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
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??