Response to Intervention Response to Intervention RTI Data

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Response to Intervention

Response to Intervention

Response to Intervention RTI Data Collection • Benchmark (CBM Family) • Progress Monitoring Interventions

Response to Intervention RTI Data Collection • Benchmark (CBM Family) • Progress Monitoring Interventions • Tiers • Training/Materials Problem Solving Model • Allocation of Resources

DATA COLLECTION CBM Family • Flynt Cooter Passages • Intervention Central Benchmark Scores Progress

DATA COLLECTION CBM Family • Flynt Cooter Passages • Intervention Central Benchmark Scores Progress Monitoring

Types of Benchmark/Progress Monitoring Data • • • Letter Recognition Letter Sound Recognition Fluency

Types of Benchmark/Progress Monitoring Data • • • Letter Recognition Letter Sound Recognition Fluency

Common Ways to Assess Student Reading Proficiency Alphabetics • Phonemic awareness Manipulate sounds •

Common Ways to Assess Student Reading Proficiency Alphabetics • Phonemic awareness Manipulate sounds • Phonological awareness Linking sounds to letter symbols to make words Reading fluency • Speed and accuracy Comprehension Vocabulary

The single most important factor in determining success in reading is…. LETTER RECOGNITION

The single most important factor in determining success in reading is…. LETTER RECOGNITION

Develop Multi-Tiered Interventions To Help Students Interventions are based on monitored progress and are

Develop Multi-Tiered Interventions To Help Students Interventions are based on monitored progress and are targeted to specific student needs Interventions are administered by classroom teacher, reading specialist, and other highly qualified teachers Interventions provide students with ADDITIONAL instruction

Interventions USING OUR DATA as a GUIDE… We identify… -The Students -The Needs -The

Interventions USING OUR DATA as a GUIDE… We identify… -The Students -The Needs -The Intervention

A Three Tiered Approach Tier 3 HIGH RISK WILSON READING 5% GREAT Tier 2

A Three Tiered Approach Tier 3 HIGH RISK WILSON READING 5% GREAT Tier 2 LEAPS 15% AT RISK REWARDS Tier 1 Harcourt Trophies Intervention Kit Heggerty Six Minute Solution 80%

RESEARCH BASED INTERVENTIONS Tier Three Wilson Reading Program Tier Two ? Tier One Guided

RESEARCH BASED INTERVENTIONS Tier Three Wilson Reading Program Tier Two ? Tier One Guided Reading Heggerty Phonemic Awareness

Special Education Placement On Basis Of Ability To Learn Opportunities to respond to research-based

Special Education Placement On Basis Of Ability To Learn Opportunities to respond to research-based instruction and interventions are ruled out Comprehensive student evaluation is conducted by multidisciplinary school team Use multiple assessments, including Rt. I generated data to determine specific LD Develop student IEP guided by instructional data collected during various stages of Rt. I

Rt. I and Federal Regulations Required by NCLB, IDEA, and Rt. I • Monitoring

Rt. I and Federal Regulations Required by NCLB, IDEA, and Rt. I • Monitoring of general education • Core curriculum that addresses needs of all students and all subgroups • Supplemental instruction for struggling readers • Intensive interventions for students who have not experienced success • Instruction over discrepancy

Review of Federal Regulation Concerning Rt. I IDEA: PL 108 -446 300. 307 (a)

Review of Federal Regulation Concerning Rt. I IDEA: PL 108 -446 300. 307 (a) (3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures • Schools no longer required to use discrepancy model (waiting for failure) for determining LD

300. 8 (c) (10) SPECIFIC LEARNING DISABILITY Defined i. GENERAL - Specific learning disability

300. 8 (c) (10) SPECIFIC LEARNING DISABILITY Defined i. GENERAL - Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, READ, write, spell…

300. 8 (c) (10) SPECIFIC LEARNING DISABILITY Defined ii. DISORDERS NOT INCLUDED - Specific

300. 8 (c) (10) SPECIFIC LEARNING DISABILITY Defined ii. DISORDERS NOT INCLUDED - Specific learning disability does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage • • A child does not have SLD if there is a lack of high quality reading instruction or Has limited English proficiency

Federal Money 15 percent of IDEA Part B funds can be used for early

Federal Money 15 percent of IDEA Part B funds can be used for early intervention • • Professional development Assessment Materials Other services NCLB funds

A School-Wide Rt. I Team Should Include Classroom teacher Certified reading specialist Special education

A School-Wide Rt. I Team Should Include Classroom teacher Certified reading specialist Special education teacher Parents of child Principal Speech teacher School nurse

Problem Solving Problem Identification Problem Analysis Evaluation Plan Development

Problem Solving Problem Identification Problem Analysis Evaluation Plan Development

What’s the Plan for Mann? What do we need to do? Who will do

What’s the Plan for Mann? What do we need to do? Who will do it? Teachers Service Providers Administration When will we do it? How will we do it?

Teacher Expectations Assist with administering CBMs Meet with Intervention Team and Principal to review

Teacher Expectations Assist with administering CBMs Meet with Intervention Team and Principal to review data and make decisions Implement research based interventions Monitor progress of students through data

Service Provider Expectations • Work with students in several locations of the building •

Service Provider Expectations • Work with students in several locations of the building • Use Research-Based Interventions with students • Magnify efforts in specific areas • Assist in data collection • Coach Teachers on Reading Strategies • Assist in Training

Summary Rt. I is the: Establishment of effective teaching strategies and core curriculum with

Summary Rt. I is the: Establishment of effective teaching strategies and core curriculum with general education population Universal screening of ALL students Use of research based interventions in general education Measurement of student responses to interventions Use of student Rt. I data to change intensity or form of new interventions