Response to Intervention (RtI)
Secondary Model for
Intervention
This ppt is an adaptation of a specific PISD Training on RTI, The Educational Testing and
Measurement Text, and professor input.
Response to Intervention (RtI)
The Reauthorization of IDEA 2004 and NCLB
required the use of professionally sound
interventions and instruction based on research,
as well as the delivery of effective reading,
mathematics, and behavior programs that will
result in improved student performance and
fewer children requiring special education
services.
Response to Intervention (RtI)
It was not evident at first that RtI would also need
to be implemented in all regular education
classrooms until the final regulations for the
Individuals with Disabilities Education
Improvement Act (IDEIA) were released in 2006.
Turn to your Neighbor
• How does RTI interface with NCLB and IDEA
in the big picture?
Legal Basis
•
The Individuals with Disabilities Education Act (IDEA 2004) defines a Specific Learning
Disability in Title 20 United States Code Section 1401(30) [cited as 20 USC 1401(30)] as
follows:
– (30) Specific Learning Disability.
• (A) In General. The term ‘specific learning disability’ means a disorder in 1 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, or do mathematical
calculations.
• (B) Disorders Included. Such term includes such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
Legal Basis
•
The “RtI statute” in IDEA 2004 is in Title 20 of Section 1414, subsection b(6), [cited as 20 USC
1414(b)(6)]. It describes the evaluation procedures used to determine if children have Specific
Learning Disabilities. It reads as follows:
– (6) Specific Learning Disabilities.
• (A) In General . . . [W]hen determining whether a child has a specific learning disability
as defined in Section 1401 of this title, a local educational agency shall not be required
to take into consideration whether a child has a severe discrepancy between
achievement and intellectual ability in oral expression, listening comprehension, written
expression, basic reading skill, reading comprehension, mathematical calculation, or
mathematical reasoning.
• (B) Additional Authority. In determining whether a child has a specific learning
disability, a local educational agency may use a process that determines if the child
responds to scientific, research-based intervention as a part of the evaluation
procedures described in paragraphs (2) and (3).
Why do I not Know about this?
1.
In most states it did not exist prior to 2006. Some
rules were not even finalized until 2007.
2.
Implementation around the country, states and in
individual districts can be uneven and
inconsistent.
“Sea Change” (Pg 60)
Response to Intervention:
A problem-solving 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.
– Seeks to prevent academic failure through early
intervention, frequent progress measurement,
and increasingly intensive research-based
instructional interventions for children who
continue to have difficulty.
– Increases the likelihood that students can be
successful and maintain their placement.
Components of RtI
1.
Multi-tier model (campus level interventions)
–
Multiple tiers of increasingly intense scientific research-based
interventions that are matched to student need
–
Provides access to increasingly intense instructional supports
Components of RtI
2.
Problem-solving method linking instruction to
progress monitoring
–
Campus intervention team engages in regular problem solving
processes that employ interventions, monitor student progress,
and make instructional adjustments in response to documented
growth.
–
Campus intervention team serves as a problem- solving team
rather than a pre-referral team.
Components of RtI
3.
Integrated data collection/assessment system
–
Universal screening of academics and behavior
–
Progress monitoring or documentation of achievement at
regular intervals
Turn to your Neighbor
• What does your school use for universal
screenings?
• Is it appropriate? What might be a better
universal screening?
Multi-tier Model
Tier 1- Core Instruction
Focus
(80% of
students)
Consistent quality implementation of core curriculum
using research based instructional strategies
provided to all students
Program
TEKS based differentiated instruction delivered with
fidelity, preventative and proactive
Grouping
Intervention is done within the framework of the
classroom (tutoring, reteaching, accommodations) in
a variety of grouping formats such as whole
group/small group formats
Progress
Monitoring
Assessments given 3x yr to all students as per Plano
ISD assessment calendar, including state and district
assessments
Duration
Providers
DAILY – 6 to 9 weeks
Classroom teacher, grade level team or department
Tier 2 – Supplemental Instruction
Focus
(15% of
students)
Non responders to Tier 1 are identified and given
individually tailored interventions
Program
Quality scientifically research based individualized
intervention provided in addition to Tier 1
Grouping
PAR: instruction strategies and interventions with
high efficiency, rapid response that supplement and
support Tier 1, targeted group intervention
Progress
Monitoring
Progress monitoring: bi-weekly checkpoints charted;
daily observation and notation of student response to
intervention with instruction adjusted accordingly
Duration
Daily – for 6-9 weeks
Providers
Provided by classroom teacher, instructional
specialist if needed
Tier 3 – Intensive Instruction
Focus
(5% of
students)
Instructional programming for students who fail to
respond to Tier 1 and/or Tier 2
Program
More explicit and intensive intervention specifically
designed for individuals, provided in addition to Tier 1
and Tier 2; materials specified for use with Tier 3
intervention
Grouping
Individual or small group, 1:3 ratio
Progress
Monitoring
Progress monitoring: bi-weekly checkpoints charted
daily observations noted and instruction adjusted
accordingly
Duration
Daily 30 minutes of targeted intervention for 6-9
weeks
Providers
Campus instructional specialist, classroom teacher in
collaboration with specialist
“Standard Protocol v.
Problem Solving”
(Pg 70)
Plano ISD Philosophy
Transition from CAT/CARE to CMIT
Campus Monitoring and Intervention Team
• CMIT will include increased focus on documentation.
• CMIT monitoring of progress will include adjustment in
instructional strategies based on student response.
• Student movement through the Tiers will occur through
CMIT.
Campus Monitoring and Intervention Team
(CMIT)
Team Members
• Campus Administrator
• Literacy Specialist
• Academic (Dyslexia) Support Teacher
• Counselor
• Reading Teacher
• Math Teacher
• Diagnostician (Tier 3)
Socratic Moment
• What do you see as the advantages to RtI?
• What issues related to RtI need to be
addressed?
• Based on your campuses current staffing,
how could you reconfigure your service
delivery model to provide the 3-tier model?