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RtI and Problem Solving Process

Jefferson Elementary School


2016-2017
Addressing the needs of all learners
Implementing Response to
Intervention (RtI) framework
What is RtI?
Tiered System of Support for Academics and Behaviors
Varying Intensities (Tiers 1, 2, 3)
Research Based Interventions
Data Driven Instruction and Interventions
Accelerated Performance of ALL STUDENTS
Cohesive Instruction and Uniformity with Assessments
Communication and Ownership of ALL STUDENTS
A Structure/Framework - NOT a Quick Fix
Why RtI?
Meet ALL STUDENTS Academic and Behavior Needs
Accelerate ALL STUDENTS Performance
Researched Based Interventions have a High Effect Size
Respond Timely and Appropriately to Data
Not Going to Keep Doing the Same and Expect
Different Results
We need to find a different approach to meet all of our
students individual needs.
Three essential
components of RtI
The three-legged
stool analogy...
Meet our team:
1st grade - Kim Haroldson
2nd grade - Eileen Furth
3rd grade - Jason Bents
4th grade - Lisa Brown
Specials - Todd McKeeth
SpEd - Irina Soboleva
Title 1 - Jean Jore
Counselor - Jenna Helget
School Psychologist - Mark Goodall
Support Coordinator/Lit Coach - Missy Hunter
Intervention Specialist - Casey McMullen
Administration - Adam Kluver & Julie Hull
Purpose of the Problem Solving Team (PST)
to clarify problems and concerns
to collect information about the students academic or
behavior difficulties and engagement in planned,
systematic interventions
to monitor and evaluate interventions to determine their
effectiveness
to resolve the problem by developing strategies and
using the necessary resources
How can we help our
students to be successful?
Accommodations
Changes made to instruction and/or assessment intended
to help students fully access the general education
curriculum without changing the instructional content.
Accommodations do not change or reduce the learning
expectations in regard to the goal being addressed or
assessed. Accommodations are basically physical or
environmental changes, generally referred to as good
teaching strategies.
Accommodations

Extended time, frequent breaks, varying of activities.


Preferential seating, physical arrangement of the room.
Visual cues, use of manipulatives, pre-teaching, graphic organizers.
Highlighting, note taking assistance, notes provided by teacher, calculator.
Directions given in small, sequential steps, copying from book.
Positive reinforcement, concrete reinforcement, checking for
understanding, study guides, before/after school tutoring.
Test format changed (multiple choice vs. fill in the blank).
Allow for verbal responses instead of written responses.
Modifications
Alterations made to instruction and/or assessment that
change, lower, or reduce learning or assessment
expectations.
The resulting student product is not equal to the student
product without modifications.
Modifications involve lowering the level of materials
presented.
Modifications

Presentation of curriculum is modified using a specialized curriculum


which is written at a lower level of understanding.
Materials are adapted; texts are simplified by modifying the content
areassimplifying vocabulary, concepts and principles.
Grading is subject to different standards.
Assignments are changed using lower level reading levels, worksheets
and simplified vocabulary.
Testing adaptations are used, such as lowering the reading level of the
test.
Interventions
An intervention is a specific skill-building strategy implemented and
monitored to improve a targeted skill and achieve adequate progress in a
specific area (academic or behavioral).
This involves providing additional instruction to a student in the area of
learning or behavior difficulty.
Interventions differ from accommodations and modifications in that they
teach new skills to help students overcome specific deficits or
maladaptive response patterns.
Interventions require a targeted assessment, planning, and data collection
(including baseline data) to be effective.
Academic Interventions
When a student is low academically, determine the specific area of need for
an intervention.
There may be concerns in more than one academic area please chose the
area that is the biggest concern.
Specific Academic Need
Student correctly identified 55/220 Dolch words
Student is reading 10 wcpm with a target goal of 90 wcpm
NOT a Specific Academic Need
Student is below grade level in reading/reading fluency/ comprehension
Student doesnt know all of their addition/subtraction/multiplication facts
Student is low/Student cant read
Academic Interventions
Intervention Ideas:
* Repeated reading *PALS
*iTutoring / reading fluency *pencil tap
*Read Naturally *Cover-Copy-Compare

What is not an intervention?


*Ticket to Read *Star Reading *AR Tests
*IXLMath *shortened assignments * change seating

www.interventioncentral.org
Behavior Interventions
What is behavior? a form of communication.
Define the behavior specifically and determine how frequent it occurs.

Specific behavior concern


Hit the desk 2 times when asked to clean up after art
Said NO when given a math assignment 4 times
Yelled during science class 8 times while teacher was talking
Out of seat 3 times during circle time for 9 consecutive days
NOT a specific behavior concern
Wild in the classroom Disrupted the class
Never completes work Always tells stories
Behavior Interventions
Intervention Ideas:
* behavioral contracts * behavioral charting
* token economy * specific teaching and reinforcing * point sheets
* non-verbal cue system * schedule additional breaks * planned errands

What is not an intervention?


* removal from classroom (principal, hallway, CMH, etc.)
* talks with staff *shortened assignments
* detention
www.interventioncentral.org
Steps of the referral process

Step 1. Pre-referral process:


When a teacher has a concern about a student and
wishes to seek assistance,
a teacher needs to fill out the Grade Level Assistance
Form and bring the form to the grade level team for
discussion about possible interventions for that student.
Steps of the referral process
Step 2. Interventions:
The school must to able to document a minimum of
two interventions.
Interventions are in place for eight weeks in an attempt
to solve the problem(s) exhibited by the student.
Both interventions must be documented on the
Intervention Records Form by the person(s) conducting
interventions.
Steps of the referral process
Step 3. PST Referral:
If both interventions are not successful in solving the
problem, the child is referred to the PST.
The Referral Form should be filled out and submitted
prior to the PST meeting.
At the meeting, the team reviews all documentation
and comes up with the solution or recommendations
depending on the specific students needs.
Parent Referral
Parents can request the school district to conduct an
evaluation for special education services.
This request can be in writing or given verbally. It should
be submitted to the building principal or the sped teacher.
PST will meet to discuss the parent referral.
The school would have to provide the rationale, in writing,
for conducting or not conducting the evaluation.
Questions??

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