Spicewood, IB World School Response to Intervention

1. Spicewood, IB World SchoolResponse to Intervention

2. What is RTI? • RTI stands for Response To Intervention. • The RTI process is a multi-step approach to providing services and interventions to students who struggle with learning at increasing levels of intensity. • RTI is a system wide effort involving school improvement that includes general education, compensatory education and special education. • RTI is not a model, but a framework that guides educator’s efforts at helping ALL children achieve their full potential

3. RTI prevents unnecessary and excessive identification of students with disabilities

4. “RtI is the practice of (1) providing high quality instruction/ intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.” Kurns & Tilly, 2008

5. Who benefits from RTI? Everyone, because • RTI is the practice of providing high quality instruction and intervention matched to student needs. • At the heart of RTI is the common goal of helping all students achieve high standards. • RTI allows struggling students to receive effective interventions early.

6. Key Components of RTI • Decision making is done across general, compensatory, and special education programs • There is a well-integrated and seamless system of instruction and intervention • There is high-quality instruction (scientifically- based & delivered with fidelity) • Universal screenings are routinely done • Decision making is based on Student Data • Services and interventions to struggling learners are at increasing levels of intensity • There is frequent progress monitoring to determine effectiveness of intervention(s)

7. There may be different areas that need intervention in order for a student to be successful. Literacy and numeracy may need attention, but behaviors can also interfere with learning. • Literacy • Behavior • Math

8. Three-Tiers of Instruction Core instruction differentiation &re-teaching as needed Tier 1 80-90% of students are HERE Primary Instruction Tier 2 5-10% of students are HERE Secondary Intervention Tertiary Intervention Tier 3 1-5% of students are HERE Ehren, Ehren & Proly (2009)

9. Primary Instruction Universal Instruction for all students (Tier 1) • Instruction implemented by classroom teachers • Differentiated instruction • Ongoing assessment of student learning • Frequent progress monitoring

10. Secondary Intervention Targeted Interventions (Tier 2) for some students: • Interventions designed to address specific needs identified through screening and progress monitoring • Interventions supplement universal instruction rather than supplant it

11. Secondary InterventionContinued Targeted Interventions (Tier 2) • Academic interventions typically delivered in small groups that may be a different strategy • May occur anywhere, including the general education classroom • Progress monitoring and data collection continues

12. Tertiary Intervention Specialized Instruction (Tier 3) • Targeted intervention designed to address areas where limited progress is being made by student • Instruction delivered in small groups or individually • Progress monitoring & data collection continues • Instruction may be within general education or in special education

13. The Three-Tiers in a Venn Diagram Tier 1 Tier 1 Tier 2 Tier 2 Tier 3 Ehren, Ehren & Proly (2009)

14. Who monitors RTI at Spicewood? The Student Success Team (SST) leads the RTI efforts at Spicewood. It is represented across grade levels and disciplines and includes instructional support personnel

15. Who is part of the SST at Spicewood? • Student Success Team Membership • Principal • Asst Principal • Counselor • Interventionist • IT/PYP Coordinator • Primary or Intermediate Collaborative Teacher • Parent Support Specialist • (Special Ed: Speech, Diagnostician, Resource, etc.) • Referring and Monitoring/Data Collecting Teachers

16. How does Spicewood’s RTI Process Work?Spicewood administers Universal Screenings to all students in Grades 1 – 5, three times a year. Data is recorded from student results, then analyzed and monitored along with other student performance data.

17. After a specified period of time, the monitoring of some students’ data may indicate a need for more intensive instruction. Tier 2 instruction will then be determined & the Progress monitoring piece will begin again.

18. Students who do not respond to the Tier 2 more-intense interventions may need interventions changed or tweaked. The specified period of time (how often and how long) and the size of the instructional group are considered along with the specific interventions being tried.

19. If after significant intervention has been tried and progress monitoring (still) indicates insufficient progress has been made, a child may be referred to Special Education or Dyslexia for further evaluation.

20. We are responsible for ensuring each student’s educational success. We do not take this job lightly and never want to incorrectly place a label on a student. When a child is referred for Dyslexia or Special Education testing, we can ensure our parents that their children have been given exceptional consideration and instruction and that more is still needed in order for them to be successful.

21. FOR MORE information about RTI, please see mrs. June or mrs. Swain. Either will be happy to help you and answer your questions!