Response to Intervention

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Response to Intervention
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Response to InterventionRTI

• Data Collection
• Benchmark (CBM Family)?
• Progress Monitoring
• Interventions
• Tiers
• Training/Materials
• Problem Solving Model
• Allocation of Resources

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DATA COLLECTION

• CBM Family
• Flynt Cooter Passages
• Intervention Central
• Benchmark Scores
• Progress Monitoring

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• Types of
• Benchmark/Progress Monitoring Data
• Letter Recognition
• Letter Sound Recognition
• Fluency

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Common Ways to Assess Student Reading Proficiency

• Alphabetics
• Phonemic awareness
• Manipulate sounds
• Phonological awareness
• Linking sounds to letter symbols to make words
• Reading fluency
• Speed and accuracy
• Comprehension
• Vocabulary

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The single most important factor in determining
success in reading is.

• LETTER RECOGNITION

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Develop Multi-Tiered Interventions To Help
Students

• Interventions are based on monitored progress and
  are targeted to specific student needs
• Interventions are administered by classroom
  teacher, reading specialist, and other highly
  qualified teachers
• Interventions provide students with ADDITIONAL
  instruction

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Interventions

• USING OUR DATA as a GUIDE
• We identify
• -The Students
• -The Needs
• -The Intervention

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A Three Tiered Approach
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Tier 3
WILSON READING
HIGH RISK
GREAT LEAPS REWARDS
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Tier 2
AT RISK
80
Tier 1
Intervention Kit Heggerty Six Minute Solution
Harcourt Trophies
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RESEARCH BASED INTERVENTIONS

• Tier Three
• Wilson Reading Program
• Tier Two
• ?
• Tier One
• Guided Reading
• Heggerty Phonemic Awareness

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Special Education Placement On Basis Of Ability
To Learn

• Opportunities to respond to research-based
  instruction and interventions are ruled out
• Comprehensive student evaluation is conducted by
  multidisciplinary school team
• Use multiple assessments, including RtI generated
  data to determine specific LD
• Develop student IEP guided by instructional data
  collected during various stages of RtI

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RtI and Federal Regulations

• Required by NCLB, IDEA, and RtI
• Monitoring of general education
• Core curriculum that addresses needs of all
  students and all subgroups
• Supplemental instruction for struggling readers
• Intensive interventions for students who have not
  experienced success
• Instruction over discrepancy

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Review of Federal Regulation Concerning RtI

• IDEA PL 108-446
• 300.307 (a) (3) Must permit the use of a process
  that determines if the child responds to
  scientific, research-based intervention as a part
  of the evaluation procedures
• Schools no longer required to use discrepancy
  model (waiting for failure) for determining LD

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300.8 (c) (10) SPECIFIC LEARNING DISABILITY
Defined

• GENERAL - Specific learning disability means a
  disorder in one or more of the basic
  psychological processes involved in understanding
  or in using language, spoken or written, which
  disorder may manifest itself in the imperfect
  ability to listen, think, speak, READ, write,
  spell

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300.8 (c) (10) SPECIFIC LEARNING DISABILITY
Defined

• ii. DISORDERS NOT INCLUDED - Specific learning
  disability does not include a learning problem
  that is primarily the result of visual, hearing,
  or motor disabilities, of mental retardation, of
  emotional disturbance, or of environmental,
  cultural, or economic disadvantage
• A child does not have SLD if there is a lack of
  high quality reading instruction or
• Has limited English proficiency

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Federal Money

• 15 percent of IDEA Part B funds can be used for
  early intervention
• Professional development
• Assessment
• Materials
• Other services
• NCLB funds

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A School-Wide RtI Team Should Include

• Classroom teacher
• Certified reading specialist
• Special education teacher
• Parents of child
• Principal
• Speech teacher
• School nurse

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Problem Solving
Problem Identification
Problem Analysis
Evaluation
Plan Development
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Whats the Plan for Mann?

• What do we need to do?
• Who will do it?
• Teachers
• Service Providers
• Administration
• When will we do it?
• How will we do it?

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Teacher Expectations

• Assist with administering CBMs
• Meet with Intervention Team and Principal to
  review data and make decisions
• Implement research based interventions
• Monitor progress of students through data

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Service Provider Expectations?

• Work with students in several locations of the
  building
• Use Research-Based Interventions with students
• Magnify efforts in specific areas
• Assist in data collection
• Coach Teachers on Reading Strategies
• Assist in Training

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Summary

• RtI is the
• Establishment of effective teaching strategies
  and core curriculum with general education
  population
• Universal screening of ALL students
• Use of research based interventions in general
  education
• Measurement of student responses to interventions
• Use of student RtI data to change intensity or
  form of new interventions