into the regular classroom and serve the student with a group of his/her peers.

  22. Throughout the entire process, it is important to remember that the parent is a critical member of their child’s educational team. We must all work together to make each school year successful for EACH AND EVERY CHILD!!!!

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