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Response to Intervention (RTI)
at Mary Lin Elementary
Principal’s CoffeeAugust 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
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
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
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
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
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
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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
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
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.
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
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
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)
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
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?
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
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.