1 / 19

Response to Intervention: Linking Statewide Initiatives

Response to Intervention: Linking Statewide Initiatives. Response to Intervention (RtI). What is it? a philosophy a system a shared responsibility a way to know if what we’re doing is working. RtI: a philosophy.

reese
Download Presentation

Response to Intervention: Linking Statewide Initiatives

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Response to Intervention: Linking Statewide Initiatives

  2. Response to Intervention (RtI) • What is it? • a philosophy • a system • a shared responsibility • a way to know if what we’re doing is working

  3. RtI: a philosophy If a student isn’t performing as expected, we will change what WE’RE doing … and continue problem solving until we find what works.

  4. RtI: a system • Organizer: the Problem Solving Approach • Tools: • Assessment • Interventions • Progress Monitoring • Support: the Expanding Circle

  5. RtI: a shared responsibility • This is about each and every … • student • class • school • district • For district-wide success, it needs to be everybody’s business

  6. RtI: a way to know if what we’re doing is working • It’s really about a specific student’s learning – has s/he Responded to Intervention? Have we learned what it takes … yet? • So, however you’re using “RtI” at the moment, keep the individual student’s performance in mind.

  7. How are “RtI” philosophy and components already being implemented in Rhode Island?

  8. Personal Literacy Plan (PLP) Provides: • a problem-solving approach for improved student reading • a framework designed to meet the needs of an individual student, accelerating said student up to grade level • appropriate and focused instruction for struggling readers beyond the context of classroom instruction for all students

  9. Rhode Island Reading First Program Goal: to produce successful readers • requires high quality, comprehensive K-3 classroom reading instruction for all children • implements a scientifically based reading curriculum and program • uses strong assessment data to guide instructional decisions • incorporates intervention and supplementary instruction based on student need

  10. Reading First Funds Support: • Valid and reliable screening, diagnostic, progress monitoring, and outcome based assessments • Scientifically-based instructional programs, materials and instruction • Coaches, as embedded professional development

  11. Features of Scientifically Based Reading Instruction • Data-driven • Explicit instructional strategies • Systematic instruction • Ample practice opportunities • Aligned student materials • 90+ minutes of uninterrupted core reading instruction

  12. Scaffolded Framework for Secondary Literacy • Framework for teaching and learning • Vehicle for developing literacy in each content area • Literacy is defined as:  reading  writing  speaking  listening

  13. Scaffolded Framework for Secondary Literacy Assessment – students are screened using state assessment data and/or a local screening process to identify which students are reading below grade level. Students who are identified as reading below grade level are diagnostically assessed to determine strengths and weaknesses.

  14. Scaffolded Framework for Secondary Literacy • Intervention – Diagnostic assessment results are used to make a student-by- student decision about additional reading instruction and intervention(s)

  15. Scaffolded Framework for Secondary Literacy • Progress Monitoring – a record of a student’s literacy progress is maintained. • Determines: ◊ the success of the intervention(s) to date ◊the future course of action for the student

  16. “Principles of Learning” (IFL) • “Organizing for effort” – expectation that all students can achieve; support provided • “Clear expectations” – appropriate targets • “Fair and credible evaluations” – aligned to standards, clear results of learning efforts • “Academic rigor” – expecting and supporting high student performance • “Accountable talk” – accurate and relevant evidence-based decisions …

  17. Learning Beyond Grade Level Using a problem-solving approach in an expanded circle of support • To determine areas and levels of student performance beyond grade level • To design experiences and activities to challenge students and keep them learning – broader, deeper, higher – as appropriate • To measure effectiveness of these interventions on student performance and satisfaction

  18. Special Education Decisions Using evidence of the student’s response to interventions to help determine: • if there is a suspicion of a disability that requires further evaluation • if there is a disability • if the student has made progress toward IEP short-term and long-term goals • if the student still has a disability when a reevaluation is done

More Related