RESPONSE TO INTERVENTION

A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly

integrated and singularly focused on the same outcome – to ensure that

EVERY student learns at HIGH LEVELS.

- Pyramid Response to Intervention, A. Buffum, M. Mattos, Weber

PYRAMID OF INTERVENTIONS

UNIVERSAL SCREENING

CERTAIN ACCESS—TIER 2

TIER 1 CORE PROGRAM

Effective Core Instruction for ALL students

TIER 2 SUPPLEMENTAL PROGRAM for SOME identified students

CERTAIN ACCESS—TIER 3

TIER 3 INTENSIVE PROGRAM

for INDIVIDUALS

SPECIAL ED.

- Pyramid Response to Intervention, A. Buffum, M. Mattos, Weber

Every child has access to all core instruction.

CORE, and MORE, and MORE

When students miss essential core instruction for intervention, they never catch up.

Interventions should not replace a student’s access to core instruction. Students need core instruction AND intervention, not OR.

TIER 1 CORE PROGRAM

Effective Core Instruction for ALL students

TIER 2 SUPPLEMENTAL PROGRAM

for SOME identified students

Analyze results and identify students in need of continued and/or intensified intervention(s).

Introduce students to learning target. Begin instruction and/or intervention: select an appropriate measure of progress.

Identify specific skills and knowledge (learning targets) that remain unmastered. Group students by target for intervention.

Analyze results, modify interventions if necessary, & discontinue intervention(s) once mastery has been achieved.

Analogy: Child has an earache, but if he gets proper short term treatment, he gets better. If left untreated, it can become much worse.

SOME help!

TIER 3 INTENSIVE PROGRAM

for INDIVIDUALS Analogy: Child

has a condition

that needs

intensive care,

because he is

hemorrhaging.

Students who are significantly weak in foundational skills necessary to achieve

current grade level standards.

A LOT of help!

Students require intensive, targeted interventions by highly trained staff in identified areas of concern.

IMPORTANCE OF TIER 1 INSTRUCTIONWHAT THE EXPERTS SAY

Tier 1 is a school’s core instructional practices; the teaching and school experiences that all

students receive every day.

Intervention models are based on the assumption that a school’s core program will meet the

educational needs of at least 80% of its students.

IMPORTANCE OF TIER 1 INSTRUCTION WHAT THE EXPERTS SAY

• high quality, research based, core instruction of the state and district standards.

• provided by the general education teacher and takes place in the general education classroom.

• effective for 80-90 % of the students.

Tier 1 is:

Standards based curriculum

Universal screenings of all students 2-3 times per yr

Progress monitoring of at-risk students by classroom teachers

Differentiated strategies that scaffold instruction based on content, product, process or environment to eliminate gaps in learning

• A daily 90 min ELA block of instruction with explicit instruction in phonemic awareness, decoding, fluency, vocabulary and comprehension

Tier 1 should minimally include:

STRENGTHENING THE CORE PROGRAM STRENGTHENS TIER 1 INSTRUCTION

Examples include:

• Differentiating Instruction

• Determining power standards

• Analyzing assessment data

• Ensuring quality teaching and focused staff development

• Collaborating with colleagues in an established PLC

• Maximizing instructional time

• Using programs with fidelity

PROFESSIONAL LEARNING COMMUNITIES

The very essence of a learning community is

a focus on and a commitment to the learning of every student.

- Learning By Doing, R. DuFour, R. DuFour. R. Eaker, T. Many

PROFESSIONAL LEARNING COMMUNITIES

An on-going process

Continuous job-embedded learning for educators

A constant search for a better way to achieve goals of student learning - “Whatever it Takes!”

Collaborative groups working within a building to ensure all students learn at high levels

A PLC is:

PROFESSIONAL LEARNING COMMUNITIES

A PLC is NOT:

• A committee• A team• A book study• A meeting that happens

regularly

Data drives our instruction, so it makes sense that we

would use data to support RTI.

DATA DRIVEN INSTRUCTION

•What is it we want our students to learn?

• How will we know if each student has learned it?

• How will we respond when students do not learn it?

• How can we extend and enrich the learning for students who have demonstrated proficiency?

WHAT DATA DO WE HAVE?•Aimsweb (ELA & Math components)• Fountas & Pinnell benchmarks•Kindergarten BAS•Scholastic Reading Inventory•Scholastic Math Inventory• Formative/Summative Assessments•NYS Assessments

HOW CAN WE USE DATA?• Benchmark/Assess the students• Determine individual student needs • Look for consistencies among groups of students• Define the areas that need re-teaching• Identify opportunities for academic enrichment

MOVING FORWARD• Build a culture of collective responsibility

• Establish and Nurture Functioning PLCs

• Create a schedule that allows for Intervention Blocks

•Meet the needs of ALL students in every classroom, at every grade level, in every building, throughout the district.