setting up & getting started
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Setting Up & Getting Started. Objectives. “Big Picture” of Response to Intervention Share my district’s experiences researching, designing, and implementing RTI “How to” approach Questions and answers. Decision to Implement. Learned about RTI - PowerPoint PPT PresentationTRANSCRIPT
Copyright © 2008 Pearson Education, Inc. or its affiliates. All rights reserved.
Presented by: Kimberly Honnick, B.A., M.A
Setting Up &Getting Started
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Objectives
• “Big Picture” of Response to Intervention
• Share my district’s experiences researching, designing, and implementing RTI
• “How to” approach
• Questions and answers
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Decision to Implement
• Learned about RTI
• Decision made by Superintendent after
conversations about it
• Based on district data – program evaluation
of basic skills program
• New Jersey: not a state initiative
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3 Step Process
1. Conduct Research
2. Form District-Wide Committee
3. Needs Assessment
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Step 1:Secondary Research
• RTI is a general education initiative
• Related research and information came from those involved with Special Education
• Predominant sources: NASP, NASDSE
• State/district initiatives: many state driven
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What is RTI?
• Framework involving a multi-tier system of intervention options designed to assist children exhibiting academic and/or behavioral difficulties
• Integrated approach – collaboration between general and special education
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Federal Legislation
• Outlined in Individuals with Disabilities Act (IDEA)– Part of a process used in determining a
Specific Learning Disability (SLD)
– Up to 15% of funds can be used for RTI
– Citation: [P.L. 108-446, 614 (b)(6)(A)]
• No Child Left Behind (NCLB)
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Core Principles of RTI
• High quality, research supported, scientifically
based curriculum and instructional practices
• Data driven decision making: initial
assessments/screen, diagnostics, continuous
progress monitoring
• Problem solving, team-based approach
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3 Tier Model
Behavioral Academic
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Tier 1: A Closer Look
• Universal screening
• Curriculum based measurements (CBM)
• Student data against benchmarks within
curricular and instructional processes
• Interventions within classroom setting by
classroom teacher
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Tier 2: A Closer Look
• Targeted short-term interventions to those
students demonstrating need
• Supplemental support in addition to
core instruction
• Small group
• Frequent monitoring
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Tier 3: A Closer Look
• Intensive interventions
• Longer term
• Individualized program
• More frequent monitoring
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Problem Solving Model Define the Problem
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Team-Based Approach
• School based teams
• Referral process
• Data driven decision making, collaboration
with teachers and parents, to design learning
plans for students displaying need
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RTI and Special Ed Eligibility
RTI:
• Criteria: Performance against peers, low rate
of progress
• Tests: Skill specific
• Comparison: District, school, classroom
standards
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RTI and SE Eligibility
RTI:
• Tests: Continuous, over time
• Assessment Targets: Very specific skills,
what a child can/cannot do – skills and
performances
• GE Curriculum: Direct relationship
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RTI and SE Eligibility
RTI:
• Eligibility Assessments and Intervention
Relationship: Direct link
• Info from Parents and Teachers:
Typically central
Source: NASDSE
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Step 2:Form District–Wide
Committee
• Superintendent
• Asst. Superintendent
• Principals
• Teachers
• Child Study Team
(CST) Members
• Guidance
• Directors: Special
Services & Testing
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Step 3: Needs Assessment
• Reviewed all current programs and materials
• Schedules
• Personnel
• Data
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Where to Start?
• Originally: K-12
• Decision to implement K-5 – most applicable
current programs are in these grades
• Partially implement grade 6
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To Do List
• Detrack
• Revise schedules
• Plan tiered interventions
• Personnel deployment
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MARSD 4 Tier Model
• Tier 4: CST referral
• Tier 3: intensive one on
one, individual
practice
• Tier 2: small group, push-in
• Tier 1: infuse strategies into
classroom practices
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Pyramid of Interventions
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MARSD Tier 1
• Instructional Initiatives: – Schools Attuned
– Balanced Literacy training– Math strategies training
GOALhigh quality, research supported programs
and practices
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MARSD Tier 2
• Push-in model
GOAL
in-class support within regular classroom setting through flexible grouping
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MARSD Tier 3
• Literacy groups• Reading Recovery• Math Recovery• Supplemental instructional periods with materials
(Options)
GOALprovide intensive, supplemental support that
minimizes time out of classroom
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Long Term Goals: Hopes and Aspirations
• Increase student learning
• Decrease long term cost of Special Education
• Reduce number of at-risk students
• Increase self-esteem and classroom successfor all children
• Increase collaboration
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Disclaimer
• This is really (no, really) hard…
– Second order change
– Do things differently
– See things differently
– Be consistent, follow up
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Hurdles
• Finances
• Additional resources, especially in higher grades
• Co-teaching – has become much more accepted
and rewarding as the year goes along
• Technology use
• Differentiated Instruction
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“To Do” Checklist
• Communication – all stakeholders
• Buy in – teachers, staff, parents
• Make connections – how it all fits together
• Take a piece at a time
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Contact Information
Thank you!
Kimberly Honnick
(973) 420-3722