(Teaching & Learning) RtI/CEIS 2012-2013

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(Teaching & Learning) RtI/CEIS 2012-2013. RtI. Response to Intervention ( RtI ) is a process of implementing high-quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on student response. RtI. - PowerPoint PPT Presentation


<ul><li><p>(Teaching &amp; Learning)RtI/CEIS 2012-2013</p></li><li><p>RtIResponse to Intervention (RtI) is a process of implementing high-quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on student response.</p></li><li><p>RtIResponse to Intervention (RtI) is the process of teachers changing their instruction based on how well the students responded to it.</p></li><li><p>RtIHas become the national model for successfully reaching students when they are just beginning to fall behind expected benchmarks and providing appropriate supports and interventions at increasing levels of intensity.</p></li><li><p>CEIS(Coordinated Early Intervening Services)Are provided to assist students in K-12th grades who are not currently identified as needing special education or related services, but who need additional academic and/or behavioral assistance to enable them to be successful in a general education environment.</p></li><li><p>Purpose of DepartmentFacilitate Effective Implementation of RtI ProcessProvide support with Research- and Evidence-Based Approaches to Early Intervention for Students Struggling with Learning or BehaviorFacilitate/Train/Assist Universal Screening Process/Progress MonitoringAnalyze Academic &amp; Behavior DataSupport SST TeamsAdminister Diagnostic Assessments</p></li><li><p>Important InformationWhen the general education, or Tier 1 instruction, in the district is solid and done with fidelity, 80-90% of our students will experience SUCCESS!The RtI process involves:</p><p>1. Identification of Struggling Students (both academically and/or behaviorally)2. Diagnosis of Specific Learning Gaps and/or Deficits3. Creating Plan for Interventions &amp; Goal Setting4. Providing Appropriate Interventions (with integrity and fidelity)5.Progress Monitoring6. Data Analysis &amp; Student Outcomes</p></li><li><p>Identification of Struggling Students (both academically and/or behaviorally)Universal ScreeningAIMSweb (Academics &amp; Behavioral)CRCT 3-8Pre-K Developmental ChecklistsGKIDSSpeech/Language QuestionnairesOASMini-AssessmentsReport Cards</p></li><li><p>Diagnosis of Specific Learning Gaps and/or DeficitsREADINGDRA/QSIPhonemic Awareness/Phonics/DecodingWord Study/VocabularyFluencyComprehensionSequencingRelating Background Information/ConnectionsMaking InferencesComparing/ContrastingSummarizingSynthesizingProblem-SolvingDistinguishing between facts/opinionsFinding the main idea/supporting details</p></li><li><p>Diagnosis of Specific Learning Gaps and/or DeficitsMATHEMATICSEarly Numeracy SkillsOral CountingNumber IdentificationQuantity DiscriminationMissing NumberMCAP Item AnalysisNumber and OperationsAlgebraGeometry MeasurementData Analysis and ProbabilityProcessProblem-SolvingReasoning and ProofCommunicationConnectionsRepresentations</p></li><li><p>Diagnosis of Specific Learning Gaps and/or DeficitsBehavior(Behavioral &amp; Emotional Screening System (BESS) or Social Skills Improvement System (SSIS))Disruptive Behavior ProblemsAggressionAnger ManagementConductFollowing DirectionsEmotional/Confidence ProblemsAnger ManagementConductProblem-SolvingSelf-ManagementSchool/Learning ProblemsAdvanced Organizers StrategyComputer-Assisted InstructionDaily Behavior Report Card StrategyFollowing DirectionsSocial ProblemsGetting Along with OthersMaking CompromisesSocial SkillsStaying Calm</p></li><li><p>Creating Plan for Interventions &amp; Goal SettingINSTRUCTION is the KEYIdentify the classroom(s), teacher(s), student(s), and other resources needed to implement the intervention. Define short-term and long-term criteria of successSpecify intervention activities and schedule for implementationMake sure everyone involved is trained prior to implementation</p></li><li><p>Creating Plan for Interventions &amp; Goal SettingINSTRUCTION is the KEY</p><p>Do you need to increase or decrease behaviors?What skills (or prerequisite skills) need to be taught?What skills does the teacher have and/or need?What must the parent do?</p></li><li><p>Providing Appropriate Interventions (with integrity and fidelity)ReadingDirect Small Group InstructionGuided ReadingHarcourt Strategic Intervention/Intervention StationSuccessMakerRead 180/System 44MathematicsDirect Small Group InstructionGuided MathematicsNumberWorldsSuccessMakerCognitive TutoriXL MathBehaviorSchoolwide Expectations Taught and PostedEffective Classroom Management (Rituals, Routines, Behavior Expectations Taught/Posted1st 20 DaysREVISITED)Positive Behavior Interventions and Supports (PBIS)AIMSweb Behavior Intervention Lesson Plans/ResourcesCheck-In/Check-out (CICO)</p></li><li><p>Progress Monitoring</p><p>Collecting/closely monitoring/documenting student performance dataUsed to make adjustments in instruction and/or determine what is working or what has changedIndicates effectiveness of instruction for individual students and/or grade levelsMotivates students and teachers to continue the work during intervention timesDemonstrates that RtI IS working!</p></li><li><p>Data Analysis &amp; Student Outcomes</p><p>Evaluates Effectiveness of Instruction and Overall Approach to InterventionInforms Instruction/Instructional DecisionsDiscusses Student Progress (Adequate or Inadequate)Determines Movement of Students Between TiersDetermines When Exit Criteria Have Been Met</p></li><li><p>Department Staff Joan Whitehead, RtI/CEIS Coordinator</p><p>Dr. Danielle Jones, Interventionist(Zone 1 + Howard HS, Howard MS, Brookdale, Heritage)</p><p>Dr. Arrika Tunstell, Interventionist(Zone 2 + Miller MS, Carter, Morgan)</p><p>Dr. Barbara Peck, Interventionist(Zone 4 + Central HS, Lane, Springdale)</p></li><li><p>Location/Contact Information484 Mulberry StreetSuite 235478-765-8744jwhitehead@bibb.k12.ga.us</p><p>Interventionistsatunstell@bibb.k12.ga.usbpeck@bibb.k12.ga.usdsjones@bibb.k12.ga.us</p></li><li><p>Questions/Comments</p><p>The Georgia Student Achievement Pyramid of Interventions defines what instruction looks like in the state. The most important Tier is Tier 1. When done with fidelity, Tier 1 instruction meets the needs of 80-90% of our student population and providing interventions for the 10-20% at Tier 2 will be a breeze, because once the instructional deficits or gaps are closed at Tier 2, most students can return to Tier 1 and be successful. 5-10% of that group may need even more intense intervention for a longer period of time, but the goal is to have as many students as possible return to Tier 1, but providing the support at Tiers 2 &amp; 3 as long as students are progressing and need the support. In a perfect world, only about 1-5% of our students will ever be identified as PEC.RtI is what good teachers have always doneprovide supports for students who struggle. Now, with RtI, we are just required to document our efforts, the things we do, to ensure our students are successful with the instruction we provide. *Teachers reflect on a daily basis after presenting lessons planned to teach the standards and ensure students are able to apply those standards they have learned to real-life circumstances. As a teacher, I am constantly reflecting and asking myself what I can do to improve this presentation when or if I present it again to another audience. I will use the feedback I get from you and the questions you still may have when I am done to ensure that my next audience will not have to ask those same ones. I will try to address your every question and if I, or your interventionist, need to come back to support your success with RtI, I am available. *The IDEA legislation of 2004 mandates Response to Intervention due to concerns about traditional special education identification procedures, the disproportionate representation of minorities in special education, the integration of general and special education, and the delivery of evidence-based programs to students. Disproportionality is a serious concern in the state and Georgia is under consent decrees requiring the elimination of this disproportionality.RtI reduced disproportionality for African American students (Marsten, Muyskens, Lau, &amp; Cantor, 2003).RtI produced a significant increase in the rate of response of minority students to early intervention instruction (VanDerHeyden &amp; Witt, 2005). RtI has been discussed in the literature as an alternative method to the traditional IQ-achievement discrepancy model for identifying and intervening with students learning problems or disabilities. The wait to fail approach is considered by many to work against early intervention.</p><p>*The CEIS emphasis is directed particularly in elementary school, and especially in grades K-3. Last year our focus was in the 12 schools that had 65% or fewer students meeting academic standards as measured on CRCT and grades 3 through 5 were the focus. This current year, we will focus on a minimum of 12 schools and both academic and behavior data will determine selection of students in grades K-3 including all Priority, Focus, or Alert schools. *This is only a brief laundry list of services we provide. We are here to assist in any way to ensure effective implementation of the RtI process which will ensure that all our students will possess strength of character and be college ready. Six steps. Now lets look more closely at how these steps look when we follow them closely.Never should we make an instructional decision without more than one piece of data. Can anyone think of other methods we can use to determine if our students are indeed struggling?*We have to drill down to determine where student struggles are in order to address them. Reading is HUGE!!! We have to nail down the exact area in reading a student might have an instructional deficit. *Same thing with math. Goals should address specific areas of concern. SMART goals are Specific, Measurable, Attainable, Realistic, Timely.*If we fail to plan, we plan to fail. Planning, setting goals, and implementation are most important. Without instruction, how can we know if progress is being made. *These are just a sample of possible interventions available to all students. It is the goal that in our district we will have standard protocols to use for each of the areas so if a student should move, the intervention that was working for him/her will be available at any other school in the district he/she might enroll in.*Back in the day, teachers gave spelling tests every Friday to see how students were spelling. That is a simplistic version of PM. When instruction has occurred, it is a natural thing for a teacher to do to assess the learning that has happened as a result. Grade books represent the documentation of progress in the Tier 1 classroom. Progress monitoring is more specific and documented graphically for a student who is receiving interventions at Tiers 2 or 3. Students who have been identified as PEC have to be progress monitored as well to document improvement made as their IEP goals are worked toward. *Data Rich, Analysis Poor!!! The days of getting the data and putting it away in a folder are gone. In order for us to meet the needs of our 21st century students we have to constantly use and analyze student data if we are to impact the outcomes for our students on their journey to become strengthened in character and college ready.*This is my team. We are here to help. </p></li></ul>