RtII: Response to Instruction and Intervention
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Transcript of RtII: Response to Instruction and Intervention
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RtII: Response to Instruction and Intervention
Wissahickon School District
+Today’s Goals & Objectives
1.Revisit our understanding of RtII
2.Examine the District schedule of assessments and data review
3.Discussion of scenarios
4.Building level planning
+What Is Response to Instruction and Intervention?
A comprehensive, multi-tiered regular education intervention strategy to enable early identification and intervention for students at academic or behavioral risk.
The goal of RtII is to improve student achievement using research-based intervention matched to the instructional need and level of the student. (PDE, 2008)
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What RTII is not!
RtII is not a(n)…
– pre-referral system– individual teacher’s responsibility– classroom location– special education program– an added period of reading instruction– a separate, stand alone initiative
+An Analogy
Regular Check-ups
Tests may be ordered
Decisions are made based on the data
Keep doing what you’re doing
Let’s try this treatment
See a specialist
Frequent checks on progress
DIBELS Day Schedule
Sample DIBELS Data Sheet
THE 5 Pillars of Reading Instruction
Assessment Tools
Phonemic Awareness• DIBELS Initial Sound Fluency ISF
• DIBELS Phoneme Segmentation PSF
•Phonemic Awareness Assessment
Alphabetic Principle (Phonics)
•DIBELS Nonsense Word Fluency NWF
• Letter Knowledge Assessment
• Benchmark Running Records
Fluency •DIBELS Oral Reading Fluency ORF
•Benchmark Running Records
Vocabulary•Benchmark Running Records – Retelling
• Holistic Common Assessment
Comprehension•Benchmark Running Records – Retelling
• Holistic Common Assessment
(Foundational Skills in Reading Development)
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Strategic Interventions for
Students at Risk of Academic Failure
Tier 3:IntensiveInterventionsfor few studentsAdditional time,
support and resources.
Tier I: Foundation / Standards-Aligned Instruction for all students
Tier 2: Strategic Interventionsfor some students
Strategic Instruction, Increased Time
and Opportunity to Learn
+The 3-Tier Structure
•Tier I–Who: Classroom teacher–Time Reading: 60-75 minutes Reading
•Tier II–Who: Classroom Teacher, Reading Specialist (push-in) –Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period two-three times per week
•Tier III–Who: Classroom Teacher, Reading Specialists (pull-out), Counselors, –Time: 60-75 minute Core Reading instruction PLUS 30 mins. of additional intervention in I/E period three-four times per week
+ Tier I – Interventions for ALL
Research-based core materials
Differentiated Instruction that includes– Whole group teaching– Small, flexible group teaching
Effective instructional strategies including– Active engagement– Scaffolding– Formative assessment with frequent feedback
+ Tier II – Interventions for SOMEIncreased Time and Opportunity to Learn:
• In addition to core instruction• Supplemental small group instruction• Specialists may assist with strategic instruction in general
education classroom or in homogeneous skill group• Use of standard protocol interventions• More frequent progress monitoring (every other week)• Use of Core Extension Time (I/E period)
+ Tier III – Interventions for FEWDefinition: Academic instruction and behavioral strategies, methodologies and
practices designed for a few students significantly below established grade-level benchmarks in the standards-aligned system or that demonstrate significant difficulties with behavioral and social competence. In addition to Core Instruction: More intensive instructionUse of standard protocol interventionsSupplemental instructional materials for specific skill developmentSmall, intensive, flexible groupsCan be outside the general education classroomWeekly progress monitoring.
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• A series of research-based interventions have been attempted
• There is documentation that the interventions were carried out as designed (treatment/intervention integrity)
• Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers).
Consider a referral to Special Education only
if...
+Data Analysis Review
TeamsGrade Level Teams…
Meet within one week after DIBELS Day
Follow a structured meeting protocol
Analyze grade level student data
Set measurable grade-wide goals
– e.g., By the second benchmark, 75% of 2nd graders will be at
benchmark in Oral Reading Fluency)
Select and implement with fidelity research-based, grade-wide strategies to reach this goal.
Monitor and adjust selected strategies.
+DART Meetings & Data
Analysis
MAP Data
DIBELS Data
DRA Data
DIBELS Data
DRA Data MAP Data
Scenarios
1st Grader
Level 3 Low RIT score
Core – Level 1
What are your
thoughts?
DIBELS Data
DRA Data MAP Data
Scenarios
2nd Grader
Level 20 Average RIT score
Core – Level 1
What are your
thoughts?
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We’ll figure it out together!
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Any questions?
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Building Time
Discussion pointsDIBELS Day scheduleUse of SubstitutesDART meetingsDifferentiationResources
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Big Ideas in Beginning Reading (U of Oregon):reading.uoregon.edu
What Works Clearinghouse (US Dept. of Education): www.ies.ed.gov/ncee/wwc/
Intervention Central: www.interventioncentral.org
Florida’s Intervention website: www.fcrr.org
Web resources for evidence-based
intervention strategies