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Response To Intervention

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Kaitlin Silard

on 16 October 2014

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Transcript of Response To Intervention

Response To Intervention
Tier 2 of RTI
Occurs outside of time dedicated to core instruction
Focuses on providing increased opportunity to practice and learn
Tier 3 of RTI
Grouping of Students
Students should be in groups of 5-8
"I do, we do, you do together, you do alone"
Focus on group level needs
Highly intensive and individualized instruction
Students who are considered high risk for failure
Instructional Time
Spend between 45 and 120 mins. a day 5 days a week within tiered instruction
Grouping of Students
Small groups consisting of about 1-4 students
One-on-One or individual instruction
Most often takes place outside the core classroom
Individual needs over group needs
Progress monitored from weekly to twice a week
RTI Teams
Tier III requires 3 groups to collaborate
Grade Level Teams, Support Team, Evaluation Team
Grade Level Teams
Work with RTI teams to address academic difficulties within the general education classroom
Classroom Teachers
Support Team
Assist classroom teachers in progress monitoring
Helps guide instruction
literacy specialist, other staff members familiar with strategies for struggling learners
Evaluation Team
Helps create the intensive, intervention supports for Tier III students
Examines all information available on the learner
Most needed when dealing with Tier III students
Principals, special educators, general education teachers, and others involved in delivery of special services
Teaching Strategies
Tier III students generally taught by specialist trained in techniques to help students
Provide explicit and systematic instruction
Help students work on memory skills
Have them ask and answer questions about what they are learning
Allow them to provide feedback
Instructional Time
Spend between 30-45 mins a day
3-5 days a week
Monitor Progress biweekly or monthly
Ensure group is at least 80% successful on new material
90% correct on review
RTI Teams
Grade Level Team
General Education Teacher
Support Team
Intervention Specialist

Tier 1 of RTI
Occurs during instructional time to universally meet the needs of all students.
Instructional Time
- 90 minutes per day or more (literacy)

- 60 minutes per day (math)

- All students receive same instruction

- Differentiate instruction to meet needs
Grouping Students
- Pairs: learn from another person besides the teacher

- Heterogeneous Groups: work and learn in groups so teachers can help struggling learners
- Beginning, middle, end of year

- Outcome assessments (PSSA)

- Learning strengths and interests

- Comprehension after a unit
RTI Teams
- Grade Level Team

- Meet with general education teacher to discuss students who are struggling (course of action)
Teaching Strategies
- Systematic: follow core pro and sequence

- Explicit: clear objectives, model, think aloud, guided practice

- Differentiated: guided practice and small groups

- Activities for all types of learners: visual, auditory, and tactile

- Choose topics interesting to the students
: Response to Intervention (RTI) is the practice of providing high-quality instruction/intervention matched to student needs.

: To improve the achievement of all students.
To close achievement gaps for all students, by preventing smaller learning problems from becoming insurmountable gaps.
Works Cited
Stages of RTI
Students are screened & problem areas
are identified
“Correctly identify students who
need intervention”
The ideal scenario would be for all
students to be screened in order to
prevent issues from arising in the future
Comprehensive literacy assessments
Pre-collected school data
Intervention Plan Established
Students are placed into one
of three categories regarding
their literacy skills

3 Tiers of learners
Intervention is delivered
“Deliver intervention that effectively resolves the
learning problem for the majority of students exposed to the intervention”

Establishing intervention courses in the students’ master schedule
Ex. Supplemental/Replacement reading course
Ensure courses fit with graduation and/or state requirements
Progress Monitoring
“Monitor the effects of the intervention and troubleshoot to ensure intervention integrity and positive effects on learning”
Oral reading fluency tests (ORF)
Cloze procedure
Not just academic (non-academic early warning signs)
Behavioral/disciplinary issues
“Make decisions about the need for more intensive or less intensive intervention (e.g., progressing to higher tiers or lower tiers, discontinuing intervention)”

Tier 1: 80%
Tier 2: 15%
Tier 3: 5%
Prevention versus Wait to Fail
Importance of Early Intervention
The Benefits of RTI
Early delays can become a learning disability for a child if they are not addressed early on.
Early behavioral and emotional difficulties can result in future problems developmental learning.
Teaching Strategies
Collaborative Group work outside of general class time
Reteaching and reviewing of core and supplemental topics
All About Learning Press. Retrieved from

Horowitz, Sheldon. (2014) Response to Intervention-Tiers
without Tears. http://www.ncld.org/students-disabilities/rti-parent-school-relationship/response-intervention-tiers-without-tears/page-2

International Career Institute. Retrieved from

Johnson, E. & Pool. J. Learn About RTI. RTI Action Network.
Retrieved from http://www.rtinetwork.org

Taylor, M. (2014) MzTeachuh.

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