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Welcome New Teachers!
SRBI/RtI at a Glance Newtown Public Schools
Roxanne Melaragno August 14, 2012
Response to Intervention
What is it? How is each Tier defined in the Newtown
Public Schools? What is the RtI process in the Newtown
Public Schools?
Response to Intervention
What is it? – Response to Intervention (RtI) is a process of
implementing high quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on the student’s response.
Response to Intervention
IDEA 2004- recommends intervention services, the use of best practices, and strategies in the regular classroom before a referral for special education services.
Connecticut refers to RtI as SRBI- Scientifically Researched Based Interventions.
Response to Intervention
provides students who have academic or behavioral difficulties one or more researched-based interventions.
monitors their progress frequently to see if the intervention is successful.
Response to Intervention
Who? – Any student struggling with academics and/or
social behaviors. What?
– Targeted interventions/strategies for individual students that are carefully monitored as to their effectiveness. (How did a particular student respond to a targeted intervention/strategy designed to help him or her with a particular academic or social problem?)
Response to Intervention
When? – Early. As soon as a student starts to struggle and
before failure becomes normal. Where?
– The general education classroom. Why?
– To experience success in school achievement prior to special education referral.
Questions to Consider
What do we want our students to learn? How will know that they’ve learned it? What are we going to do if they haven’t
learned it?
Response to Intervention
Tier 1- Universal- Classroom Instruction and Interventions
Tier 2- Supplemental Targeted Instruction Tier 3- Intensive Intervention
RtI Tiers in Newtown
Tier 1- – CSDE definition: the general education core
curriculums, instruction and social/behavioral supports for all students with differentiation of instruction as a norm.
– Effective instruction in the general education classroom (best practices; fidelity).
– Differentiation. – Push-in support from educational assistants.
RtI Tiers in Newtown
Tier 2- – CSDE definition: short-term interventions for students who
have not responded adequately to the general education core curriculum and differentiation of instruction; it is part of the general education system.
– Double dip. – 4-5 times a week. – 15-30 minutes per session. – Small, homogeneous group (up to 6 students). – Frequent progress monitoring (weekly or bi-weekly).
RtI Tiers in Newtown
Tier 2 (cont.)- – Time-limited intervention period of 8-20 weeks.* – Intervention planned by certified staff member in
consultation with classroom teacher (supplemental to core curriculum).
– Intervention implemented by certified staff member (classroom teacher, specialist, special education teacher) or Educational Assistant under supervision of certified staff member.
– Requires Action Plan on RtI Database, including a SMART goal.
RtI Tiers in Newtown
Tier 3- – CSDE definition: more intensive or individualized short-term
interventions for students who fail to respond adequately to Tier 1 and/or Tier 2 interventions; it is also part of the general education system
– Triple dip. – Intensive supplemental interventions. – 4-5 times per week. – 30-45 minutes per session. – Small, homogeneous group (up to 3 students).
RtI Tiers in Newtown
Tier 3 (cont)- – Very frequent progress monitoring (bi-weekly). – Time limited intervention period of 8-20 weeks.* – Instruction planned by certified staff member in
consultation with classroom teacher (supplemental to the core curriculum).
– Requires Action Plan on RtI Database, including SMART Goal(s).
RtI Tiers in Newtown
Tier 1 = The core (regular instruction) Tier 2 = The core + more (4-5 additional
instruction periods per week) Tier 3 = The core + more + more (twice daily
additional instruction periods 4-5 times per week)
The RtI Process in Newtown- Tier 1
High level of differentiated instruction in the general education classroom.
CBA’s and other data determine areas of success and concern.
For students with areas of concern, the CRT (classroom teacher) meets with CP (collaborative partner) to create Action Plan.
The RtI Process in Newtown- Tier 1
Contact is made with parent to explain concern, intervention, and suggestions for home support. The contact is documented.
Additional Tier 1 classroom interventions are implemented with fidelity; data is collected.
The CRT meets with CP to discuss if the intervention was successful.
The RtI Process in Newtown- Tier 2
If the intervention was not successful, the CRT brings his/her concerns to SRBI team.*
The SRBI team reviews the Action Plan and aligns instruction with appropriate modifications.
Contact is once again made with parents to explain intervention.
The RtI Process in Newtown- Tier 2
Action Plan is implemented with fidelity. At the end of the intervention time period, the
CRT presents his/her data and results to the SRBI team.
The SRBI team reviews the successfulness of the intervention.
The RtI Process in Newtown
If the intervention was not successful, the SRBI team helps the CRT determine appropriate level of intervention.
The student may remain in Tier 2 with a revised goal or new intervention or may move on to Tier 3.
If the student remains in Tier 2 the process repeats itself.
The RtI Process in Newtown- Tier 3
If the SRBI team determines that the student needs to move to Tier 3 then instruction will be realigned with higher levels of intervention and progress monitoring.
Contact is again made with parents. CRT and interventionist implement action
plan with fidelity.
The RtI Process in Newtown- Tier 3
Once intervention time period is up, the SRBI team reviews student progress.
If the intervention is not successful, the SRBI team determines need for referral to a CST team. At this point a possible referral to PPT may be made.
Contact is once again made with parents.
RtI Database
Once a student is referred to the SRBI team, the Action Plan must be documented in the RtI Database.
The details of the intervention, baseline information, intervention results, as well as any additional teacher observations must be recorded.
Be sure that all interventions are communicated to the next year’s teacher.
RtI Database
If you are in the district network: http://10.10.1.229/fmi/iwp/res/iwp_home.html If you are home or outside the network: http://64.251.53.78/fmi/iwp/res/iwp_home.html
Response to Intervention
Who can you seek help from? – Mentor – Grade level PLC – Reading Consultant – Math Specialist – School Psychologist – Special Education Teachers – SRBI Team – Administrators
Helpful Websites
Connecticut State Department of Education www.sde.ct.gov/
The National Center for Response to Intervention www.rti4success.org
RtI Action Network www.rtinetwork.org
Intervention Central www.interventioncentral.org
SRBI/RtI at a Glance Newtown Public Schools
Questions?
References
Coil, C. (2010, November 5). RtI and differentiation: how they work together.
Kemp, K. & Eaton, M. (2008).RtI: The classroom connection for literacy. New York: Dude Publishing.
Monroe, B. (2006). Response to Intervention and the Three-Tier Reading Model, Southern Connecticut State University.
Pieces of Learning. (2010) Specializing in differentiation for 21 years [Brochure].
Spear-Swerling, L. (2007). Executive Summary, CSDE.