Response to Interventions

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Response to Interventions
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IDEA 2004

• In determining if a student has a learning
  disability, the LEA may use a process that
  determines if the child responds to scientific,
  research-based intervention as a part of the
  evaluation procedures
• 15 of funds IDEA funds may be used for early
  intervening services

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What is Meant by an RTI Model?

• Students receive high quality instruction in the
  general education setting
• General education instruction is research-based
• General education teachers assume an active role
  in students assessment in that curriculum
• There is school wide screening of academics and
  behavior

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RTI Model continued

• Continuous progress monitoring of student
  performance
• Implementation of research-based interventions to
  address the students difficulties
• Systematic assessment of the reliability and
  integrity with which the intervention is
  implemented and
• Uses progress monitoring data to determine
  interventions effectiveness and to make any
  modifications as needed.

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What is Response to Intervention (RTI)?

• It is a problemsolving approach aimed at
  preventing unnecessary assignment to special
  education.
• Identify students who are not achieving at the
  same level and rate as their peers and provide
  appropriate interventions.
• The earlier that these students can be identified
  and provided appropriate instruction, the higher
  the likelihood that they can be successful and
  maintain their class placement.

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What is Response to Intervention (RTI)?

• It is a valuable model in identifying students
  with LD.
• Students who are not achieving when they are
  given high quality instruction and increasingly
  intense student interventions might have a
  learning disability.

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Designing School-wide Systems for Student Success
Academic Systems
Behavior Systems

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• High Intensity
• Targeted Group Interventions
• Some Students (at-risk)
• High efficiency
• Rapid response
• Universal Interventions
• All students
• Preventative, proactive

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures
• Targeted Group Interventions
• Some Students (at-risk)
• High efficiency
• Rapid response
• Universal Interventions
• All students
• Preventative, proactive

1-5
1-5
5-10
5-10
80-90
80-90
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RTI Model
Level IV Special Education Evaluation
Level III Intensive Interventions
Level II Selected Interventions
Intensity of Treatment
Level I Universal Interventions
Degree of Unresponsiveness to Intervention
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Early Intervening Services

• For students K through 12
• Particular emphasis on K through 3
• Not been identified as needing special education
  or related services
• Need additional academic and behavioral support
  to succeed in general education environment

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Early Intervening Services

• Professional development
• Teachers and other school staff
• Enable personnel to deliver scientifically based
  academic instruction and behavioral interventions
• Scientifically based literacy instruction
• Instruction on the use of adaptive and
  instructional software and

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Early Intervening Services

• Provide educational and behavioral evaluations,
  services and supports including scientifically
  based literacy instruction
• These students are not granted the same rights
  under IDEA as students with disabilities
• LEAs must report annually to TEA
• The number of students served
• Number of students who subsequently receive
  special education and related services during
  the preceding 2-year period

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Early Intervening Services

• If a significant disproportionality or placement
  in particular settings of such children is
  occurring in the LEA, the LEA is required to
  reserve the maximum 15 for early intervening
  services

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Early Intervening Services

• These funds can supplement and not supplant funds
  made available under NCLB
• A district cannot use the 15 funds and also use
  the MOE allowed reduction.

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GeneralInterventionSupportTeam
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Purpose

• A team training to build collaborative campus
  based teams to address the needs of struggling
  students.
• Learn a strategic process for identifying the
  concern(s) and determining appropriate
  interventions toward a positive solution for the
  student and teacher.

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Outcome

• Understand the General Intervention Support Team
  (GIST) Process
• Understand conditions necessary for effective
  teams
• Build team collaboration
• Develop action plan for implementation of GIST on
  your campus

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AGENDA

• WHY?
• Background of Intervention Teams
• The Law
• What the research says
• WHAT?
• Stages of Concern
• Team Development

• HOW?
• GISTeam Process
• GIST Strategies Toolbox
• GIST Practice
• WHATS NEXT?
• Our Team Process
• Marketing
• Resources
• Practice
• Action Plan

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Intervention Team POP Quiz

• Read each statement and answer yes
  or no.
• Compare responses to others from your campus and
  come to consensus in the last column.
• Total your score using the key.

2 points for each YES 1 point for each SOMEWHAT 0
points for each NO
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How well did your team do?

• gt 16 You can now lead this workshop.
• 1015 Our team is working and we are on
  the right track.
• 6 9 HELP!!!
• 0 5 Start from the beginning.

0
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GIST FRAMEWORK
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Cloud of Concern

• Stage One The teacher, parent or student may
  have observed difficulties in the classroom that
  indicate a need to meet with the parent and
  formalize a Stage One meeting.
• Review childs history, strengths, needs
• Discuss teacher concerns
• Discuss parent concerns
• Review specific intervention strategies from the
  GIST Strategies Toolbox
• Develop an Action Plan
• Implement the Action Plan

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Cloud of Concern

• Stage Two If, after a sufficient amount of time,
  the teachers efforts are unsuccessful in meeting
  the childs needs and the concern persists or the
  teacher is unsure of the strategies to use the
  teacher may request a Stage Two meeting.
• Teacher requests time on grade level or content
  area team agenda
• Review Student Background Information with the
  team
• Review other data collected by the teacher (work
  samples, anecdotal records, curriculum based
  measurement data, etc.)
• Review previous action plan implemented by the
  classroom teacher
• Revise this plan as needed
• Implement new action plan and set a time for
  follow-up

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Stage Three GISTMost students will show
improved progress after the implementation of
actions developed in a Stage One and Two. In some
instances, the student will continue to
experience lack of progress and will need to
access Stage Three.

• Entry Phase
• Meeting Phase
• Implementation Phase
• Follow-up Phase

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RTI Model
Level IV Special Education Evaluation
Level III Intensive Interventions
Level II Selected Interventions
GIST
Intensity of Treatment
Level I Universal Interventions
Degree of Unresponsiveness to Intervention
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GIST Training November 15

• FA057246 GIST General Education Intervention
  Team Training (campus Team Leader)
• FA057303 GIST General Intervention Support Team
  Training (campus team members)

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Curriculum Based Measurement

• Curriculum-based measurement is a method of
  monitoring student educational progress through
  direct assessment of academic skills. CBM can be
  used to measure basic skills in reading,
  mathematics, spelling, and written expression. It
  can also be used to monitor readiness skills.
  When using CBM, the instructor gives the student
  brief, timed samples, or "probes," made of
  academic material taken from the child's school
  curriculum.
• FA056912, October 14