Response to Intervention

WHY DO WE NEED RTI?Lots of struggling students

What we were doing was not working

There are life-long consequences for failure

Elementary school is the best time to intervene and help students succeed.

If during their freshman year students get one F their chances of graduating drop from 83% to 60%

If during the freshman year they get two F’s they are down to 44%, with three F’s they are down to 31%.

One of the best predictors early on is poor reading in 8th Grade.

MORE BAD NEWSpoverty and crime follow illiteracy and students in the lowest 25% of their class in reading are 20 times more likely to drop out of high school than the others.

Of the 7,000 students who drop out of school EVERY DAY, 75% end up in prison.

If you are a poor reader in first grade there is an 88% chance if being a poor reader in fourth grade.

Catching up is a low probability occurence.Vocabulary will be missed which leads to

THE SYSTEM IS JUST NOT WORKING

32% of students are at or above the proficient level in Grade 8, but only 23% are proficient at Grade 12.

27% of 8th Graders could not shade 1/3 of a rectangle

45% could not divide fractions.

80% of SLD students are in Special Education because they have not learned to read, and few students ever close the achievement gap, and even fewer exit.Placement here becomes a life altering event.

Special Education receive 13 % of students and 21% of the budget.

WHAT SHOULD WE BE FOCUSED ON?

Academic Vocabulary and Reading are the two most important learning tools to help success at all kinds of tests, including ACT’s.

Intervention has to be a school-wide approach, not a one at a time approach.

The old system is the problem.....writing plans, keeping minutes, one team referring to another team, so much documentation, assuming kids are the problem.

HOW CAN WE KNOW OUR SYSTEM IS NOT WORKING?

Consider this: Is your existing system effective? Are you pro-active or re-active in helping kids? Do you wait until you find they are deficient or work from day 1 with those you believe are likely to be deficient in the future?

Can we focus on EFFECTIVE SYSTEMS AND NOT DEFECTIVE KIDS.

TIERED SUPPORTS

If you give a universal assessment in reading and math and determine that a child is at Benchmark , ( above 40th percentile),that is considered Tier 1.

Strategic learners are those who require a supplemental program of instruction, according to specific needs ( Between the 20th and the 40th percentile, and less than two years behind)

Intensive learners require a comprehensive intervention program, if below the 20th percentile and two or more years behind.THIS IS STILL NOT SPECIAL ED

STEPS 1 AND 2

Universal screening.

split grades into INTENSIVE SUPPORT( below 20th percentile), STRATEGIC SUPPORT (20th-40th percentile), BENCHMARK SUPPORT (above 40th percentile)ADVANCED ( above 70th percentile)

STEPS 3

Progress monitor and review outcomes.

Some students may require specially designed instruction by way of an IEP.

THE CURRENT SYSTEM

kids in trouble stay in trouble( 71% of benchmark kids in K become 65% of 6th Graders, 11% of strategic kids become 15%of strategic kids in 6th Grade , and 18% of intensive kids become 19% of kids in 6th Grade)

A working system would show the INTENSIVE percentage dropping and the Benchmark percentage increasing over time/

WHAT MAKES AN EFFECTIVE SYSTEM?

The school has a well thought out plan for supporting students according to their needs.

Supports are pre-arranged and efficient

Supports are highly effective, and work for the malority of students at each level.

It should NOT MATTER what teacher you have or what class you are in.

HOW TO MAKE THIS WORK!

Students are screened once and divided into three tiers.

New students are screened at registration by the office staff.

Aides are pushed in rather than students pulled out.

Schedules are centralized to take account of aide power and grade requirements.

HOW TO MAKE THIS WORK

EasyCBM is a great initial assessment in reading, comprehension and math to be able to determine groupings at each grade level.

Each grade has a reading block of 90 minutes or 45/45 reading block.

IMproved instruction using active engagement and vocabulary could reduce intervention

regular and on going supplemental instruction

TIER 1 LESSON

State the goal of the lesson, students repeat.

Active engagement and explicit instruction. I do, we do, you do.Use choral response for short answers, partner share for expanded responses, students held accountable, teacher monitors for accuracy and intervens as necessary by saying “my turn” and give xorrect answer, they repeat.

DEVELOP VOCABULARY

Develop a vocabulary plan, including wide reading, read alouds, audio books, word games, prefixes, suffixes, roots, compounds, context clues.

Identify critical words

Teach words efficiently, by using kid friendly definitions and concrete examples

Ensure transference

Teach 1/1, 2/1, 4/2, 4/2 new and review words each week based on the critical list.math in 5th is 6/3.

HOW TO TEACH VOCABULARY?

Each day spend a short time on vocabulary teaching.Days 1 and 2 Pre teach.Days 3 and 4 practice and assessment, day 5 reteach as necessary.

Every 4th week give a mastery test of 15 words and 16 definitions to mix and match.