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Copy of RTI: Response to Intervention

This is an overview of RTI for the high school staff

Cira Herrera

on 29 September 2010

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Transcript of Copy of RTI: Response to Intervention

RTI: Response to Intervention Vision: ALL students will learn grade-level standards Mission: To build an effective 3-tiered RTI system for ALL AHS students RTI Overview A 3-tiered system of instruction and intervention maximizing core instruction, strategic support and accelerated inverventions.

An approach that seeks to prevent academic failure through early interventions, frequent progress monitoring, and increasingly intensive research-based instructional interventions. Core Principles Early intervention

Differentiate instruction in a multi-tiered service delivery model

Frequent progress monitoring Collect meaningful data and use it to drive instruction

Personalize learner assessment Use research-based teaching strategies

Design instruction so ALL students learn

Assess students' learning strengths, interests, and academic readiness Quality Assessment informs instructional practice Quality teaching makes a difference Positive relationships in the classroom maximize learning Get to know students on a personal level

Facilitate positive relationships among students We have to work as a team Problem-solve as a team

Use collaborative team teaching

Partner with parents RTI Structure Core Strategic Intensive Tier I Rigorous core curriculum
Strong classroom mangagement
High levels of student engagement
Accurate formative assessments Tier II Why do we have to do this!!! More time to master objective
More practice to master objective
More efficient instruction
More intensive instruction
More focused and prioritized instruction Tier III More time and practice
More efficient, intensive instruction
May supplant the core curriculum Student Engagement Bad teaching trumps programs any day of the week!

Frank Smith, 2003 It's best for kids. Essential Components of
Quality Instructional Design Explicit instruction
Systematic Instruction
Guided Practice
Independent Practice
Cumulative Review
Integration and Generalization

Frank Smith, 2009 Students are not attentive to what is being said in a lecture 40% of the time.

Students retain 70% of the information in the first 10 minutes of the lecture; but only 20% in the last 10 minutes.

Meyer & Jones, 1993 High levels of active engagement during lessons are associated with higher levels of achievement and student motivation.

Ryan and Deci, 2000 Active Engagement Strategies Group Alert
Group Response
Think, Pair, Share
Thinking Maps
Movement -- Physical Responses
Learning Logs
SQ4R Instructional Strategies Conspicuous Strategies Strategic Integration Teach BIG ideas Scaffold Use Thinking Maps! Build Background Knowledge
with Vocabulary TRIBES strategies RTI - Response to Intervention
Full transcript