17
Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Embed Size (px)

Citation preview

Page 1: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Response to Intervention (RTI)

at Mary Lin Elementary

Principal’s CoffeeAugust 30, 2013

Page 2: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

WHAT IS RTI?Through RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. RTI is comprised of four tiers.

National Dissemination of Children with Disabilities, 2010

Page 3: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

The Foundational Components of RTI

Screening children within the general curriculum

Creating tiered instruction of increasing intensity (four tiers)

Evidence of standards-based instruction Close monitoring of student progress Informed decision making regarding

next steps for individual students

Page 4: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Standards Based Classroom Instruction Tier One

All students participate in general education learning that includes: Universal screenings to target groups in need of specific

instructional support Implementation of the Common Core and Georgia

Performance Standards through a standards based classroom structure

Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning, guided reading and math groups, and effective questioning

Progress monitoring of learning through multiple formative assessments

Page 5: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Universal Screeners Kindergarten

All students in kindergarten are screened three times per year using the following norm-referenced universal screeners:

-Letter Naming Fluency-Letter Sound Fluency-Phoneme Segmenting Fluency-Word Reading Fluency (added in winter)-All domains of math

Page 6: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Universal Screeners First Grade

All students in first grade are screened three times per year using the following norm-referenced universal screeners:

-Letter Sounds-Phoneme Segmenting-Word Reading Fluency-Passage Reading Fluency (added in

winter)-All domains of math

Page 7: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Universal Screeners Second Grade

All students in second grade are screened three times per year using the following norm-referenced universal screeners:

-Word Reading Fluency-Passage Reading Fluency -Vocabulary-Reading Comprehension-All domains of math

Page 8: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

\

Universal Screeners Third Through Fifth Grades

All students in grades 3-5 are screened three times per year using the following norm-referenced universal screeners:

-Passage Reading Fluency-Vocabulary-Reading Comprehension-All domains of math

Page 9: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Screening Students at Mary Lin

Student behavior is also “screened” through frequency of office referrals or conferences with teachers.

Speech is informally screened by teacher observations

Page 10: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Tiered Instruction of IntensityWhat happens if a student is not responding to the Tier One standards-based instructional strategies?The student moves to the next RTI level, Tier Two.Academic or behavior interventions are put in place to support the student.The interventions are targeted toward the student’s needs based on the data collected from Tier One.The student’s progress is monitored at least twice a month.

Page 11: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Tiered Instruction of IntensityWhat does tiered instruction of intensity look like at Mary Lin? At-risk students who have been identified through

the screening process at Tier One receive research-based interventions in the classroom at Tier Two

Research-based interventions are different than teaching strategies (PALS Math and Reading)

Research-based interventions are implemented for at least 4-8 weeks to see how the students responds, hence the name Response to Intervention.

The student’s progress is monitored throughout the 4-8 weeks of Tier Two implementation of RTI

Page 12: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Tiered Instruction at Mary Lin

What happens if a student is not responding to the Tier Two interventions? Tier Three is an option for a student who is not

adequately responding to the classroom instruction at Tier One nor Tier Two interventions

Tier Three calls for more intense intervention and more frequent progress monitoring

The Student Support Team (SST) is part of Tier Three.

SST meets every 40 days to discuss a student’s current progress and intervention plan

Page 13: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Evidence-based Instruction

How is instruction monitored at Mary Lin? The administration monitors classroom

instruction and provides teachers with feedback on their teaching practices

During classroom observations, the administration observes what the students are doing

Teachers are required to teach the Common Core and Georgia Performance Standards using research-based teaching strategies (Teacher Keys)

Page 14: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Evidence-based Instruction

How are the research-based interventions monitored? Teachers are provided with professional

development on how to implement research-based interventions

The administration meets with teachers and grade levels to analyze the data from all tiers

The administration observes the research-based interventions during classroom instruction

Page 15: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Close Monitoring of Student Progress

The universal screeners are given three times per year to all students in grades K-5

Research-based interventions are implemented for students who may be at-risk

Quick assessments, or probes, are used to determine how the student is responding to the research-based interventions

Based on the data, decisions are made on the next steps for the student. Were the interventions a good match for the student? If not, now what?

Page 16: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Informed Decision Making Decisions about next steps for students

at-risk simply must be based on the data Emotions are not reliable data to make

informed decisions about next steps for students who may be at-risk

The administration, teachers, and parents play an important role in analyzing the data and making the best decision for the student

Page 17: Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013

Tiered Instruction at Mary LinTier Four is the last tier of intervention. Based on the data collected on the student’s progress from the previous three tiers, if a student is still not responding to the research-based interventions, then the school and the parents may look at the possibility of referring the student for a comprehensive educational and/or psychological evaluation to determine if a learning disability exists.