Response to Intervention (RTI) Presented by Ashley Adamo and Brian Mitchell January 6, 2012

W HAT IS RTI With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. RTI is comprised of four tiers. National Dissemination of Children with Disabilities, 2010

The Foundational Components of RTI Screening children within the general curriculum Tiered instruction of increasing intensity (four tiers) Evidence of standards-based instruction Close monitoring of student progress Informed decision making regarding next steps for individual students

Screening Students at Mary Lin All students in grades 1-5 are screened three times per year using the following norm-referenced universal screeners: – AIMSweb (math computation-eight minutes) – AIMSweb (math concepts and applications-eight minutes) – STAR (standardized test for the assessment of reading 5-10 minutes)

Screening Students at Mary Lin continued All students in grades 1-5 are screened three times per year using the following norm-referenced universal screeners: – Curriculum Based Measurement for Writing Fluency (the number of words written in three minutes with one minute planning time) – Student behavior is also “screened” through frequency of office referrals or conferences with teachers. – Speech is informally screened by teacher observations

Standards Based Classroom Instruction Tier I All students participate in general education learning that includes: – Universal screenings to target groups in need of specific instructional support – Implementation of the Georgia Performance Standards (GPS) through a standards based classroom structure – Differentiation of instruction including fluid, flexible grouping, multiple means of learning and demonstration of learning, guided reading and math groups, and effective questioning – Progress monitoring of learning through multiple formative assessments

Tiered Instruction of Intensity What happens if a student is not responding to the Tier 1 standards-based instructional strategies? The student moves to the next RTI level, Tier 2 The interventions are implemented and targeted towards the student’s needs based on the data collected from Tier 1 The student’s progress is monitored

Tiered Instruction of Intensity What does tiered instruction of intensity look like at Mary Lin? – At-risk students who have been identified through the screening process at Tier 1 receive research-based interventions in the classroom at Tier 2 – Research-based interventions are different than teaching strategies (PALS Math and Reading) – Research-based interventions are implemented for at least 6-8 weeks to see how the students respond, hence the name RTI – The student’s progress is monitored throughout the 6-8 weeks of Tier 2 implementation of RTI

Tiered Instruction at Mary Lin What happens if a student is not responding to the Tier 2 interventions? Tier 3 is an option for a student who is not adequately responding to the classroom instruction at Tier I nor Tier 2 interventions The Student Support Team (SST) is part of Tier 3. This team meets every 40 school days and provides an instructional plan that includes an intervention in the area(s) of academics, behavior, and/or speech. The student’s progress is monitored and the results are presented at the SST meetings.

Tiered Instruction at Mary Lin Tier 4 is the last tier of intervention. Based on the data collected on the student’s progress from the previous three tiers, if a student is still not responding to the research-based interventions, then the school and the parents may look at the possibility of referring the student for a comprehensive educational and/or psychological evaluation to determine if a disability exists.

Evidence-based Instruction How is instruction monitored at Mary Lin? The administration monitors classroom instruction and provides teachers with feedback on their teaching practices. The administration monitors student learning. During classroom observations, the administration observes what the students are doing. Teachers are required to teach the Georgia Performance Standards using research-based teaching strategies (Class Keys).

Evidence-based Instruction continued How are the research-based interventions monitored? Teachers are provided with professional development on how to implement research-based interventions. The administration meets with teachers and grade levels to analyze the data from Tier 1, Tier 2, and Tier 3. The administration observes the research-based interventions during classroom instruction. An administrator attends all Special Education meetings.

Close Monitoring of Student Progress The universal screeners are given three times per year to all students in grades 1-5. Kindergarten students’ progress is monitored using the Georgia Kindergarten Inventory of Developing Skills (GKIDS) and informal assessments. Research-based interventions are implemented for students who may be at-risk. Quick assessments, or probes, are used to determine how the student is responding to the research-based interventions. Based on the data, decisions are made on the next steps for the student. Were the interventions a good match for the student? If not, now what?

Informed Decision Making Regarding Next Steps for Students Decisions about next steps for at-risk students simply must be based on the data. Emotions are not reliable data to make informed decisions about next steps for students who may be at-risk. The administration, teachers, and parents play an important role in analyzing the data and making the best decision for the student.

References For more information about RTI please view the links below. As a parent, you always have the right to ask about your child’s progress. Your child’s teacher and the administration are here to assist you ServRTI