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RTI

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by

Christina Caldwell

on 30 September 2015

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Transcript of RTI

RTI
Response to Inervention
Tier 1
Tier 2
Tier 3- The Tertiary Level
Assessment
RTI Team
Dealing with the smallest group of students
Has a data processing aspect
Used for students that are high risk and need to have specific interventions in the future
For those students that could be candidates for special education in the future
Not all participants are considered special education although they are those that have intensive one on one needs
This tier uses groups of 4 to 5 typically
Takes advantage of one on one instruction
Works Cited
Shapiro, E. 2015. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved September 10, 2015, from http://www.rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rti-model
* Key component of tiered instruction
* Within a scientifically researched program based on evidence, students receive core based instruction.
* Content is usually the equivalent to the core reading or math curriculum that is compliant with the state standards.
* Students are documented and monitored throughout Tier 1.
* To effectively execute Tier 1, teachers must be trained and receive ongoing professional development.
* If Tier 1 is implemented correctly by skilled and qualified teachers, about 75-85% of students should reach necessary competency requirements in the skill area. However, only about 50-70% of students reach this requirement in most schools that implement RTI.
Definition/Purpose
"Multi-tier approach to early identification and support of students with learning and behavior needs"
Ongoing universal screening (monitor progress)
General education teachers, special educators, & specialists collaborate
High-quality education is key
Parent involvement
Applications can vary


◦-Consists of children who fall below the benchmarks.

◦-Consists of children who are at some risk for academic failure but are not considered at a high risk for failure.

◦-The needs of these students are identified through the assessment process, and then the instructional programs they receive focus on their specific needs.

◦-Instruction is in smaller groups than tier 1, usually between 5-8 children in a group.

◦-Students receive progress monitoring but less frequently than those at tier 3.

-◦Each tier may use the same intervention but the difference among tiers is the amount of time spent on specific instruction. (not sure if this should go here. but thought it was important to include)


-Student progress is frequently monitored to ensure learning is occurring.

-If learning is not occurring, different strategy is put into place to prevent time being lost in addressing academic difficulties.

-One key to response to intervention is the systematic and planned use of valid and reliable assessments. These assessments help to place students accordingly into the best system of teaching strategy for them.

-Tier I assessment has universal screening at the beginning, middle and end of each academic year. The assessment is of student’s learning strengths and interests, outcome assessment after units of instruction.

-Tier II assessment is weekly or biweekly progress monitoring on target skills to ensure adequate progress and learning, usually taking place in the general education classroom or as a classroom pullout if needed.

-Tier III assessment is weekly progress monitoring on target skills to ensure adequate progress and learning.
-The RTI team consists of the professionals and parents who work together to prevent the struggling student from being labeled as having a disability

-If the RTI team is successful in helping the student catch up to his/her peers, then the student is found to not have a disability

Members of the RTI team could include:

Parents
School personnel, such as:
General Education Teacher
Special Education Teacher
Subject specialists (math, reading, etc.)
Speech-language pathologist
Representatives from agencies outside of school, such as:
Social Worker

Friend, Marilyn. Special Education: Contemporary Perspectives for School Professionals. 4th ed. New York: Pearson, 2014. Print.

Christina Caldwell
Jenna Pilkington
Jennifer Crilly
Zachary Wilson
Taylor Gavin
Casey Wiener
Full transcript