Response to Intervention (RTI)

Response to Intervention (RTI)

• RTI and Multi-Tiered Systems of Support (MTS) will be examined.
• RTI aims to identify struggling students early and support their success.
• The key to RTI is intervention
• Schools should determine student needs and intervene early so students don't fall behind.
• Teachers implement interventions to help students catch up
• Closely monitoring student progress is a big part of the RTI process.
• This assists schools in identifying which students require more academic support.
• Tier 1 includes supplemental instructions for all students.
• Tier 2 offers targeted intervention in small groups.
• Tier 3 provides intensive, one-on-one interventions for students needing more services determined through assessment.
• Progress monitoring is an essential component

Progress Monitoring

• Progress monitoring requires frequent assessment of student skills by teachers.
• RTI's goal is to determine if the interventions implemented are effective for the student
• Universal teaching means interventions and instructional strategies are designed for all students, considering disabilities and needs
• Multi-Tiered Systems of Support (MTS) focuses on interventions for positive behavior,
• RTI focuses on academics like ELA and math, but MTS has some academic components with a focus on behavioral and social aspects
• MTS, like RTI, also follows a three-tier system:
  • Tier 1: Universal classroom with academic or behavioral supports based on assessment.
  • Tier 2: Targeted group instruction.
  • Tier 3: More individualized instruction, typically intensive one-on-one.
• The first tier focuses on all students, using district curriculum and evidence-based instructional practices aligned with state and district standards
• Screening to determine instructional practices can occur at the beginning or end of the school year
• Tier 2 focuses on students identified through screening at risk of poor learning outcomes and provides targeted supplemental instruction in small groups.
• Students are placed into Tier 2 based on diagnostic tests and assessment, not personal connections.
• Small group instruction is based on student needs
• Progress monitoring includes ongoing and diagnostic assessments
• Tier 3 focuses on students who haven't responded to interventions, have low achievement, or have disabilities, with more intensive intervention adapted to individual needs and using research-based strategies.
• Assessments are ongoing, including diagnostic and progress monitoring
• The goal is to move students from Tier 3 to Tier 1, and Tier 2 down to Tier 1
• Progress monitoring helps teachers know if students are on track with their IEP goals
• Performance measures are collected, analyzed to find trends and patterns, and instruction is adjusted if needed.
• Progress monitoring data helps teachers understand when to adjust instruction.
• To implement progress monitoring, determine the current performance level and the student's baseline in skill, behavior, or deficit through assessment
• Goals should be precise and measurable, providing a clear basis for monitoring student progress
• Measurements can be daily, weekly, or monthly
• Measurable goals should be precise and countable, providing a clear basis for monitoring student progress during an IEP year or with academic objectives

Goal Setting

• To create a valuable goal there are six components:

  -Who is the goal for, and to identify them. -What is the student going to do -What level or criteria you expecting from them -What conditions is the goal set -Additional conditions will be given -Mastery Criteria

• Accuracy is measuring the number of times a behavior occurs

• Duration refers to the length of time an event happens

• Rate refers to the number of times within a time period

• Cumulative counts is like a frequency count, concerning the number of times without a specific timeframe

Data Collection Decisions and Visuals

• Data decisions should guide the data collection tool selection
• Data must be gathered as frequently as necessary, depending on your goal
• Anyone can collect data, including peers
• Effectiveness of services and instructional methods is best determined when progress is measured frequently
• Measure progress daily to determine if the intervention was effective within 2 weeks, twice a week to know within a month or weekly to know within a quarter
• Visual representation of data provides a picture of progress through graphs, charts, and checklists
• Gathering meaningful progress monitoring data, curriculum-based assessments, portfolios, observations, checklists, work samples, and inventories, and rubrics should be used
• Put the data into a spreadsheet to create visuals to show progress to parents and students
• Track performance in reading, writing, and math using curriculum-based assessments
• When doing probes, use a brief reading passage
• Data collection drives instruction and needs to be reviewed regularly on a predetermined basis
• Use data to determine progress toward goals and how well students are responding to interventions
• Use TBI in the multi tiers and in MTS tiers one and two
• Use DBE to help target and find student supports
• If the data shows progress is above target, set new goals.

Interventions and Instruction

• If data shows on target, continue the program. If it's inconsistent, provide direct, intensive instruction on difficult steps
• If the data is below the target line, teach prerequisite skills
• If progress show mastery, move on to a new goal
• Progress monitoring helps teachers make timely and appropriate instructional decisions and provides documentation, accountability, and growth for planning

Progress Monitoring and Visuals

• Progress monitoring provides documentation of student progress, accountability, and informs instructional planning
• Progress monitoring promotes communication with families through visual charts
• Brief, reliable, and evidence-based assessments should be repeated and presented in varied forms to capture the student's true ability, also providing continuous feedback to both you and the student.
• Analyze results and make instructional decisions to continue the analyze the progress made
• Remember the four point rule

Four Point Rule

• Use the four point rule. The four point rule means that you're going to look at the last four data points when making instructional decisions
• You must continue collecting data for six weeks or more to determine instructional changes - without at least two weeks you cannot determine anything
• The exception to the four point rule is self-injurious behavior or potentially harmful cases
• You can continue what you are doing if the four most recent data points are at or above the goal's line
• Make changes if the four most recent data points are below the goal, because the child will not meet the benchmark, and if there is a widened gap

Data-Based Individualization (DBA)

• Data-based individualization involves making quantitative changes to a validated program
• Progress monitor the student and take data after four weeks
• If the student if the student is non-responsive then re-asses them
• If the student is responsive then continue progress monitoring.
• If the student is not making progress, identify new interventions or make changes to current ones and if she is improving then reveal progress If the student is on the uphill then continue those interventions

Understanding Data Trends

• If a student answers the same number of questions correctly even after intervention was implemented, the teacher or student did not implement the intervention with fidelity
• If the teacher only preformed implement it one a week, data could look like it is not improving
• If you see a zig zag, it can mean that the student is either not engaged or motivated
• If the student is answering very few questions correctly, the assessment may be too difficult, or the intervention may be ineffective
• Curriculum Based Measurement (CVM), devil's woodcock reading, woodcock math, pre are all easy to implement can be given all grade level
• The first thing is to select your measurement tool
• Increase increasing fidelity and you will continue progress monitoring to observe any improvements
• Taxonomy relates to intervention makeup
• The overall goal is to increase intensive intervention and improve the student's outcome
• The seven dimensions is determining an intervention

Seven Dimensions

• The seven dimensions, such as dosage and alignment, must be considered in interventions
• Dosage refers to the number of opportunities the students are going to respond within an intervention
• The alignment it should align with the skills that you're working on
• To ensure skills are comprehensive
• Behavior support should self-regulation and executive functioning components
• Instructions can be founded on a systematic or explicit viewpoint
• Systematic instruction is more substantive, substantiated, evidence based instruction that there is
• Systematic instruction can be used to help teach skills
• Systematic instruction is all about teaching each one of the steps for the student
• Teaching needs to be laid out step by step in a systematic way
• Each activity is designed before lessons

Instruction: Systematic and Explicit

• Explicit teaching is a step by step modeling
• Start off with an assessment of the student's prior knowledge and what they know
• The gradual release of explicit can follows model's, along with practice,
• Have it be in there pre-assessment which aligns
• Explicit teaching uses clear language, helps demonstrate and break down learning
• Self-Regulated Strategy known as SSD or for instruction
• Support and empowerment in place
• Students will have high-level of need, but there will be high-anxiety and high frustration
• First stage that has developing background

Developing Background Assessment

• The following involves in developing background: -Assessment though observation -Pretest to have student spelling word or something -Learning the students -Increase word reading and fluency
• You will have to model these
• Reinforcement correction in the support it
• The last stage is to establish independence
• Some of these stages of need to be repeated
• A model will do be a great approach
• DBA has to do process and inside a course read

Team Teaching

• Team teaching is defined two teachers working together with a group of students
• Team teaching shares planning in a physical space
• Underneath the 6 co-teaching models the the teacher is in the diagram
• All the students desks
• Co teaching model has to have a teacher and have the teachers be observing
• Stationed teaching is where the teacher is teaching the content in different groups
• Two teachers teaching concepts same time and is called pear teaching
• Teachers having discussion and is called is called team teaching
• The teaching one is on assist is called assisting
• It's important to study the models and definitions of each teacher
• Dig deep the modules to understand it and to not for get any
• Executive functions are used to solve things and to reflect on it
• Memory has an implemental set on all areas of learning
• All the functions are used to plan organizer, regulating and self monitoring

Student Help Strategies

• The following can support the student -Strategize attention -Help students with ADHD in that mood -Help students complete work -Self regulation and monitor themselves -Semantic, episodic, working memory, short term and loan from them and is to be understood
• Before you take the test you have to have your assessment result
• Show down the test
• When you get test question, dump your thoughts in a while
• You're anxious
• All the words in your head you remember those words
• That would a cheating
• Make sure to read and go to letter d first
• In your head, go with what is the questions you're about to use. Can have a word about it on the whiteboard. What should instructions the thing before the progress?

Lesson Planning

• When it gets to the question can't be over the four point
• Student assessment with assess and day as points on the point there over the goal
• Under task directions and instructions the task is to click but the perform tab
• Follow out the instructions that are from your course
• Template should be blank
• Follow with a state stand