Response to Intervention

1
Response to Intervention
2
Response to Intervention

• It is a General Education Initiative that can be
  used for all students in all grades.

3
Response to Intervention

• Provides ALL students
• High Quality Instruction using Scientific,
  Research Based Practices
• Early Intervention for those who need it
• NO MORE WAIT TO FAIL.
• Accountability

4
Response to Intervention

• RTI looks different depending on school.
• Elementary school
• Early Intervening Services
• Middle and High School
• Clear and direct purpose

5
Response to Intervention

• Focus on
• Better Tools
• Better Training
• More Support
• (teachers, parents and students)

6
Response to Intervention

• Students Get the Services They Need As Soon As
  They Need Them

7
Response to Intervention

• What it is not
• The old way, with a new label
• Expecting GE teachers to meet needs of ALL
  students (i.e. 25 students, 25 interventions)
• A referral driven process that considers students
  one at a time (lots of paper, lots of testing,
  lots of meetings)

8
Response to Intervention

• NCLB and IDEA Blueprint for RTI
• Focus on more careful attention to attempts to
  Provide Quality Instruction

9
Response to Intervention

• Recent Thinking
• Special Education Eligibility has been the
  focus and it has diverted essential resources
  from intervening and meeting the needs of
  students.

10
Response to Intervention

• RTI and the Law (IDEA 2004)
• Must not require the use of a severe discrepancy
  between intellectual ability and achievement for
  determining whether a child has a specific
  learning disability
• Must permit the use of a process based on the
  childs response to scientific, research-based
  interventions

11
Response to Intervention

• In the Law Scientific, research-based
  intervention is used more than 100 times

12
Response to Intervention

• Good News
• The LEA may use 15 of its funds to develop and
  implement coordinated, early intervening services
  for students K-12 who are not currently
  identified as needing special education or
  related services but who need additional academic
  and behavioral support to succeed in a general
  education environment 300.227

13
Response to Intervention

• 3 Tier Model

14
Response to Intervention

• Tier 1
• Achieved through the School Improvement Team
  where they identify the school needs and
  understand school and program outcome data.

15
Response to Intervention

• Tier 1
• Delivery of a Scientifically Based Core Program
  that has
• Fidelity
• Intensity
• Passion
• Reasonable Accommodations
• If Done Well, We Expect to Meet the Needs of
  MostSome Will Need More

16
Response to Intervention

• Tier 2 is MORE
• More Time
• More Explicit Teacher-Led Instruction
• More Scaffolded Instruction
• More Opportunities to Respond with Corrective
  Feedback
• More Language Support, Especially Vocabulary
• More Intensive Motivational Strategies
• More Frequent Progress Monitoring

17
Response to Intervention

• Tier 2
• Can be achieved through grade level teams with
  specialized support
• Think of it as Triage and Sort
• Meets at least monthly to use universal screening
  data to allocate students to programs and review
  Tier 2 Students Progress (i.e. A.I.P.s)

18
Response to Intervention

• Tier 3 is MOST
• Most time
• Most Explicit Teacher-Led Instruction
• Most Scaffolded Instruction
• Most Opportunities to Respond with Corrective
  Feedback
• Most Language Support, Especially Vocabulary
• Most Intensive Motivational Strategies
• Most Frequent Progress Monitoring

19
Response to Intervention

• Tier 3
• Can be achieved through the Problem Solving Team
  (RTI Committee, CARE TEAM, TSST, IST)
• Meets to Review Progress for Tier 3 Students Not
  progressing and/or RTI as an eligibility process

20
Response to Intervention

• Where do we begin??
• A blueprint that tells us
• What do we have?
• What do we need to build

21
Response to Intervention

• And outlines our short term and long term goals
  for
• Staff Development
• Building More Powerful Tier 2 Interventions
  (A.I.P.s)
• Define and Teach your problem solving process
• Build more effective Teams with Teachers in Mind
• Making Special Education SPECIAL

22
Response to Intervention

• We need your input
• Forms
• Training
• Implementation

23
Response to Intervention

• Good websites to reference for more information.
• www.fcrr.org
• www.texasreading.org
• www.corelearn.com
• www.successfulschools.org
• www.pbis.org
• www.interventioncentral.org
• www.rtinetwork.org
• www.ed.gov/Math Panel/

24
Response to Intervention

• Lynn Terrill Walters, M.A., C.A.S.
• School Psychology Specialist
• (Bates, Scott and Mills High)
• lwalters_at_pcssd.org
• walters.ltw_at_gmail.com
• Office [phone]
• Bates [phone]