An Introduction to Response to Intervention
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Transcript of An Introduction to Response to Intervention
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An Introduction to Response to Intervention
RtI
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Definition of RtI
• The practice of high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction, and applying child response data to important educational decisions.
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Continuum of School-wide support
Tier 1Tier 2
Tier 3
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Instruction
Prob
lem
Sol
ving M
easurem
en
t
RtI an integrated
System
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How do I know a student needs additional support? Use the data.
• NWEA-below 40th percentile for grade level
• Kindergarten assessment-recognize12 or less letters at beginning of year
• F and P-At these levels or below• 1st Grade-Level A/B
• 2nd grade-Level I
• 3rd grade-Level M
• 4th grade-Level P• 5th grade-Level S
• ORF-below 40th percentile
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(CBM)
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Oral Reading Fluency (CBM-R)• Student reads a passage aloud for
one minute• Count the number of words read and
the errors• Subtract errors from total words to
get Words Read Correct.• Median WRC from 3 passages used
for benchmark testing of all students• 1 passage used for frequent
progress monitoring• Strong correlations with state tests
(0.7 – 0.75 range)
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Example of a Single Student progress monitoring Graph
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Performance of a Single Class
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Instructional Recommendations for that same class
6 students now are
performing below
grade level
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The NWEA scores for the same class
4 students performing below
grade level
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AIMSweb
Test of Early Literacy (TEL)
• Letter Naming Fluency
• Letter Sound Fluency
• Phoneme Segmentation
• Nonsense Word Fluency
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Response to Intervention-Time, group size and Frequency
4 times per week for 30 min. with 4-5 other students
3 times per week for 30 minutes individually
Consideration for SPED Assessment
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Our Pilot with RtI
Fall 2007• 120 students identified as Tier I (17% of
Mwta)• After 6 weeks of intervention – data
showed that 47% of these students were on target to meet grade level expectations.
• 53% of the 120 moved on to Tier IISpring 2008• 9% of students are in Tier II• 3% of students are in Tier III
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Progress Monitoring for Tier II• Aimsweb• Reading specialist works with students and
meets frequently with teacher
• After 9-12 weeks -then decision for next step is made based on Aimsweb growth
– Continue Tier II
– Return to Tier I
– Add Tier III if….
• Growth rate below Aimline on Aimsweb
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If Tier II is successful
• Return to Tier 1-classroom interventions
• Progress monitoring every other week for 12 weeks
• After 12 weeks monitor monthly
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If Tier II is not successful, Add Tier III
• Grade level problem solving team (reading specialists, classroom teacher, other support staff) make determination after 9-12 weeks of Tier II
• If growth is below the aimline for Aimsweb -recommend Tier III.
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Tier III Progress Monitoring
1. Conduct 1 reading probe per week with Aimsweb
2. After 9-12 weeks meet with grade level problem solving team to review the progress and determine next steps.
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If Tier III is successful
• Stay with Tier II for 9-12 weeks and use weekly progress monitoring
• If successful in Tier II return to Tier I and continue progress monitoring every other week for 12 weeks, then monitor monthly