Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Response to Intervention
Transcript of Response to Intervention
Response to Intervention
The process schools can use to help students who struggle academically or behaviorally.
What is RTI
RTI is not...
More of the same
Tier 1 is research-based teaching to all students. This includes integrating Learning Styles, Needed Accommodations, and consistent integrated of Differentiated Instruction.
At this level, teachers examine data that is universal to all students at that grade level and identifies struggling learners based on this universal data.
After the bottom 10 - 15% of students are identified, teachers refer students to the RTI committee for specific, research-based intervention in the deficit area(s).
The RTI committee meets and discusses interventions needed and a plan is developed.
Parents are also notified of struggles and the new intervention process.
When tier 2 interventions are not enough to see adequate progress, the RTI team may determine to increase the intensity, data, and frequency of the intervention. This moves into tier 3 intervention.
No more than 10%, usually not more than 5%, of students will require this level of intervention.
- Best practice
- Legal requirements
Why do I have to use RTI?
"OSEP (2008, 2011) and its umbrella agency, the Office of Special Education and Rehabilitation Services (2007), have identified these core characteristics of RTI: a) “high quality, research-based instruction” in general education, b) continuous progress monitoring, c) screening for academic and behavior problems, and d) multiple tiers of progressively more intense instruction."
"The 2004 amendments of IDEA, which went into effect on July 1, 2005, expressly introduced RTI for one specific purpose—identification of students with SLD. Specifically, the IDEA legislation provided that, for SLD identification, states a) may no longer require severe discrepancy, which was the traditional approach of requiring marked underachievement relative to intellectual ability, and b) must permit school districts to use “a process that determines if the child responds to scientific, research-based intervention” (§ 1414[b]).
- RTI Action Network, "Legal Dimensions of RTI"
RTI is a general education initiative that impacts special education.
1. Collect universal data on all of your students in a specific skill area.
- Reading Fluency
- Reading Comprehension
- Math Fluency
- Math Calculation
- Math Problem Solving
- Sentence Construction
- Paragraph Construction
- Letter identification
- Solving for "x"
- Examples from the group
How do I participate in the process?
2. Identify which students are in the bottom 25th percentile
which students are performing below grade level expectations.
3. Collect data for an RTI Referral.
- Student's current performance level on a particular skill as compared to grade-level peers.
- TAKS / STAAR Scores (where applicable)
- Attendance records
Turn all of this into the school counselor along with the "Student At-Risk of Referral" form.
The counselor schedules an RTI meeting. Attendees can include, but are not limited to, administrators, other teachers, specialists, diagnosticians, counselors, or others as needed based on recommendations.
What happens during the process?
In the meeting, the committee examines the data that is presented by the general education teacher (you). Interventions are determined based on:
- Area of weakness
- Expected growth
Specific items determined include:
- Time required each day / week for the intervention;
- Group size during intervention;
- Research-based strategy to be used; and
- How progress will be documented.
A 2nd grader that struggles with Reading fluency.
Let's discuss some examples:
The committee will ask the following:
- What data suggests that there is a difficulty in this area?
- Is this difficulty common for students in this class?
- Have you used differentiated instruction?
- What specific goal is reasonable for this student, based on his / her current level of performance?
- How long do you think it will take this student to accomplish this goal?
A seventh grade student with difficulty in solving multi-step Math problems.
A 4th grade student that struggles writing a composition
What happens then?
Interventions are conducted for a given period of time (usually 3-6 weeks). During that time data is collected to determine if adequate progress is being made. After the established period of time, the committee reconvenes to examine the data and determine if adequate progress is being made.
What is adequate progress???
Questions to ask:
- Did the student make adequate progress with the intervention?
- if "Yes", continue the intervention until adequate achievement is reached.
- if "No", change the intervention either in scope, duration, intensity, or approach.
What happens after the meeting?
Be prepared to look at things from the parents' perspective.
follow through with interventions....
document, document, document.....
- "just good teaching"..... maybe
- good data collection.... true
- single case design study .... at times
- difficult .... not necessarily
- effective .... YES!
- results driven ... YES!
Contact me @: