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Pyramid Response to Intervwenitio

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Andrea Fayssoux

on 14 September 2014

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Transcript of Pyramid Response to Intervwenitio

Chapter 3: RTI Models
Chapter 4
Laying the Foundation: Professional Learning Community
Chapter 2
The Facts About RTI

Presention by
Andrea Fayssoux, Lorrie Kester
& Julie Reese

Pyramid Response to Intervention: Chapters 1-4
Response to Intervention
High-quality instruction and intervention to meet student's needs.
Learning rate shows growth in student's achievement and behavior.
RTI blends assessment, instruction and school-communication to improve learning.
The History of RTI
President's Commission on Excellence in Special Education
Individuals with Disabilities Education Improvement Act (IDEIA)
The Early History of RTI
At first glace, response to intervention is a method to identify learning disabilities. But, RTI could play a much larger role. It has the ability to transform how we educate students- all students. With RTI, students may get the support they need as soon as they show signs they are having difficulty learning, regardless of whether or not they have a disability.

-Council for Exceptional Children
Share instructional and fiscal responsibility for student success between general and special education.
Assign the most highly qualified staff to teach learners most as risk.
Set high expectations for academic and social achievement.
Focus on students and emphasize prevention.
Use high-qualified programs.
Monitor progress and adjust instruction frequently.
RTI in the 1970s - 1990s
It started in 1970 with Stanley Deno's "cascade model".
This model envisioned an environment where students with special needs could be served.
Deno's model introduced five less restrictive environments for students with disabilities:
special school
self-contained classrooms
general education classrooms with pull-out support.
general education classrooms with full inclusion.

The 1980s and 1990s were constrained by the lack of readiness and training.
Eventually they created rules to guide teachers in making changes in instruction, intervention, and goals.
RtI's 9 Step Process

Adjustments were made to more accurately identify students with special needs.
Due to the support there was a major increase of students within Special Education.
At this time many educational organizations support RTI.
RTI in 1999
Challenges Facing the Education of Students with Special Needs
Misdiagnoses of student needs
Lack of early intervention
Delays in receiving assistance
Infrequency of students exciting special education
Use of inferior intervention programs
"We can't solve problems by using the same kind of thinking we used when we created them."
Albert Einstein
Two Primary Systems of Implementation
The Protocol System
The Problem-Solving System
team approach using multiple staff to make decisions on students behalf
multiple intervention techniques
requires more training & more difficult to monitor
identify the problem
create individualized student plans
implement the plan
monitor the plan

(Click on this link to launch Brainshark presentation)

ashington Model
A Unified Approach...
Click on above link

eaming for the

earning of all

ommitment to
created after finding that higher students were not growing
assist all students regardless of academic level (high/middle/low)
first priority: quality core program
second priority: small group instruction by ability
fluid movement between tiers
frequent monitoring
high expectations
no additional expense to students or school
focus is early detection and timely intervention
How does Rti play into what most teachers already do?

Rti Video to reinforce the Tier concept:

There are 4 parts to IDEA: A,B,C & D.
Part B of IDEA
Lays out guidelines for school children ages 3-22.
Every child is entitled a free education.
IDEA provides financial support for state and local school districts.
To receive funding, school districts must comply with six main principles set out by IDEA:
1.Every child is entitled to a free and appropriate public education.

2. When a teacher believes that a student may have a disability, the student is entitled to an evaluation in all areas related to the suspected disability.

3. Creation of an Individualized Education Plan (IEP).
4. That the education and services for children with disabilities must be provided in the least restrictive environment.

5. Input of the child and their parents must be taken into account in the education process.

6.When a parent feels that an IEP is inappropriate for their child, or that their child is not receiving needed services, they have the right under IDEA to challenge their child's treatment.
Recognizes the need for identifying and reaching very young children with disabilities.
This portion of IDEA provides guidelines concerning the funding and services to be provided to children from birth through 2 years of age.
Families are required to receive an Individualized Family Service Plan (IFSP).
Every family is entitled to appropriate and timely identification and intervention services for their very young child
Parents are entitled to timely resolution of all conflicts or complaints regarding the evaluation or services provided to their child.
Part C of IDEA
Part D of IDEA
Describes national activities to be undertaken to improve the education of children with disabilities...
These activities include grants to improve the education and transitional services provided to students with disabilities.
It provides resources to support programs, projects and activities which contribute positive results for children with disabilities.
RTI is not a program, but a system for meeting all students' needs.
Part A of IDEA
Defines the terms used within the Act.
Lays the foundation for the rest of the Act.
Characteristics of RtI systems:
1) Student needs are met by the alignment of programs and
2) Progress monitoring is done frequently and at all tiers to guide
students qualify for the protocol system by pre-existing criteria and deficiencies
intervention specialist focus on one program per curriculum (programs are not individualized)
validation of program is easier due to simplicity in comparison to the Problem-Solving System
staff training, progress monitoring, decision-making are all straight forward
Various RtI Approaches
all students screened using multiple assessments
utilize four extra special education staff
students with IEP's served in general classrooms
small group instruction
pacing & instruction modified for students needs
TLC operates like a professional learning community
a problem-solving model
Buffum, A., Mattos, M., Weber, C., (2009). Pyramid response to intervention. Bloomington, IN: Solution Tree Press
Click on link to hear the Voki
Click above link

Questions and Strategies...
Click on link below...


Click on link to hear Voki

Chapter 1: What is Pyramid Response to Intervention?
Data driven
What is RTI?
The National Center on RTI explains that schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. (NCRTI, 2010)
What is POI?
Pyramid of Intervention or POI is the collective and systematic approach to provide and support students who have difficulty in learning. (DuFour, pg 5)
PRTI uses professional learning communities model
Pyramid Response to Intervention
Progress Monitoring
Frequent formative assessments
Multiple times per week
Short, specific probes
The PRTI takes its structure from the RTI pyramid. This means that the base of the pyramid represents 100% of the students and the core program that they receive.
Pyramid Response to Intervention
The Pyramid Response to Intervention brings together the high points of both the RTI and POI model.

No Child Left Behind Act (2001)
School Culture
Many master schedules are adjusted
to allow for interventions within the
regular school day.
For easy to use resources:
Shift Your Focus

Why should we have PLC's?

Fundamental Beliefs about Learning
1) All students are capable of high levels of learning
2. We are responsible for making high levels of learning possible for every child
Collaborative Culture
PLC's should:
1. determine what students should be learning.
2. determine the essential learning outcomes for students.
3. create assessments for learning.
Focus on Results
PLC Essential Characteristics
RTI Fundamental
Focus on learning &
collaborative culture
Focus on results
Action Experimentation
Collective Inquiry
Universal screening &
progress monitoring
Systematic intervention &
Decision Protocols
Research-based core
program & interventions
A Guide to Assessing your Current Reality
Questions to ask about your school
Is learning the fundamental purpose of your school?
Do teams have frequent collaboration time embedded into the professional day?
Do learning goals drive each team's work?
Have teacher teams clearly defined student learning outcomes for each grade level and/or course of study?
Do teams collaborate to create and administer timely and common formative assessments?
Does your school know which students have not mastered specific essential standards?
and.. Does your common assessment data identify strengths and weakness in core instructional practices?
Identify under-represented students
Often educators know these students as "at-risk," but we should be identifying students whose parents and schools don't sufficiently recognize or address their needs.
Teachers and other school staff can recommend students.
Students who receive low scores on summative assessments should be identified.
Formative assessments can also assist educators and school staff in identifying students who have not mastered essential standards.
Eogs, Final exams..
Attention and Focus
Reading-Based Concerns
Digital Tools
PRTI Effectiveness
Effective interventions
depends solely on

Click on link for Voki
Problem-solving model
Name changed from "Neverstreaming" to CAST to remove EC stigma
All students are seen as regular education students first
Team consist of administration, resource teacher, psychologist, reading specialists, and speech pathologists.
Identified students who have trouble learning as "curriculum casualties"
Click for Voki
Problem-solving model
Diagnostic assessments identify deficiencies
Specific plan of study is created based off of diagnostic
Utilizes key Rti components: identify, prescribe, monitor and adjust
Parents are key members of discipline team
Collaboration between teachers and parents is strong
EC placement based off of 3 criteria
Interventions are supplemental, no pull-outs

1) Student didn't respond to tier interventions or requires too much assistance to continue to general education classroom.

2) Even with assistance the gap between student and peers is too great.

3) General education along with interventions do not address student needs.
Three Factors for EC Placement
Click on link for Voki
Emphasis is on individualized instruction
Decision making process is based off of data
Utilizes research based strategies
The 7 principles of the Washington Model
1. All school resources used for ALL students

2. Research-based instructional programs

3. Core program is the center of attention

4. All students are screen to ensure no one is overlooked
5. Student needs are met with layers of support

6. Data driven decision making

7. Monitor, Monitor, Monitor
Washington Model Principles
"Curriculum Casualties"

Those students who are not EC but are low academic achievers and fall through the cracks of education because they are not recognized and do not receive intervention services.
A new way to educate students so that ALL students have the opportunity to be successful.
Pioneering Location

A suburban school
South of Los Anges, CA
Pioneering School

High desert school northeast of Los Angeles, CA.
Pioneering School

District north of Sacramento, CA
One of the first schools nationwide to adopt RtI principles.
Pioneering School

A large group of schools in Iowa that serves one-fourth of the states student body.
How do the various models measure up?
When schools explore or implement RTI they must answer these questions...
1. At what stage or tier should special education staff intervene?

2. Who will over see the process?

3. Which interventions will take place in regular classroom and which outside of it?

4. Who will undertake these interventions?
-Regular classroom teacher
- specialist
- special education teacher
Jones, J. (2013, October 30). Hello Literacy. Retrieved September 13, 2014, from http://helloliteracy.blogspot.com/
RTI Action Network. (2013, March 12). Retrieved September 13, 2014, from http://rtinetwork.org/
American Psychological Association (2014) Individuals with disabilities act (IDEA). Retrieved September 10, 2014 from http://www.apa.org/about/gr/issues/disability/idea.aspx
Buffum, A., Mattos, M., Weber, C. (2011, November 9). Pyramid response to intervention. Retrieved from https://www.youtube.com/watch?v=ApzX15USq2
Long-Crowell, E. (2013, December 31). Individuals with disabilities act-history and summary. Retrieved from https://www.youtube.com/watch?v=3XMndYNEGF
King, C. (n.d.). Garland Independent School District. GISD Response to Intervention. Retrieved September 14, 2014, from http://www.garlandisd.net/departments/res
Allan, S. (n.d.). What other information might a school find helpful when choosing which approach to adopt?. IRIS. Retrieved September 10, 2014, from http://iris.peabody.vanderbilt.edu/module/rti01-overview/cresource/what-other-information-might-a-school-find-helpful-when-choosing-which-approach-to-adopt/rti01_05/#content
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