Response to Intervention

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Response to Intervention

• Dickey LaMoure Multidistrict
• Special Education Unit Schools
• Spring, 2006

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What is Response to Intervention?

• RTI is a PHILOSOPHYa PROCESS it is NOT a
  program.
• RTI is a process for providing early intervening
  services to students who have not been identified
  as needing special education but who need
  additional academic and/or behavioral support to
  succeed in a general education environment.
• RTI involves monitoring of student progress and
  the use of this data to make decisions about
  instructional needs and interventions.
• RTI involves SOME of what you are already doing.

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Who Is Entitled to RTI??

• RTI is about children who are NOT successful in
  school.

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What is the benefit???

• The benefit to students is that they do not have
  to wait and fail miserably before interventions
  can take place.
• Intervention can take place early enough to make
  a difference.
• The process embraces scientifically based
  practices.

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REMEMBER!!!

• It is important for us to keep in mind that this
  is NOT JUST ABOUT STUDENTS WHO ARE BEING REFERRED
  TO SPECIAL EDUCATION.
• This is about ALL students who are not successful
  in school.

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Who does RTI?

• RTI is a general education responsibility,
  however, resources should be pooled, such as
  Title I and Special Education.
• Schools that use RTI find every resource possible
  in their building to assist with the process.
• Classroom teachers
• Special education
• Title I
• Students
• Paraprofessionals
• Others

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Definitions

• Three key terms we need to understand fully
• Adaptations
• Modifications
• Interventions
• They are ALL about doing something different
  for kids, but are very different from one
  another.

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Adaptations (or Accommodations)

• Adaptations (or accommodations) are provisions
  that are made in how a student accesses and/or
  demonstrates learning and DO NOT SUBSTANTIALLY
  CHANGE instructional level or content.

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Examples of Adaptations/Accommodations

• Examples of accommodations often refer to six
  categories
• Setting (administering a test in a small group
  or in a separate location)
• Presentation (provide an audio tape highlight
  directions increase the size of the answer
  bubbles on a test)
• Timing (extend the time allowed to take a test)
• Response (different format of test tape
  recording answers instead of writing)
• Scheduling (administer the test in several
  sessions administer the test over several days)
• Other (Special test preparation on-task
  focusing prompts)

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Modifications

• A modification involves a change in what a
  student is expected to learn.
• The instructional level or benchmark is
  substantially changed
• a substantial change in the number of key
  concepts mastered within a benchmark is made
• or a substantial change in content is made.

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Examples of Modifications

• The student is held accountable for some of the
  key concepts presented, but not for others.
• The student may be responsible for one of three
  assignments of a particular unit being taught.
• The student may be in the classroom for the
  presentation of the material, but does not take
  tests on the material.

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Interventions

• An intervention is extra help or extra
  instruction
• that is targeted specifically to skills that a
  student has not acquired.
• Interventions involve approaches that provide
  numerous opportunities for practice, feedback and
  error correction for struggling students.
• May involve changing group size, changing
  materials and strategies involving presentation
  of material, or moving the student to a different
  group.

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Examples of Interventions

• The student achieved a score of 70 on a math
  computation test, adding single digits with sums
  up to 10. In addition to his core instruction,
  he will be provided additional small group
  instruction, reteaching the computational skills
  in which he struggled, at a level where he can
  meet success. This is done using multiple
  means/modes of presentation and practice of those
  skills.

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Examples of Interventions

• On a post-unit reading test, the student scored
  at a 75 level on short vowel sounds. The
  student will be provided small group instruction
  at a level at which he can be successful. This
  involves the use of multiple means of
  presentation and practice in the mastery of short
  vowel sounds.

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Examples of Interventions

• On DIBELS testing, a kindergarten student scored
  at a level significantly lower than his peers in
  Letter Naming Fluency. The student will be
  placed in small group instruction at a level with
  which the student can be successful, and given
  additional multi-modal instruction and practice
  on letter names.

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What Is Used In RTI?

• The focus for Response To Intervention is
• to provide Interventions
• (the idea being that if intervention takes place
  early enough and intense enough and often enough,
  there will be great benefits for students)

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????

• This is NOT rocket
• science stuff!
• This is GOOD teaching!

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Problem-Solving is Necessary

• RTI involves a problem-solving process and will
  involve a TEAM of people to be used somewhere
  within the process.
• BLST teams will no longer exist
• BLST teams will be replaced with School-based
  Intervention Teams, which our schools will call
  SBIT Teams.

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Similarities Between BLST SBIT Teams

• BLST SBIT Teams are alike in that they are
  both problem-solving based teams and they both
  deal with student academic behavioral issues.

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Differences Between BLST SBIT Teams/Process

• SBIT is more fluid/more flexible in membership
• SBIT is data driven DIBELS, Metropolitan,
  Curriculum-based Assessment, Mastering Math Facts
  are examples of data
• Single interventions are used at one time
• (better able to track data)
• SBIT process STARTS with data in order to
  substantiate that a problem exists and where
• SBIT requires accurate information to be
  communicated regularly
• Assistance is designed to IMPROVE learning

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Tiers of Instruction

• Tier I Core Instruction classroom with DI
• Tier II Small group instruction extra
  practice on targeted skills
  mastery learning is essential
• Tier III Smaller group instruction additional
  practice more intense longer duration
• Tier IV Referral for special education
  eligibility

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Assessment is a KEY

• Ongoing assessment throughout the RTI process is
  vital for success.
• Assessment is viewed somewhat differently it is
  more functionally based or based on curriculum,
  or what it is the student is actually working on
  at the time. Purpose is for progress monitoring.
• This assessment information is then also used as
  a part of the SLD evaluation IF it is determined
  that the child needs to be referred to special
  education.

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How Do We Proceed?

• Pilot in K, 1 2. SBIT team process in 3-6.
• We all need to lay aside turf issues.
• We need to utilize every resource possible.
• No one is eliminated as a possible resource at
  any Tier Level.
• We need to understand that this is about
  assisting ALL struggling students, not about
  referring students to get them into a program.
• We need to understand that the focus is on skill
  remediation, and not about adapting and/or
  modifying things to make it work for the child.

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What About Speech Referrals?

• Articulation referrals will go to the BUILDING
  PRINCIPAL and no longer go through a BLST
  process.
• Language referrals will go through the SBIT team
  process.

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Parent Involvement

• Parents will be invited to join, however, they
  are not required to attend the
• SBIT meetings.

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Parent Choice

• Parents will not have a choice in terms of
  whether their child participates in RTI, as RTI
  is viewed as a part of the regular education
  system of delivering good, solid education to
  students.
• In cases where Title I Services are denied,
  Tiered Interventions will still be done.

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Is it right for us?

• It makes sense to intervene early and assist
  children before they fail miserably.
• It makes sense to pool resources and work
  together for the betterment of all students

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Is it right for us??

• Timeliness
• Differentiated instruction fits perfectly with
  RTI.
• One seems to REQUIRE the other.

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It Makes Sense

• It promotes a more efficient and effective use of
  data and resources to better serve the needs of
  all students.