Response to Intervention

Hofstra UniversityOctober 21, 2014

Deborah Y. Smith, Ed.D.Principal, Connetquot Elementary School

East Islip School District

IntroductionsO Thank you to Dr. Fusco – appreciation

for the opportunityO Backgrounds?O Equity cardsO KWL

Learning Targets

O I can identify the critical components of the Response to Intervention initiative

O I can describe the role of the Instructional Support Team

O I can navigate to web-based resources to utilize in small group instruction

Reading Instruction“Big 5”

O-Phonological AwarenessO-Alphabetic

Principle/PhonicsO-Reading FluencyO-Reading ComprehensionO-Oral Language/Vocabulary

DIBELSUniversal Screening Tool

O Dynamic Indicators of Basic Early Literacy Skills

O Developmental sequence of one-minute measures: O recognizing initial sounds (phonemic

awareness),O naming the letters of the alphabet

(alphabetic principle)O segmenting words into phonemes

(phonemic awareness) O reading nonsense words (alphabetic

principle), O oral reading of a passage (accuracy and

fluency), retelling (comprehension) O word use (vocabulary)

SUNY BrockportO Portions of this Power Point were

taken from EDA 600 Final Project “Working through a Mandated Change” Adapted from a Power Point by Jim Wrightwww.interventioncentral.org January

2006

New York State

O RtI must include…O appropriate instruction delivered to all students O screening of all students in class O instruction matched to student need with

increasingly intensive levels of targeted intervention

O repeated assessments of student achievement O information acquired through RTI must be used in

decisions about changes in goals, instruction, services and referrals to special education;

O Notification to parents when intervention exceeds general classroom interventions (details)

Definition

ORTI is a general education framework O Involves research-based

instruction O InterventionsORegular monitoring of student

progressOUse of data over time to

make educational decisions.

Tiered SupportO Tier I - universal programs in the school intended

to prevent student academic or behavioral failureO Tier II - programs or supports that can be

individualized and matched to students with emerging academic or behavioral difficulties

O Tier III - the most intensive - reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports

ModelO What does RtI look like?

O Targeted small group instructionO Classroom teacher and

Interventionists working with various groups of students

O Instruction that is designed to support specific skills

O Progress monitoring of students who are struggling the most

O Continuous review of data – data teams

Data TeamsO Instructional Support Teams

O Classroom teachersO Speech teachersO Reading TeachersO Resource roomO Social workerO School psychologistO Principal

Resources for evidence-based intervention strategies

O Big Ideas in Beginning Reading (U of Oregon):www.reading.uoregon.edu

O What Works Clearinghouse (US Dept of Education): www.w-w-c.org

O Intervention Central: www.interventioncentral.org

O Florida Center for Reading Research www.fcrr.org

Center Based Instruction

O 2 hour blocksO 20 minutes – whole group lesson

(FUNdations)

Classroom teacher (Tier I)

Reading teacher(Tier II)

Resource teacher(Tier III)

Group A Group C Group D

Group B Group D

Group C Group D (pull out)

Group D

Data Collections

OProgress monitoringOCurriculum Based Measures –

standardizedOStudent scores entered into

databaseOResults reviewed by skill area

Ideal ConsultingO www.idealconsulting.comO Multiple resources

DiscussionO QuestionsO CommentsO ExperiencesO ChallengesO Implications