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Transcript of Introduction to Response to Intervention: A comprehensive School Support Perspective Gary L. Cates...
![Page 1: Introduction to Response to Intervention: A comprehensive School Support Perspective Gary L. Cates Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649ccf5503460f9499b577/html5/thumbnails/1.jpg)
Introduction to Response to Intervention: A comprehensive
School Support Perspective
Gary L. CatesIllinois State University
![Page 2: Introduction to Response to Intervention: A comprehensive School Support Perspective Gary L. Cates Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649ccf5503460f9499b577/html5/thumbnails/2.jpg)
Today’s Objectives
• Provide a general understanding of RTI • Provide a rationale for RTI from both legal and
scholarly perspectives • Present a model of a comprehensive tiered
system of Instructional support for academic and social behavior
• Address how a continuum of assessment and instruction can be integrated within a tiered system of support
![Page 3: Introduction to Response to Intervention: A comprehensive School Support Perspective Gary L. Cates Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649ccf5503460f9499b577/html5/thumbnails/3.jpg)
Activity 1
• What have you heard about RtI?• What are your biggest concerns?
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Definitional Components of RTI
RTI is an overall integrated system of service delivery focused on ALL students.
RTI utilizes scientifically based instruction and interventions.
RTI utilizes data systematically
RTI is a prevention focused educational model
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Perspective of RTI
RTI emphasizes the importance of using data to make decisions
Data-based decision making will be the driving force in the conceptualization, development, implementation, and evaluation of the RTI process.
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RTI Purposes are to:Identify Educational Needs of Students
Match Instructional needs of all students
Minimize academic and social behavior concerns through a prevention model
Foster the use of effective and efficient instructional practices to develop positive academic and social behavior outcomes
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RTI Logic:Use evidence based support to counter
educational difficulties
Intensity of support depends on severity of the problem
Minimize academic and social behavior concerns through a prevention model
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Legal & Empirical Foundations
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Legal Rationale of RTI:No Child Left Behind
Individuals with Disabilities Education Act
State Mandates
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Research Rationale of RTI:Basic research in Learning
Problem-Solving
Curriculum Based Measurement
Positive Behavior Intervention Support
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A Comprehensive Tiered System of Support
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![Page 13: Introduction to Response to Intervention: A comprehensive School Support Perspective Gary L. Cates Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649ccf5503460f9499b577/html5/thumbnails/13.jpg)
Response to Intervention Tier Notes
• Tiers are not places• Tiers are not mutually exclusive from each
other• Different things can happen with different kids
at the same tier level• Students may be at a specific tier level for
various amounts of time• Students may be at one level of tier service for
one area and another for another area
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![Page 15: Introduction to Response to Intervention: A comprehensive School Support Perspective Gary L. Cates Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649ccf5503460f9499b577/html5/thumbnails/15.jpg)
Example of 3-Tier Level Interventions
Time
Curricular Focus
Curricular Breadth
Frequency of Progress Monitoring
Tier I
90
5 areas
Core
3X Yearly or greater
Tier 2
120
Less than 5
Core+
Supplemental
Monthly or greater
Tier 3
180
2 or less
Core+
Supplemental+
Intensive
Weekly
Reading
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Universal Instruction (Tier I) During Fall
Full Standard Protocol (Tier II)
During winter
Full Individualized Intervention (Tier III) Never utilized because not needed
Less Intensive Standard Protocol (Tier II) in spring because adequate progress was being made.
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TIER I
Core Instruction and Screening
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Tier I Curriculum and Instruction
• Provided to all students
• Is effective for most (e.g. 80%) students• Effectiveness determined by high stakes test performance
(or other global outcome measure)
• Includes both Academic and Social Behavior Instruction
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Tier I Assessment: Screening
• All students administered a screening for reading, writing, math and behavior 3 times per year.
• Allows for identification of students at-risk for falling behind
• Can help in facilitating preventative intervention service delivery
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Activity II
• How well is your universal curriculum meeting the needs for all students in the following areas and…
• What Screening measures to do you currently have in place?– Reading– Writing– Mathematics– Behavior
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TIER II
Supplemental Instruction and Diagnostic Assessment
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Tier II Assessment:Broad based Diagnostic Tool
• Administered to students who were identified as at-risk on the screening tool.– Requires more time and resources to administer
than the screener.– Helps identify general area of weakness
• Reduces need to do more lengthy assessment with every child.
• Helps identify the “right” children
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Tier II Curriculum and Instruction
• Provided to students who are at-risk on screener AND identified with diagnostic tool.
• Is provide to small number of students (e.g. 10%) • Is provided in addition to Tier I service.
• Is scripted and provided in small group format.
• Is Scientifically based
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Activity III
• What standard protocol interventions do you have in place for each of the following?
• Are they scientifically based? • How do you know if they are working?
– Reading– Writing– Mathematics– Behavior
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TIER III
Individualized Instruction and Curriculum Based Evaluation
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Tier III Assessment:Curriculum Based Evaluation
• Administered to students who are not making adequate progress with TIER II intervention– Requires more time and resources to administer
than the screener and diagnostic tool
– Utilizes individualized evaluation procedures using students own curriculum to isolate specific problem areas.
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Tier III Curriculum and Instruction
• Provided to students who do not make adequate progress with TIER II level of support
• Is provide to small number of students (e.g. 5%)
• Is provided to 1 or 2 students at a time. • Is provided in addition to Tier I & Tier II• Is evidenced based
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Activity IV
• What types of interventions are you putting into places for students with problems in the following areas?
• Are they evidenced based?• How do you know if they are working?
– Reading– Writing– Mathematics– Behavior
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The RtI Process
Navigation Map to Data-Based Decision Making
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Review Assessment
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Review Intervention
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Thinking Differently and Facilitating Others to Do the Same
• AYP Applies to ALL Students• Think Prevention ALWAYS!
– Saves headaches later• Make Decisions with data ONLY!
– Best practices in assessment and intervention• TIERS are not places EVER!
– Level of support• Services are dynamic
– Intensity and type of service can be different for any student• Authentic assessment links to and informs interventions
in the most direct way
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Questions