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Response to Intervention
Transcript of Response to Intervention
INTERVENTION (RtI)? Tier I Tier II Tier III How do we meet the needs of all learners? What do we expect students to learn? How will we know when they have learned it? How will we respond when they don't learn it? How will we respond when they already know it? Failure is not an option for ANY student. We were able to develop our schedule to meet the needs of our learners
Collaboration & Power Standards allow us to know what we expect students to learn.
Data from Common Formative Assessments informs us if students have met our expectations.
Pyramid Response to Intervention (RtI) allows us to respond to the students who do not meet our learning expectations as well as meeting the needs of those who already meet know the material.
RtI is a multi-tiered approach to help struggling learners. Students’ progress is closely monitored at each stage of interventions to determine the need for further research-based instruction and/or more intense interventions in general education, special education, or both.
Tier I Interventions are universal interventions that should take place at the first sign of trouble in a student’s learning within the regular classroom. This will include modified delivery of instruction that provides additional exposure to a skill or concept to ensure learning, and this is available to all students.
It is necessary to address specific needs for each student rather than blanket instruction for all students regardless of their level of mastery. A simple spreadsheet allows us to place 175 students in 15 minutes.
We collect data on each student and then make placements accordingly. What is Tier II
How does it work? Tier II interventions are targeted interventions for continuing struggling learners who need more help learning than Tier I can provide.
The students who receive these interventions are on 24 day rotations with teachers who specialize in the instruction for each area of need.
These students are tested on a regular basis using multiple forms of assessment to track progress.
If a student reaches the desired level of proficiency in their testing and classroom performance, they are moved out of Tier II interventions and monitored. Who is in Tier III interventions, and what are they working on? Tier III interventions are designed to address the needs of students who are much lower than expected at their grade-level but do not qualify for special education classes. These students are going to be working on skills for Reading and Math such as decoding, basic comprehension, writing skills, math facts, basic operations, simple geometry, etc...
As progress is made, students will be moved into Tier II interventions, or if there is a lack of progress, RtI can be a tool in the referral process.
We utilize ALL staff members in order to meet the needs of our learners.
How P-RtI is structured for us: Tier I interventions occur for Communication Arts every 7 days and after each formative in Math within teams to address needs as indicated by common formative assessment data.
Tier II interventions take place from 2:10-3:00 on a daily basis for students who have been identified based on their test scores as struggling learners in Communication Arts and Math. Students at or above grade-level are in Enrichment activities during this time.
Tier III interventions are scheduled with the ISS teacher, and students are pulled out three times per week to work on basic skills. There are also students who receive interventions on a daily basis during the normal Tier II time with our Speech Specialist.
"Don't tell me you believe
'all kids can learn'...
Tell me what you're doing about the kids who aren't learning."
~Richard Dufour Robinson Intermediate
Response to Intervention Process
Dr. Shawn Page - Principal www.prezi.com