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Response to Intervention◦ Most often associated with a new and effective
special education model for identifying and servicing students
◦ In PA, and more importantly at Pocopson, it is a regular education initiative
A systematic and data-based method for identifying, defining, and resolving
students’ academic or behavioral difficulties
Practice of providing high-quality instruction and interventions matched to student needs
Practice of using progress monitoring (learning rate over time and level of performance) to make important educational decisions
RtII is not a stagnant method, it is dynamic and always changing
RtII filters out children that respond to different intervention models
It provides systematic and progressively more intensive instruction
Students in k to 5 receive universal screenings usually administered in the fall
Discrepancy model required two test
IQ and Achievement IQ are often unfair or
unreliable with some groups
Results provide little help in planning
The process does not determine what will work
Outcomes are not related to the classroom or state expectations
Children must fail before the can qualify for services and therefore earlier interventions is denied.
People like the discrepancy model because it was cut and dried, yes he qualified for services or no he did not
Discrepancy model was easy to apply
Teachers and parents referred, diagnosticians tested, it was clean and somewhat detached and perceived as objective.
Tier I:Classroom/All
Students -Core Class Instruction
Tier II:Students not responding to Tier I efforts – group
and individual interventions,
Specialized Research-based Interventions
Tier III:Students not responding to Tier I or II interventions – Sustained Intensive
Individual InterventionsPossible Special Education Identification
for non-responders of Tier III interventions
~80% of Students
~15%
~5%
Three Tiered Module
RtII is : General education led effort System to provide instructional intervention immediately
upon student need Process that determines if the child responds to scientific,
research-based intervention as a part of the evaluation procedures.
Alternative approach to the diagnosis of a Specific Learning Disabilities. Instead of using the discrepancy model, we can use RtII data
Not Pre-referral system Not an Individual teacher Not an RtII classroom Not a Special education program Not an added period of reading instruction Not a separate, stand alone initiative
System permits students to move between tiers of intervention based on progress toward benchmarks and IST review
Special education re-evaluations available to permit students to move between general and special education
Students that demonstrate skills that put them at risk for reading failure had to wait sometimes years before the discrepancy was large enough
With RtII, validated procedures are implemented and student progress is monitored throughout intervention
Students that do not progress after receiving three increasingly intensive levels of instruction are either identified as being LD or referred for further treatment
No Delay in receiving interventions Reduces inappropriate referrals, no Gifted
kids on grade level Poor teaching not a reason for referral into
special education Assessments leads to interventions No stigma. All students enter the process-
Roulette- all kids moving between groups Separates low achievers from students
with needs
Can be used for RtII identification and can be used in the traditional process
Oral reading rate Math performance on facts tests Writing samples
The teachers begins to becomes the specialist, the diagnostician all part of a team
We examine reading, look at the symptoms and make suggestions for correction similar to the medical model
Imagine you are a team of doctors throwing different ideas at each other trying to cure a problem.
In your case, the problem is reading and not medical
One large team made up of two groups was trained◦ The core team was made up of Two classroom
teachers ( gradechairs) from First and second grade, A special education teacher, IST and the principal
◦ The consultative team was a group of people that had specific skills that served as resources to the core team
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Grades
Three,
four Five
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Grades
Three,
four Five
We already Have much of this in place◦ We have a tier system somewhat set-up◦ We have some universal assessments in place
and a process for delivering the assessments◦ We have staff to support the process◦ We have many of the materials we need◦ A forum for sharing information- Extended
Mondays
Tier One- 85 % of the students should be here
◦ Requires a team teaching the same thing◦ Fidelity of materials◦ Fidelity of instructional practices◦ Will Involve students moving between classes◦ Smaller groupings◦ Mixed groupings
Tier Two◦ Similar format with small flexible changing groups◦ Students will not necessarily know who is in what
group◦ Progress monitoring by teachers◦ Administer a different intervention that the
standard curriculum
Tier Three◦ Similar format with small flexible changing groups◦ Students will not necessarily know who is in what
group◦ Progress monitoring by teachers◦ Administer a different intervention that Tier Two◦ Could be special education. May not be