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Response to Intervention (RTI) Process

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by

Kayleigh Marchetti

on 3 March 2015

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Transcript of Response to Intervention (RTI) Process

The Form Is Filled Out...Now What?
NYS Mandate For RTI
"If the student is determined to be making sub-standard progress in such areas of study, instruction shall be provided that is tailored to meet the student‘s individual needs with increasingly intensive levels of targeted intervention and instruction"

"RTI begins with high quality research-based instruction in the general education setting provided by the general education teacher. Instruction is matched to student need through provision of differentiated instruction in the core curriculum and supplemental intervention delivered in a multi-tier format with increasing levels of intensity and targeted focus of instruction. As a consequence of school-wide screenings of all students and progress monitoring, students who have not mastered critical skills or who are not making satisfactory progress can be identified for such supplemental intervention. If the student continues not to make sufficient progress
after receiving the most intensive level of instructional intervention
, it may be determined that a referral for a comprehensive evaluation to determine eligibility for special education is needed"

Whoa... Let's Break That Down
So What Does That Mean For Us?
To truly and effectively help our students, we need to go through the
RTI process before we refer for special education
...so let's break this process down further
The
first step
to initiate this process is to
request a meeting through guidance and

fill out the RTI referral

form
and hand it in to the student's guidance counselor, by alphabet
[The form MUST be completed fully! All of the little
details
that may seem unnecessary and annoying actually help
identify the problem
and
gear the intervention
in the right direction!]
Referrals are based on suspected student problems and/or scores on screenings (MAPs, state tests)
Say We Implement Every Intervention In The World And There Is STILL No Improvement...?
The next steps happen during RTI meetings, but what is the actual purpose of them?!
[RTI meetings are
brainstorming sessions
-
This is where we collaboratively come up with instructional strategies and interventions to implement in the classroom that are tailored to meet the individual student's needs!]
BUT...to come up with those interventions and strategies, all meeting members need to
come prepared

with examples and/or work samples that demonstrate the student's difficulties
[Whether these are observational or actual work samples, be sure to highlight and illustrate your concern through your examples!]
Okay, We Collectively Came Up With Some Awesome Ideas, So What's Next?
Now we bring these instructional strategies and interventions to the classroom to be implemented!
[Our ideas need to be
implemented consistently
- It is proven that it can take a few weeks to start to see change, and that is why we allot at least 4-6 weeks before the next meeting]

GOT PROOF?!

Interventions and student progress also need to be documented to show whether they are successful or unsuccessful in helping the student improve
[Documentation is essential, because this helps determine where we go next!]

If a student unfortunately shows limited or no progress after consistently implementing interventions/strategies
across all 3 tiers
, the RTI team can make one of two decisions:

1. It would be most appropriate to implement another round of interventions by brainstorming new interventions or modifying current ones - in this case the same documentation/follow-up process is continued, and this can happen as long as necessary

OR

2. It would be most appropriate to refer the student to the CSE for evaluation - BUT, the Tier 3 interventions currently being implemented will stay in place while the referral is in process
Just Some Extra Thoughts...
It can be very upsetting and frustrating for all those involved (the student, teachers, parents, etc.) when a student experiences difficulties in the classroom - we all just want to do what we can to help!

We need to walk parents through the correct process and help to alleviate their frustrations by ensuring we do everything in our power to try to help their child improve, before we assume they have a disability! It's important that we work together as a team and that CSE referrals come as a
team decision

The most helpful thing we can do is give concrete examples illustrating concerns, rather than giving a label (diagnosis) - A diagnosis should only come from a
specific evaluation
Tier 1
(Primary): This includes
general classroom
strategies that would be implemented for all students in the class

Tier 2
(Secondary): This includes
classroom
interventions and instructional strategies that are more individually designed - they are typically implemented in
small groups

Tier 3
(Tertiary): This includes
classroom
interventions and instructional strategies

implemented in

small groups or individually
, but they should be much more student specific, focusing on the targeted areas of concern - interventions occur more frequently at this level
Response to Intervention (RTI) Process
So, according to NYS, RTI must include the following minimum requirements:
Appropriate instruction

delivered to all students in the general education classroom
Screenings applied

to all students in the class to identify those who are not making academic progress at expected rates
Instruction matched to student need
through increasingly intensive levels of targeted intervention and instruction
Repeated assessments
, including curriculum measures, of student achievement to determine if interventions are resulting in student progress toward age or grade level standards
Questions or Comments?
At least
4-6 weeks
after the initial RTI meeting, there will be a scheduled follow-up meeting...This is where it is important to have your
documentation
that supports whether or not there has been success
So, What If The Student Shows Progress? And What If They Do Not?
But Wait, What Are These "Tiers" Exactly?
No need for further brainstorming in this case...just
continue implementing
the current intervention/strategy until the student
stabilizes
at an appropriate level
Let's say the intervention worked...

Limited or no progress (DESPITE the
consistent implementation
of the classroom interventions) is when we see a student move to the next, more intensive tier...based on your
documentation
, either completely new interventions can be brainstormed, or the current ones can be modified - then these new/modified interventions are implemented and documented
But if it does not work...
Then it's back to the drawing board!
In EITHER case, expect to follow up again in at least 4-6 weeks, to
continue documenting
proof, and to
further brainstorm
when necessary
Let's also remember that other supports that occur outside of the classroom, such as consults or AIS, run
simultaneous
to classroom interventions and strategies, NOT in place of them
The types of interventions/strategies we choose (general classroom strategies, small group, individualized, more intense, etc.) are based on what tier the student currently falls in - BUT no matter what tier the student is in, these are
interventions that are implemented across all settings
Full transcript