Response to Intervention (RtI)at

Cesar Chavez Academy

A process of implementing high quality, scientifically validated instructional practices and interventions based on learner needs, monitoring student progress and adjusting instruction based on the student’s response.

Response to Intervention

Can Be Used in Any Content Area

math

behavior

reading

Define the problem.What is the concern?

Identify students at risk from data.

Implement the intervention.

Progress Monitor.Use assessment sheet

to record observations. Collect Data

Evaluate or monitor the student’s progress.Reconvene at RTI

meeting. Is our plan working? Adjust interventions

according to data.

Plan an intervention.Goal Setting at RTI

meetingWhat do we want to

see happening and by when?

RtI is Problem Solving

Data is used to guide instructional decisions.

Proactive not reactive – early interventionbefore it is too late.

No fluff! Really good teaching in core to maximize

achievement. Communication and collaboration is

essential.

Guiding Principles

Is Not… Is…

An instructional Program A framework to implement effective practices

Intended to encourage placement of students

Matching needs and resources

Possible to implement alone A team effort

The same for every school Uniquely designed for each building

A special education, a general education, a Title 1, a talented and

gifted initiative

A school wide initiative.

Response to Intervention

Drives your school improvement, programs, budget, schedules and professional development.

Special Education is embedded, RTI is not used to label.

How does it fit in?How does it fit in?

Tier 3

Tier 2

Tier 1

Intensive Individual/small group

Intervention

SupplementalProgress Monitoring:

DIBELSHM Phonics Screener

Targeted Group Interventions: Touch Math, Soar to Success, Phonics First, Read Naturally

Small Flexible Grouping

Core Instruction Differentiated Learning Centers

School-wide Screenings & AssessmentsRunning Records, Writing Assessment, Dolch

Sight Word, Pre/Post Math, Accelerated Reader, DIBELS, ELPA, MEAP and Formative Classroom

Assessments, SIOP, PBS (Be A Star)Houghton Mifflin, Read Naturally, Everyday Math,

Writer’s Workshop

RtI at Cesar Chavez

Academy

Tier 1

Core Instruction Differentiated Centers School Wide Assessments & Screeners Intervention Process for Student Success

Core Instruction Everyone gets core instruction. 80-90% of

the class should be meeting core instruction.

Core instruction needs to be strong!

Core: grade level vocabulary, grade level content, grade level text. Don’t pull them out. They will miss all those core content skills to hit one skill.

Tier 2 Students identified at risk from the school

wide screener. Skills test/phonics screener used with

these students to narrow down where the deficency is.

Interventions set to attack those deficient skills.

Small flexible groups during classroom centers.

To provide immediate assistance to the student to catch them up to benchmark.

To continue to gather information and learn how to best meet the student’s needs.

To solve the problem. To determine the conditions that best

enables the students to learn.

Purpose of an Purpose of an InterventionIntervention

Early Intervention Handling the situation before it is too late. The biggest response is in the first 12weeks. Usually don’t see a growth until 6-7 weeks of

using an intervention strategy. If no response – try another intervention

strategy and monitor before putting intoTier 3.

If a student shows benchmark growth for 6 weeks or more they can be moved back to Tier 1.

Tier 3 Targeted group with the lowest scores.

Small flexible groups

30 minutes/1-2 times a week in addition to the tier 2 intervention during class.

Tier 2 & Tier 3Interventions

Soar to Success Read Naturally Reading-Tutors.com Touch Math ELL Support Behavior plans Phonics First

Assessments Students referred to RTI are assessed with

various assessment tools in their area of concern.

Tier 2 & Tier 3Assessments

DIBELS KLST 2 MLPP Houghton Mifflin Phonics and Decoding Screening Running Records DOLCH Sight Words AIMS Web

Four Purposes of Assessment

Screening – Determines who is at risk and will need interventions, guides instruction (DIBELS, ELPA)

Diagnosis – Provides in depth information about student’s skills (MLPP, Phonics Screener)

Progress Monitoring – Used to determine if students are making progress (DIBELS, AIMS)

Outcome – End results, summative evaluation (MEAP, IOWA)

www.studentprogress.org www.kc.vanderbilt.edu/pals www.nclb.org www.ed.gov www.pbis.org www.lsu.edu/steep http://aimsweb.com http://dataimpactsoftware.com http://interventioncentral.org http://dibels.uoregon.edu www.SDResources.org http://www.whatworks.ed.gov www.cast.org

References/Resources