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RtI Response to Intervention Directors of Counseling & Student Services of Suburban Chicago, December 4, 2008 OakBrook Maggiano’s. Dr. Merry Quinn, Director of Student Services and Dr. Tiffany Sanders, School Psychologist, Lake Forest High School District 115. - PowerPoint PPT Presentation
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Dr. Merry Quinn, Director of Student Services and Dr. Tiffany
Sanders, School Psychologist, Lake Forest High School District
115
Individuals with Disabilities Education Improvement Act of 2004- significant changes in the way students with specific learning disabilities (SLC) are identified
IDEA Regulations effective- October, 2006• Illinois Part 226.130 Rules adopted June, 2007• Illinois school districts to complete a plan for
use of a process that determines how a child responds to scientific, research-based intervention as part of the evaluation by January 1, 2009
• Implementation by the 2010-2011 school year
“practice of providing High quality instruction/intervention matched
to student needs Using learning rate over time and level of
performance Make important educational decisions”
(Batsche, et. Al., 2005)
Using differentiated instructional strategies for all learners, providing all learners with scientific, research-based interventions, measuring performance using progress monitoring and making educational decisions based on a student’s response to the intervention
Before- the education system waited for a student to fail before attempting more intensive instructional interventions
Current research indicates that early intervention is crucial to a student’s success
Creates success for all learners Identifies struggling learners early Requires data driven decision-making
Three Tiered Model- Multi-Tier Model Tier I- foundation; all students; preventive;
proactive; universal interventions (80%) Tier II- supplemental instruction and
interventions in addition to core instruction; some students; at-risk; targeted group (20%)
Tier III- intensive instructional interventions; individual students assessment-based, high intensity of longer duration; small groups (5%)
Problem -solving method of decision-making Match instructional resources to educational
need of student Define the problem- what is the discrepancy
between what is expected and what is occurring? Analyze the problem using data to determine why
discrepancy is occurring Establish student goal, develop plan and monitor
with integrity Use data to evaluate effectiveness of intervention
1. Problem Identification 2. Problem Analysis 3. Intervention Planning 4. Progress Monitoring
Core Teams- Dean, Social Workers, School Psychologist, Counselor(s), Teachers
http://iirc.niu.edu Interactive Illinois Report Card
http://www.isbe.net/RtI_plan/default.htm Illinois State Board of Education website
http://www.interventioncentral.com http://whatworks.ed.gov/ Intervention &
Topic reports http://www.illinoisaspire.org
Tier II Committee- LFHS Enriched Studies Freshmen Experience After School Program Ombudsman Resource Centers (All Core areas) Tutoring (Adult, teacher and peers) Co-Taught classes Social Work Groups
Entrance Criteria Core Team has attempted and documented
Tier I interventions Student demonstrates significant difficulties in
one or more of the following areas: failing grades, missing work, excessive absences, homework completion, organization, study skills, social/emotional concerns, behavioral concerns
¼ credit; receive grade but not factored into gpa
Exit Criteria Student is unable to gain
(social/emotional/behavioral/academic) success from program based on needing more support than Freshmen Experience can provide
On an individual basis with discussion in Core teams
Core team has determined that another intervention needs to be attempted
Sophomores, Juniors, Seniors- no credit; no grade
Entrance Criteria Core team has attempted and documented
Tier I interventions Student demonstrates significant difficulties in
one or more of the following: time management, organization, homework completion, study skills, test taking
Core team will review: appropriateness of course levels, attendance, standardized testing, teacher reports, transcripts
Program is not for behavioral issues Students are progress monitored within
area of difficulty Teacher communicates with teachers and
parents
Exit Criteria Student fails to meet goals Student achieves goals Student behavior consistently prohibits other
students from achieving their goals Student unable to achieve goals and Core
team determines that a different intervention is needed
• Tier 3 – Students not responding to intensive
interventions– By 2010-2011, documentation of the RtI
process must be a part of the evaluation process for students when a specific learning disability (SLD) is suspected
– District may use a severe discrepancy between intellectual ability and achievement as part of the evaluation process
RtI provides a school-wide model of integrated instruction, assessment, and data-based decision-making assisting all students
Requires greater collaboration of teachers and staff to coordinate efforts of instructional delivery, assessment, and decision-making
District Leadership Team with Parent component
All students reading assessment- English Dept.
YPP- Yearly Progress Pro- Math Assessments and Assignments
MAP testing (Measures of Academic Progress) NWEA- Northwest Evaluation Association
Compass Learning-linked to MAP and skill building
KeyTrain- PSAE Day 2 Work Keys
PLAN test scores- sophomore year English and Math
Retired ACT tests- Science and Math Gold Cards- referrals D, F, I List and Attendance Middle School Articulation
Level Changes/8th Grade Teacher Recommendations
Reimbursement for Coursework/Lane Changes
Reflective Teaching- 3 Minute Walk Through
KTI- 21 offerings; contractual Summer Workshops Lunch ‘N Learns Structured Mentoring Program Scheduling Committee
Common Planning Times
APT Boosters, PALS, Applause Parent-Teacher Conferences attendance Open Houses Power School Edline
LEAD Improved Communication Behavioral Contracts- parent signatures Emotional-Wellness Initiative
School Climate Survey Parent participation