Response to Intervention◦ Most often associated with a new and effective

special education model for identifying and servicing students

◦ In PA, and more importantly at Pocopson, it is a regular education initiative

A systematic and data-based method for identifying, defining, and resolving

students’ academic or behavioral difficulties

Practice of providing high-quality instruction and interventions matched to student needs

Practice of using progress monitoring (learning rate over time and level of performance) to make important educational decisions

RtII is not a stagnant method, it is dynamic and always changing

RtII filters out children that respond to different intervention models

It provides systematic and progressively more intensive instruction

Students in k to 5 receive universal screenings usually administered in the fall

Discrepancy model required two test

IQ and Achievement IQ are often unfair or

unreliable with some groups

Results provide little help in planning

The process does not determine what will work

Outcomes are not related to the classroom or state expectations

Children must fail before the can qualify for services and therefore earlier interventions is denied.

People like the discrepancy model because it was cut and dried, yes he qualified for services or no he did not

Discrepancy model was easy to apply

Teachers and parents referred, diagnosticians tested, it was clean and somewhat detached and perceived as objective.

Tier I:Classroom/All

Students -Core Class Instruction

Tier II:Students not responding to Tier I efforts – group

and individual interventions,

Specialized Research-based Interventions

Tier III:Students not responding to Tier I or II interventions – Sustained Intensive

Individual InterventionsPossible Special Education Identification

for non-responders of Tier III interventions

~80% of Students

~15%

~5%

Three Tiered Module

RtII is : General education led effort System to provide instructional intervention immediately

upon student need Process that determines if the child responds to scientific,

research-based intervention as a part of the evaluation procedures.

Alternative approach to the diagnosis of a Specific Learning Disabilities. Instead of using the discrepancy model, we can use RtII data

Not Pre-referral system Not an Individual teacher Not an RtII classroom Not a Special education program Not an added period of reading instruction Not a separate, stand alone initiative

System permits students to move between tiers of intervention based on progress toward benchmarks and IST review

Special education re-evaluations available to permit students to move between general and special education

Students that demonstrate skills that put them at risk for reading failure had to wait sometimes years before the discrepancy was large enough

With RtII, validated procedures are implemented and student progress is monitored throughout intervention

Students that do not progress after receiving three increasingly intensive levels of instruction are either identified as being LD or referred for further treatment

No Delay in receiving interventions Reduces inappropriate referrals, no Gifted

kids on grade level Poor teaching not a reason for referral into

special education Assessments leads to interventions No stigma. All students enter the process-

Roulette- all kids moving between groups Separates low achievers from students

with needs

Can be used for RtII identification and can be used in the traditional process

Oral reading rate Math performance on facts tests Writing samples

The teachers begins to becomes the specialist, the diagnostician all part of a team

We examine reading, look at the symptoms and make suggestions for correction similar to the medical model

Imagine you are a team of doctors throwing different ideas at each other trying to cure a problem.

In your case, the problem is reading and not medical

One large team made up of two groups was trained◦ The core team was made up of Two classroom

teachers ( gradechairs) from First and second grade, A special education teacher, IST and the principal

◦ The consultative team was a group of people that had specific skills that served as resources to the core team

Consul

t TeamConsul

t Team

Consu

lt

TeamConsu

lt

Team

Cons

ult

TeamCo

nsul

t Te

am

Special

Area

Teache

rs

Special

Area

Teache

rs

Consult

TeamConsult

Team

Special

Area

Teache

rs

Special

Area

Teache

rs

???

Grades

Three,

four Five

???

Grades

Three,

four Five

We already Have much of this in place◦ We have a tier system somewhat set-up◦ We have some universal assessments in place

and a process for delivering the assessments◦ We have staff to support the process◦ We have many of the materials we need◦ A forum for sharing information- Extended

Mondays

Tier One- 85 % of the students should be here

◦ Requires a team teaching the same thing◦ Fidelity of materials◦ Fidelity of instructional practices◦ Will Involve students moving between classes◦ Smaller groupings◦ Mixed groupings

Tier Two◦ Similar format with small flexible changing groups◦ Students will not necessarily know who is in what

group◦ Progress monitoring by teachers◦ Administer a different intervention that the

standard curriculum

Tier Three◦ Similar format with small flexible changing groups◦ Students will not necessarily know who is in what

group◦ Progress monitoring by teachers◦ Administer a different intervention that Tier Two◦ Could be special education. May not be