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Response to Intervention

Response to Intervention. The tier process!. Agenda. PPT on Navigating Through Pat Quinn Video RtI http://thertisite.learningtodayonline.com/thertisite/course/Videos/RTI/VideoPlay.aspx Overveiw: Moving through the tiers (process) Data collection options

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Response to Intervention

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  1. Response to Intervention The tier process!

  2. Agenda • PPT on Navigating Through Pat Quinn Video RtI • http://thertisite.learningtodayonline.com/thertisite/course/Videos/RTI/VideoPlay.aspx • Overveiw: Moving through the tiers (process) • Data collection options • Meeting participation/ESOL Teacher Role • Scenarios • Review resources • Books • Web sources

  3. Why Response to Intervention All states and schools in the U.S. are accountable for disproportionality in special education through State Performance Plan reporting to the Office of Special Education Programs (authorized by IDEA). Minneapolis Public Schools have found that the RTI process reduced disproportionality for African-American students (Marston, Muyskens, Lau, and Cantor; 2003) The minority student response to early intensive instruction has been significant. VanDerHeyden and Witt (2005)

  4. Why Response to Intervention cont… In Georgia: The Georgia Department of Education has acknowledged that disproportionality represents a serious concern in our state and Georgia is under consent decrees requiring the elimination of this disproportionality. Leading academics argue that the IQ-achievement discrepancy model contributes to disproportionality because cognitive measures may be culturally biased and narrowly defined (Fletcher et al., 2002).

  5. RTI: Where to start? Grade Level Team Meetings

  6. Tier 1 All students are on Tier 1 Use of on-going standards-based curriculum and instruction Differentiated Instruction (choice, tiered assignments, etc.) Flexible grouping (based on student readiness or skill development) Multiple assessments (formative, summative) Meets the needs of 80-90% of students Curriculum – Instruction- student

  7. Initial Tier 2 Meeting Who meets and who is identified?

  8. Tier 2 Identification Come to a consensus on what data to use to begin identifying students Examples: common assessments, formative assessments, current progress report? CRCT scores, retainees Use probes on PICASSO if you need more information

  9. Tier 2 Info Needed • Prior to Tier 2 meeting facilitator checks for completion of: • Student information packet completed • Parent contact form completed • Hearing/vision completed • Skills Inventory completed • Tier 1 strategy sheet completed • Set meeting date/time/location/invitations

  10. Tier 2 Members Administrator/tier 2 facilitator Grade Level Team teachers Academic Coaches (not EPS) ESOL teachers for ELL students Optional: School Psychologist, Speech/Language/School Social Worker

  11. Tier 2 Meeting Assign someone to take minutes Administrator or assigned facilitator leads discussion for students Use the problem solving process to discuss student needs Use critical questions to help make transition decisions or intervention choices

  12. Problem Solving Process • Define the problem – What is the grade level standard, and where are students in relation to the standard? What skills are lacking to assist student progress with that particular standard? • Develop a plan - What interventions should be tried? What are the specific skills that need to be addressed? What assessments will we use to measure growth? • Implement plan – Implement the interventions 3x weekly & assess progress. • Evaluate plan – examine results frequently. Shift intervention if no progress is being made. Continue intervention if there is progress.

  13. Tier 2 Meeting Continued Determine intervention: who will do what when and how often (3x week) Decide on Assessment used to monitor student progress/how often (wkly-biwkly) Be sure that the monitoring tool and ‘area of concern’ are aligned (i.e. Skills tutor for math computation/fluency) Chart results

  14. Examining Results Jay: Met 80% accuracy goal at a minimum, keep going Suzy: Didn’t meet goal but almost (75%), keep going John: Met goal (95%), move to tier 1 Mable (45%) and Toby (50%): intervention not working, try new intervention

  15. Tier 2 to Tier 3 Requirements Tier 2 must involve 6 weeks of interventions with documented results These 6 weeks must include a minimum of 4 data points Completed Response to Intervention Forms for Tier 2 section are sent to counselor and brought to Tier 3

  16. Tier 3 Counselor sets up all Tier 3 meetings, but teacher team is still important, including school psychologist, Special Ed representative, SW, ELL teacher/interpreter Tier 2 facilitator assists in presenting new cases to Tier 3 Results of Tier 2 are discussed New interventions are discussed and new goals set for student Continue same process as Tier 2 with intervention, assessment, and analyzing results/shifting intervention for 6 wks.

  17. Data Collection Options

  18. Data Collection • Simple excel chart/graph tool - program • Chartdog • http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php#obsv0 • Packaged programs (CBM, AimsWeb, iSteep) • Chart paper and pencil - printable

  19. Tips for Success Must Haves

  20. Role of the ESOL Teacher • ESOL teachers… • Must attend RTI meetings when an ESOL student is being discussed • are highly qualified teachers • know strategies that gen ed teachers may not – specifically non-linguistic* • Help teams to decided if concern is related to language acquisition (only you know this sometimes)

  21. ESOL Teacher cont… • ESOL teachers… • have resources that you have received from this training that you can share – be the expert • Assist teams in understanding ACCESS data • Review items in your packet…

  22. Must-Haves A Tier 2 facilitator, often administrators, Academic Coaches where available Counselors facilitate Tier 3 Time for both Tier 2 and Tier 3 meetings Logistics discussed and decided (where files are kept etc)

  23. Tips for success Keep in mind, Tier 2 students can be identified early in the year Most issues can be resolved thru tier 1 strategies When most students are doing poorly in a classroom; instruction is the issue.

  24. Resources Available here? • Materials: • Programs: • Interventions: • People:

  25. Resouces • In your packet is a list • A few more: • http://www.doe.k12.ga.us/ci_services.aspx?PageReq=CIServRTI • https://www.georgiastandards.org/Resources/Pages/Tools/LexileFrameworkforReading.aspx • Illuminate sessions on RTI and ELL

  26. Movement Between Tiers Georgia requires that school districts determine an objective process for movement between tiers.

  27. Responses to an Intervention? • Good Response • Gap is closing • Can extrapolate a point at which target student will “catch-up” to peers—even if this is a long-range target • Questionable Response • Rate at which gap is widening slows considerably, but gap is still widening • Gap stops widening, but closure does not occur • Poor Response • Gap continues to widen with no change in rate

  28. Tier I Intervention

  29. Tier II: Supplemental Instruction

  30. Tier III

  31. QUESTIONS?

  32. Diane Hart, supervisor K-12 Learning Systems and Programs Cobb County School District DIANE.HART@COBBK12.ORG

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