what is an intervention? rhode island rti initiative module two 2007
Post on 27-Mar-2015
223 Views
Preview:
TRANSCRIPT
What is an Intervention?
Rhode Island RTI InitiativeModule Two
2007
RTIGoals of This Module
1. To develop an understanding of …• the importance of a school-wide approach to interventions;• why interventions are needed after examining student /
school data.• what an intervention is; and• the difference between Standard Treatment Protocol and
Problem Solving approach to intervention
2. To consider and discuss with colleagues what you already have in place for interventions in your school and district and what your next steps are in developing a school-wide model of instruction and interventions.
RTIWhat is an Intervention?
• Instruction that Supplements and Intensifies classroom curriculum / instruction to meet student needs
-Academic or Behavioral-Standard Treatment Protocol / Problem Solving Model
• ALL interventions must have:-a plan for implementation (e.g. PLP, IEP, 504)-evidenced-based pedagogy-criteria for successful response -assessment to monitor progress
RTIBuilding a School-Wide
Model Intervention System
Picture retrieved from: sneakers.pair.com/ l/school.jpg, 3/2005
PRIMARYCore Curriculum
SECONDARYTargeted Interventions
TERTIARYIntensive Interventions
RTI
3 Tier Model
RTI NECAP Results 2006 - 2007
0%
20%
40%
60%
80% %
PR
OF
ICIE
NT
GRADE
Reading 65% 63% 60% 59%
Math 56% 54% 55% 48%
Writing 55% 42%
3 4 5 8
RTI
“If you teach the same curriculum, to all students, at the same time, at the same rate, using the same materials, with the same instructional methods, with the same expectations for performance and grade on a curve you have fertile ground for growing special education.”
Gary Germann, 2003
RTI First Floor – PrimaryCore Curriculum
• All students
• Comprehensive core curriculum
• Differentiated Instruction
• Flexible grouping
• Benchmark assessments 3 times a year on grade level
• Preventative and proactive
• 75-80% of students
RTI Secondary – RoofTargeted Interventions
• Targeted group and individual interventions
• Programs, strategies, procedures to enhance and support primary program
• Aligned with primary program
• High efficiency, short term
• Progress Monitoring assessments at least once a month – twice a month is recommended
• 10-15% of students
RTI The Chimney – TertiaryIntensive Interventions
• Different– Architecture– Scheduling– Delivery
• High intensity
• Longer Duration
• Specifically designed intensive intervention for individual students
• Frequent progress monitoring assessments
• 5-10% of students
RTI
– Core
– Targeted
– Intensive
Discussion of examples
Intro to next section… What is an Intervention?
RTIThings to Think About When Planning
More Intensive Intervention
WHAT: Targeted need for support (DATA)WHAT: Instructional pedagogy (Evidence of effectiveness)
Progress Monitoring Assessment HOW: Group size Number of sessions per week
Length of sessions Number of weeks till review
WHO: Interventionist (teacher, para, specialists)
Big Question: How is this intensifying the instruction happening in the classroom?
RTI
Define Problem
Implement Intervention
Develop a P
lanE
valu
ate
Inte
rven
tion
Instruction
Learner
Curriculum
Environment
RTI What is Not an Intervention
• Guided reading group or use of leveled reading materials
• Small flexible groups for projects• Scaffolded instruction• Review and practice • Differentiated instruction• Guided writing and conferencing• Word walls, editing check lists etc. • Regular best teaching practices automatically used in
response to an immediate need such as extended time, repeated directions
RTIExamples of Interventions
• Targeted instruction in writing strategies provided by classroom teacher while other students complete independent activity or work in centers (2-3x/wk for 30 mins.)
• Explicit instruction in rhyming for two 1st graders provided during enrichment 3 times a week for 15 minutes by reading consultant
• Daily supplementary practice in math calculations provided by support personnel or by parent at home using Computer-Aided instruction.
RTIIntervention or Not?
1. A group of 6 students in Mrs. Jones’s 3rd grade class is receiving guided reading using Level L materials 3x per week for 20 minutes with the classroom teacher.
2. A group of 4 students in Mr. Smith’s 4th grade are working with the teacher 4 times a week for 15 minutes to increase math fact fluency. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected at the end of each session.
3. A student was not able to have his materials ready at the start of each period; thereby impacting the student’s overall academic performance in the classroom. The teacher charted how often this was an issue as compared to his peers. The teacher designed a file system for the boy and monitored his assignment completion each period for 3 weeks.
Turn and Talk
RTI Two Approaches to Intervention in RTI
• Standard Protocol ∙ Problem Solving
∙ Combination
RTI
You have got to be kidding!
Superintendent’s Announcement at January Faculty Meeting
• I would like to implement a standard-protocol approach to instruction and interventions in the intermediate grades starting in the fall. Training in the literacy protocol will be provided for reading specialists, special educators and classroom teachers in two two-day sessions in the coming months.”
» Mr. Alba, Superintendent, Rhodeville, RI
Ah!No!
Finally!
It is about time!
RTI Problem Solving Approach
1. Problem Identification
2. Problem Analysis
3. Plan Development4. Plan Implementation
5. Plan Evaluation
ReviseModify
IntensifyWith Expanding Support
Problem Solving Standard Treatment
Universal
Screening
Class-wide assessment is administered. Struggling readers are identified.
Tier 1
Frequent progress monitoring is done to assess struggling students’ performance levels and rates of performance.
Tier 2
Team makes instructional decisions based on individual student performance. Struggling students are presented with a variety of interventions.
Tier 3
Students whose progress is insufficient in Tier 2 may receive even more intensive instruction. Some may qualify for special education services based on the progress monitoring data.
Class-wide assessment is administered. Struggling readers are identified.
Frequent progress monitoring is done to assess struggling students’ performance levels and rates of performance.
Struggling students are presented with one standard validated intervention. Everyone who didn’t meet benchmark will be in the Tier 2 intervention group. Instructor differentiates as necessary.
Students whose progress is insufficient in Tier 2 may receive even more intensive instruction that is individually designed to meet his/her needs. Some may qualify for special education services based on the progress monitoring data.
RTI Standard Treatment Protocol
Individualized instruction in early literacy skills
Road to the Code
Guided Reading
Phonological Awareness
Letter Names and Sounds
http://iris.peabody.vanderbilt.edu/rti01_overview/cresource.htm
Individualized instruction in math problem-solving and/or math calculations
Learning Strategies for Problem Solving; Computer Drill and Practice Math Facts
Investigations
Investigations Unit Test
Math Calculation Probe
Individualized Literacy Skill
Read 180º
Intervention Study Hall
Maze
8th NECAP
Grades
RTIActivity
• What are the pros and cons of Problem Solving and Standard Protocol Approaches to Interventions?
• How do you respond to Superintendent Alba?
RTI RTI Models Protocol Model: School prescribesand isolates specific intervention
+ School team controls quality of intervention
+ All faculty trained
+ Intervention/ evaluation less confounded
+ Less team time
- One size fits all
- “One shot” intervention
- Potential for limited buy in
RTI RTI ModelsProblem solving: Team evaluates
curriculum , need and type of intervention
+ Relies on existing expertise
+ Provides increased flexibility
+ Uses existing school data
+ choice = Buy in
- Increased complexity in training and implementation
- More confounded… more susceptible to anecdotal/subjective analysis
RTI Comparison of RTI Approaches
Major Similarities:• The use of validated practices in the core
classroom instruction• The provision of instructional intervention to
those who need it early• Progress monitoring to inform decision-making• Evidence-based interventions of a variety of
intensities• Reduced inappropriate referrals for special
education services
RTI Four Organizing Principles
1.Earlier rather than later -- Prevention and early intervention are supremely more effective and efficient than later intervention and remediation for ensuring reading success.
2.Schools, not just programs -- Prevention and early intervention must be anchored to the school as the host environment and primary context for improving student outcome
3.Evidence, not opinion -- Prevention and early intervention pedagogy, programs, instruction and materials should be based on trustworthy scientific evidence.
4.Each and All-- To teach all children to read, we must teach each child to read.
Kameenui, E.J., Simmons, D.C.
RTI Next Steps: Questions to think about
1. How are interventions currently determined in your school/district? Is this consistent with either approach?
2. In what areas of literacy/math/behavior do we have a variety of instruction/intervention available?
3. In what areas of literacy/math/behavior do we need to become more effective in meeting the variety of needs of students?
RTI Build your Library of Interventions
top related