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Response to Instruction/Interventions

This article discusses the key elements of Response to Instruction/Interventions (RtI) and how it aligns with the ESEA, NCLB, and IDEIA laws. It explores the three tiers of RtI for academic and behavior support, with curriculum, instruction, and assessment strategies highlighted for each tier.

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Response to Instruction/Interventions

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  1. Response to Instruction/Interventions ESEA NCLB IDEIA

  2. Shifts in the LAWS… • ESEA/NCLB • School improvement • Greater accountability • Adequate yearly progress IDEIA 2004 • Effective instruction with HQ teachers • Progress monitoring • Early intervening services

  3. 3-Tier Academic/Behavior RtI TIER 1 Universal Interventions 80-90% of students TIER 2 Strategic Interventions 10-15% TIER 3 Intensive 1-5%

  4. Tier 1: UNIVERSAL INSTRUCTION Curriculum: Scientifically research-based core academic curriculum implemented with fidelity CONSISTENCY Instruction: Differentiated instruction (teaching flexibly and matching instruction to student need to maximize the potential of all students) SUCH AS 90-MIN READING BLOCK, grouping students by levels instead of grade Assessment: • Benchmark/Universal screening (AIMSWEB) • Formative assessment ACFA to make sure students are mastering standards/skills and to inform instruction

  5. Tier2: STRATEGIC INSTRUCTION Curriculum: Core curriculum + supplemental instruction on targeted skills Instruction: Small group (3-4 students) with re-teaching core skills using supplemental materials for an additional 15-20 min./3x week Assessment: • Benchmark/universal screening • Formative assessment (Alaska Comprehensive Formative Assessments ACFA)to assure students are mastering standards/skills and to inform instruction • Program monitoring (Aimsweb) to determine whether students are responding adequately to targeted instruction (monthly)

  6. Tier 3 INTENSIVE INSTRUCTION Curriculum: Core instructional programs or replacement core program + targeted supplemental interventions Instruction: Problem-solving team develops a plan to guide data-based instructional interventions; Face-to-face instruction with highly qualified teachers. Increased opportunities for oral respond; systematic and direct instruction; explicit and immediate corrective feedback Assessment: • Benchmark/Universal screening (AIMSWEB) • Formative Assessment (ACFA)to make sure students are mastering standards/skills and to inform instruction • Progress monitoring more frequently (weekly) to determine whether students are responding adequately to intensified instruction • Individualized diagnostic assessment to determine the problem and inform instruction/intervention (KeyMath,WJRMT, TOWL)

  7. ACADEMIC BEHAVIOR Tier 1 Universal 80-90% Tier 2 Strategic 10-15% Tier 3 Intensive 1-5%

  8. Tier 1: Universal Curriculum: School-wide expectations Responsible Thinking Program Instruction/intervention: Teach process to students and maintain throughout school activities Assessment: • Fidelity of implementation measures • Systematically collect, analyze and review incident data • Identify“Frequent flyer” list • “Tease out” incident trends by the setting, time of day,etc.

  9. Maslow’s Hierarchy of NEEDS

  10. Tier 2: Strategic Curriculum: • Explicit lessons for “frequent flyers” PRIM • Positive Behavioral Interventions: stressing success over failure Instruction/intervention: • Small group social skills lessons (lunch bunch, mentors, family component) • Check-in/check-out program with an adult in the school building, quality time • Improved classroom structure (e.g. cueing, individually designed signals) • Linking school to family support • Self-management systems, daily logs/grades where behavior is the focus Assessment: CONFIRM physical condition of student: vision, hearing, hunger, sleep • Continue to evaluate the fidelity of universal supports • Daily observation, looking for successes • Analyze behavior incident data to identify further need, when, where, why Progress monitoring with AIMWEB to inform instructional changes for students receiving strategic behavioral interventions http://www.sesa.org

  11. Ful- fillment Self-esteem, Self-respect BELONGING, LOVE SAFETY, PROTECTION HUNGER, SLEEP

  12. Tier 3: Intensive • Assessment: • Gather information, Conduct student/teacher/parent surveys • Conduct a functional behavior assessment (FBA) • Determine need for referral to treatment professionals: BBAHC Mental Health counselors Curriculum: Develop an individualized Behavior Intervention Plan (BIP) that defines the function of the problem behavior: avoidance, control. Instruction/interventions: • Implement BIP with CONSISTENCY • Help student define vocabulary to express him/herself • Debrief episodes of misconduct: How are you feeling? What caused you to feel this way? What would help you right now? What do we need to make this situation work? • Assessment: Monitor progress through objective measure such as AIMSWEB • Revisit and revise BIP as necessary.

  13. Stages of RtI

  14. State of RtI at SWRSD ACADEMIC BEHAVIOR Reading Open Court RTP Tier 1 Universal Tier 2 Strategic Coordinate Tier 3 Intensive

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