response to intervention
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Response to Intervention
Mary DoschSchool Psychologist, Ed. S.
Wisdom of kids
You can listen to thunder after lightning, and tell how close you came to getting hit. If you don’t hear it, you got hit,
so never mind.
The 5 “W” Questions?
Who started RTI? What is RTI? When did RTI begin? Where is RTI occurring? Why RTI?
What is RTI?
Response to InstructionOR
Response to Intervention
**Either way RTI is defined as evidenced-based instruction/intervention using data to make educational decisions
Who started RTI? Several groups started researching
special education failures: National Institute for Child Health and
Development National Reading Panel National Research Council Panel on
Minority Overrepresentation National Summit on Learning Disabilities President’s Commission on Excellence in
Education.
Wisdom of kids
Many dead animals of the past
changed to fossils while others preferred to be oil.
When did RTI begin?
Concerns in mid 80s—lack of evidence that Special Education was effective
Carried into the 90s and really got its start after IDEA ’97 came to be
Where is RTI occurring?
Everywhere—but very fragmented Most schools are doing parts; Few
are implementing RTI systemically
Why RTI? Special Education #s were increasing Students that didn’t meet discrepancy criteria
had to wait to get help until they met this criteria (Some never did!!!!)
No early intervention/preventative services “Wait to Fail” model wasn’t working THE WEAKEST LINK---determination of
eligibility and interventions used were unrelated
Increased dropouts DATA! DATA! DATA!
How well do students respond to instruction/interventions?
Intensive Instruction
Strategic Instruction
Initial Instruction
(Benchmark)
5-10%
10-15%
80-85%
How many students need something different?
15-20 % Are we willing to allow this many
students to fail? With previous discrepancy model &
previous Special Education—yes!
***NO LONGER
Wisdom of Kids
If at first you don’t succeed,
get new batteries
Key components of RTI
Belief that by altering our instruction, all kids can learn
We must be proactive and intervene early—No “Wait to Fail”
Multiple Tiers of instruction that match the students needs
Instruction must be evidence based
Key components cont…
Progress must be monitored on a regular basis (frequency depends on intensity of the intervention)
All decisions are outcome-based using a problem-solving model
Wisdom of Kids
Respiration is composedof two things, first
inspiration,and then expectoration
What does this look like?
XxxxxxxxxxxxXxxxxxxxxxxxxx
XxxxxxxxxxxxxxxxxxxXxxxxxxxxxxx
xxxxx
XxxxxXxxxx
xx
xxxxxx
xxxx
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Special EducationGeneral Education
General Ed
Tier 1Tier 2
Tier 3(Tier 4)
Special Ed
xxx
Traditionally
With RTI
The Wisdom of Kids
The law of gravity says,
“No jumping up without coming back
down!”
EDUCATION FOR ALL
NOT A SPECIAL EDUCATION ISSUE!!!
“RTI isn’t about identifying kids with specific learning disabilities. RTI is about improving instruction and improving interventions.”
David Tilly
How do we start or continue to move toward system-wide RTI?
Problem Analysis—Use the Problem Solving Model
Collect data and analyze
Plan and implement intervention
ProgressMonitor
Evaluate
Identifythe problem
Starting the process
1. Group Screening-anyone below 40th percentile DIBELS State assessments District-Wide Assessments
2. Individual diagnostic screening-specific skills Curriculum Based Measurement-error
analysis
3. Intensive Instruction—Tiers-varying levels of intensity depending on needs
4. Progress Monitor-Is child making progress? Tweak the intervention?
5. Decision Making-Did interventions close the gap in a reasonable amount of time?*Yes—continue intervention until gap is closed and no more tiers (tears).*No—exhausted interventions—look at entitlement.
Need Efficient System
1. Eliminate Redundancy2. Differentiate Instruction3. Group children with same skills
ELL, Title I, SpEd, At Risk, Migrant, Gifted4. Share funding – continuum of services5. Only assess in areas of concern6. Make exiting as important as entering.7. Only evidence-based programs
Wisdom of kids
Parallel lines nevermeet, unless you bend one or both
of them.
Where are you in the process?
Level 0 no RTI yet in schools
Level 1 a few teachers doing RTI (often times
Special Education teachers)
Level 2 specific person in school heading up RTI
Level 3 team of people doing RTI
Level 4 whole school doing RTI
Level 5 whole district doing RTI
Where is RTI breaking down?
Not enough staff Not enough time No materials Lack of support No data collection
Why RTI
Practical/Logical Preventative/early intervention focus ALL children that need it, get it Emphasis on LRE Emphasis on exit as much as
entrance Evidence-based Data driven
References Heartland AEA 11 – Johnston, IAwww.aea11.k12.ia.us Pasternack, R. H. (March 2002) – NASP
Presentation in Chicago LD Summit 2001 Howell, Ken (2004) Curriculum-Based
Evaluation Tilly, David NASDSE Satellite Conference,
Heartland AEA 11 Tilly, David NASDSE Counterpoint, Winter 2005 Richard Lederer, True Quotes from Kids, St.
Paul’s school.
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