Janelle Ritter

EDU 653

The what…

The why…

The who…

• Response to Intervention or RtI is a multi-tiered system of support for

students who are at-risk behaviorally and academically.

• RtI integrates assessment and intervention within a school-wide, multi-level

prevention system to maximize student achievement.

What is RtI?

Image: http://www.rti4success.org/

• Born from Special Education legislation

• Reauthorization of IDEA in 2004 included RtI as an alternative to the

discrepancy model

• “The legislation was influenced by other education reforms that had preceded

it, including the No Child Left Behind Act of 2001 .” (Whitten, 2009, p. 12)

• Data and progress monitoring visible in Reading First programs were

included in the forming of RtI.

Where did RtI come from?

3 Tiers Video

Response to Intervention (RTI): The three tiers of RTI instruction. ( n.d.).

Retrieved October 31, 2014. http://youtu.be/a2zySJwuizE

• RtI incorporates 3 tiers of

instruction

• Tier 1: Classroom Instruction

• Tier 2: Small Group Instruction

• Tier 3: One on One Instruction

• Please watch the video to learn more about the 3 Tiers of RtI

Multi-Tiered System

How the Tiers are broken down…

Tier 1 instruction is whole classroom instruction. This is where high

quality instruction is taking place and introducing the lesson first time to

the students. Tier 1 instruction must have a strong core curriculum to

support the interventions being done in Tier 2 and Tier 3.

Tier 2 instruction is comprised of three components: 1) it is evidence-

based, 2) it consists of small-group instruction, and 3) it involves a

clearly articulated intervention implemented with fidelity.

Tier 3 instruction consist of working one on one with the at-risk student

with only the area that he/she is struggling in with another research

based intervention. This is determined through diagnostic and progress

monitoring assessments.

How do the Tiers fit into your classroom?

The Goal of RtI is to have the student

grow further than and faster than age

level peers to close the instructional gap.

It is not enough for the student to grow

they need to grow and close the gap in

order to reach grade level.

Goal of RtI

• Students will be screened 3 times a year (September, January, May)

• Based on September and January benchmark results students’ scores will be

looked at to see who is at risk in reading and math

• Teachers will then meet with Janelle to have a data meeting where we will dig

deeper to see which students need interventions, what those interventions will

be and who will be giving the interventions.

• Research-based interventions will then be taught and students will be progress

monitored in Fluency, Comprehension, or Math depending on their deficit.

• Teachers, interventionist and Janelle will meet monthly to check on progress

of students

Who Benefits From RtI?

Choral Reading

• A great strategy to use in Early Elementary to help student hear the words,

fluency and build confidence before reading aloud on their own. Watch the video

below

Choral Reading. (n.d.). Retrieved October 31, 2014, from http://youtu.be/o_-z8d0sRUA

Interventions

A great Tier 1 strategy for teaching vocabulary or new concepts to students. Can

also be used in Tiers 2 and 3. Watch the video below

Concept Sort. (n.d.). Retrieved October 31, 2014, from http://youtu.be/d_R5wfmWIlQ

Concept Sort

When a student guesses at unknown words, using no visual cues try this strategy

in Tier 2 or Tier 3. Image courtesy of http://bogglesworldesl.com/elkonin_boxes.htm

Elkonin Boxes

When students are having trouble remembering what they have read or when they are unsure of topics and headings try this Tier 1,2, and 3 strategy

SQ3R incorporates preview, predicting and establishing a purpose for reading.

Survey: Tell students to survey the text bu looking at key features such as; title, headings, subheadings, pictures, bold print and key words.

Question: Ask students to think about what they now know about the text based on the survey. Given what they know have students write questions they may have that might be answered when they read the entire passage.

Read: Student read the passage

Recite: Ask students to recite or write the answers to the questions they asked

Review: Have student review what they learned by reading and apply to another context. This review could involve other modalities rather than paper pencil.

Use this process repeatedly until it becomes internalized in the student.

Image Courtesy of North Star Teaching Resources

SQ3R

Thinking Maps

Visual tools to aid students in reading

comprehension, written expression, and

mathematical thinking skills by helping

students organize their thought processes

and see relationships between concepts.

Image courtesy of Nelson Central School

http://nelsoncentral.wikispaces.com/inspiration

Thinking Maps

Word Sorts are another activity that can be used in all 3 Tiers, they are a great way for students to learn about spelling patterns

Words Their Way - Word Sorts. (n.d.). Retrieved October 31, 2014, from http://youtu.be/-eH5KiH9lgw

Word Sorts

• Progress monitoring data is to be used to track how well the intervention is working, if it’s working.

• Using the Fluency Test to detect and listen to the student.

• Does the student have decoding problems?

• Is the student sounding out every word?

• Does the student have a vocabulary issue?

• Are they missing important sight words?

• Do they not have the background knowledge to use context clues?

• Using Close Reading passages

• 3 possible answers

• 1 correct answer, 1 similar answer, 1 incorrect answer

• Are they circling a visually similar answer?

• Are they circling an answer that is close to a sight word?

• Does the answer they circle show they have no background knowledge or vocabulary?

How to use your Data…

• All interventions and scores need to be documented in the student’s

file.

• In order to show strengths and weaknesses for the student there

needs to be documentation over a period of time.

• You can enter the data in Skyward or use the intervention record

sheet.

• Paraprofessionals will also need to document interventions and turn

in progress monitoring scores to me every Friday for the students

they work with daily.

• Bring your documentation to RtI meetings to back up your student’s

deficiency.

• Document. Document. Document.

Documentation…

• RtI Meetings are for…

• If you have a student who did not score low on Benchmark tests but you are concerned

with their academics

• Behavior Issues

• Sudden academic change or behavior change

• What do I need to do for the meetings?

• Gather Data!!!

• Keep records of scores, observations, student work etc.

• Anything that will show the student is lacking in a particular area

• Fill out the referral form on Google Forms

• Double check that you meeting is schedule for the month

RtI Meetings

Choral Reading. (n.d.). Retrieved October 31, 2014, from http://youtu.be/o_-z8d0sRUA

Concept Sort. (n.d.). Retrieved October 31, 2014, from http://youtu.be/d_R5wfmWIlQ

Response to Intervention (RTI): The three tiers of RTI instruction. (n.d.). Retrieved October 31, 2014. http://youtu.be/a2zySJwuizE

Whitten, E., & Esteves, K. (2009). <i>RTI success: Proven tools and strategies for schools and classrooms</i>. Minneapolis, MN: Free Spirit Pub.

Words Their Way - Word Sorts. (n.d.). Retrieved October 31, 2014, from http://youtu.be/-eH5KiH9lgw

Websites Reading Rockets- www.readingrockets.org Center on Response to Intervention- www.RtI4Success.org RtI Action Network- http://www.rtinetwork.org Nelson Central School -http://nelsoncentral.wikispaces.com/inspiration You Tube- www.youtube.com Michigan Department of Education MTSS www.thinkingmaps.org and www.thinkingmaps.com http://bogglesworldesl.com/elkonin_boxes.htm

Images

SQ3R: North Star Teaching Resources

Michigan Department of Education: MTSS

Resources