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RtI Basics

RtI Basics. Cindy Edge & Jody Labernik Northland Special Education Cooperative August 25, 2010 Special Education Inservice. Where does RtI come from? Background Information. RtI was born in special education, but was conceived in No Child Left Behind (NCLB)

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RtI Basics

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  1. RtI Basics Cindy Edge & Jody Labernik Northland Special Education Cooperative August 25, 2010 Special Education Inservice

  2. Where does RtI come from?Background Information • RtI was born in special education, but was conceived in No Child Left Behind (NCLB) • Large increase in special education • Federal law allows districts the ability to respond to a student’s needs based on scientific, research-based intervention (SCBI) as part of evaluation procedures (Pub. L. No. 108-446 & 614[b]6[A]; & 614[b][2 & 3]).

  3. The School System Traditional School System Present School System Professional collaboration All children can learn Highly effective schools produce students who are able to succeed by overcoming unique backgrounds • Professional isolation • Failure not always addressed • Few students sought post-secondary education • School’s job was to sort kids based on bell curve

  4. RtI Philosophy • Highly effective, researched-based core instruction • Systematically identify students • Provide students additional time and support to be successful

  5. Common RtI Terminology*Refer to handout* • Research-based Interventions: Instructional strategies and curricular components that have been validated as effective by experimental design studies that: a) have been applied to a large study sample, b) show a direct correlation between the intervention and student progress, and c) have been reported in peer review journals

  6. Common RtI Terminology*Refer to handout* Multi-tiered Intervention Model: A continuum of instruction, where each tier provides increasingly intense interventions and levels of support in addition to previously provided instruction. Data-Based Decision Making: The process of planning for student success (academic and behavioral) through the use of on-going progress monitoring and analysis of data.

  7. Common RtI Terminology*Refer to handout* Progress Monitoring: Data used to frequently used to check student progress toward success. Most often program monitoring comes from short (2-3 minute) normed assessment probes given every 1-4 weeks. Differentiated Instruction: Instruction that matches the specific strengths and needs of each learner.

  8. RtI Pyramid Tiers of Intervention Tier 3: Intensive 5-10% Tier 2: Strategic 15-20% Assessment Instruction Tier 1: Universal 75-80% Problem-Solving & Organization

  9. Definition of “Tiers” • Tier 1: Core program for all students. Daily best practice. Should address need of approximately 80% of students • Tier 2: Supplemental instruction and support for approximately 15% of students. Identified through assessment data. • Tier 3: Intensive support for students not making progress with Tier 1 & 2 interventions.

  10. Tier 1 Components • In classroom core curriculum • Program for ALL students • Universal screening • Differentiated instruction within classroom

  11. Tier 2 Components • Additional time and support • Small group instruction in or out of classroom • Students grouped per assessment needs • More frequent progress monitoring (data probes) • Diagnostic assessment per criteria of individual instrument

  12. Tier 3 Components • More intense support of current intervention • Most often outside of regular ed. classroom • 1 to 1 teacher/student ratio • Increased frequency of current intervention • More frequent progress monitoring (Tier II-3 probes w/in 2 months/Tier III-6 probes w/in 2 months).

  13. Current RtI Model for Schools • Universal testing for all students • Tools: AIMS-web, NWEA, STAR • Completed fall, winter, spring • Diagnostic testing for students at lower 20% benchmark • Currently identifies reading needs in phonemic awareness, phonics, fluency, vocabulary and/or reading comprehension • Tools: DIBLES, Jerry Johns, STAR • Intervention in areas identified from diagnostic assessment

  14. How can special education and RtI work together? • Might be active members at all tiers • Assist in understanding IDEIA and NCLB • Consult and collaborate with general education in determining appropriate intervention • Co-teach • Assist in providing alternative service delivery

  15. How can special education and RtI work together? • Assist with administering, charting and evaluating interventions • Assist in interpreting and evaluating data • Assist in observing and providing feedback • Assist in conducting professional development

  16. How can special education and RtI work together? • Assist with administering, charting and evaluating interventions • Assist in interpreting and evaluating data • Assist in observing and providing feedback • Assist in conducting professional development

  17. RtI Key Elements • Instructional Collaboration • Assessment-frequent data probes • Create and define “tier” • Fluid movement of students between tiers • On-going use of problem-solving and organization

  18. Problem-Solving Steps and Questions 2. Problem Analysis Why is the problem occurring? 1. Problem Identification What is the discrepancy between what is expected and what is occurring? 3. Plan Development What is the goal? What is the intervention plan to address this goal? How will progress be monitored? 5. Plan Evaluation Is the intervention plan effective? 4. Plan Implementation How will implementation integrity be ensured?

  19. RtI Question #1 • Instructional Strategies that have been validated by experimental design in three categories • What is…?

  20. RtI Question #2 • Small group instruction in or out of the classroom • Students grouped per assessment needs • Diagnostic Assessment What are…?

  21. RtI Question #3 • Assist in interpreting and evaluating data • Consult and collaborate with general education • Assist in understanding IDEIA and NCLB What are…?

  22. RtI Question #4 Problem Identification Problem Analysis Problem Development Plan Implementation Plan Evaluation What are…?

  23. RtI Question #5 80 15 5 What are…?

  24. RtI Question #6 Phonemic awareness Phonics Fluency Vocabulary Reading comprehension What are…?

  25. CHANGE • Change is constant • Change is the only stable reference point in life • The never-ending process of change can be simple, easy and natural for us I Ching The Book of Changes

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