RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school...
-
Upload
mervyn-charles -
Category
Documents
-
view
220 -
download
1
Transcript of RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school...
![Page 1: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/1.jpg)
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
![Page 2: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/2.jpg)
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
![Page 3: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/3.jpg)
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
![Page 4: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/4.jpg)
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!
![Page 5: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/5.jpg)
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.
![Page 6: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/6.jpg)
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.
![Page 7: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/7.jpg)
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:
![Page 8: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/8.jpg)
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:
![Page 9: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/9.jpg)
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
![Page 10: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/10.jpg)
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
![Page 11: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/11.jpg)
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:
![Page 12: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/12.jpg)
PROFESSIONAL LEARNING COMMUNITIES
A PLC is NOT:
• A committee• A team• A book study• A meeting that happens
regularly
![Page 13: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/13.jpg)
Data drives our instruction, so it makes sense that we
would use data to support RTI.
![Page 14: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/14.jpg)
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?
![Page 15: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/15.jpg)
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
![Page 16: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/16.jpg)
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
![Page 17: RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e605503460f94b5a68f/html5/thumbnails/17.jpg)
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.