What is Response to Intervention (RTI)? How does it work in schools with Inclusion?

Transcription

1 What is Response to Intervention (RTI)? How does it work in schools with Inclusion? Pamela Bell, Ph.D. Universidade do Minho Braga, Portugal May University of Texas System/Texas Education Agency

2 Objectives Provide an overview of RTI concepts Discuss the relationship of RTI to special education, especially inclusion Discuss challenges schools face in implementing RTI 2

3 Definition of RTI RTI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important education decisions. These three components of RTI are essential. From: National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author. 3

4 When schools are successful in implementing RTI Students close their learning gaps and no longer need intervention. Fewer students need special education services. Teachers continue to improve their instruction through professional development. WHEN STUDENTS STRUGGLE WITH LEARNING, WE DO NOT WAIT FOR THEM TO FAIL! 4

5 Key Components of an RTI Framework All students receive high-quality academic content-area instruction. All students are assessed to identify those who are making adequate grade-level progress and those who are falling behind and at risk for learning difficulties. At-risk students are provided with immediate, research-based targeted intervention instruction. 5

6 Key Components of an RTI Framework (cont.) At-risk students progress is monitored frequently to ensure the intervention is meeting their needs (every 2-3 weeks). Professional development is provided to educators to enhance the instruction and intervention they provide. 6

7 A 3-Tier Model Is an example of RTI or a multi-tiered system of support (MTSS). Is based on prevention models from the health field. Provides an instructional framework for preventing learning difficulties. Can be used with any scientifically-based content-area program. Incorporates the use of scientific research-based content-area and intervention programs. 7

8 A 3-Tier RTI Model also Uses assessment data to inform specially designed (differentiated) instruction for all students. Identifies struggling or at-risk students. Provides at-risk students with additional instruction/intervention support. Provides professional development to enhance teachers knowledge and skills in preventing learning difficulties. 8

9 A 3-Tier Model for Intervention Intensive intervention Strategic Intervention Content area classroom instruction III II I Approximately 5 10% of students (may include students in special ed) Approximately 20% of students All students 9

10 A 3-Tier Model: Overview Tier I: Content area classroom instruction that all students receive, assessment of student progress three times per year, and ongoing professional development. Tier II: Intervention (additional instruction) and frequent progress monitoring (e.g., every 2 weeks) that struggling learners receive. Tier III: More intensive intervention and frequent progress monitoring (e.g., every 2 weeks) that students with extreme learning difficulties receive after not making adequate progress in Tiers I and II. 10

11 Implementation of RTI: The Process Analyze curriculum to ensure that critical components of effective content area instruction are included in daily instruction. Assess all students with a screening instrument to identify students who are at risk. Set goals for reducing numbers of at-risk students and increasing students meeting grade-level benchmarks University of Texas System/Texas Education Agency 11

12 Implementation of RTI: The Process (cont.) Use student data to group students and plan instruction. Examine resources for intervention instruction. Determine entry and exit criteria for providing intervention. Identify progress monitoring assessments for atrisk students. Use data to plan appropriate professional development to meet teachers needs University of Texas System/Texas Education Agency 12

13 Selecting the right intervention program is critical. Select one that is Proven to accelerate learning to close gaps in learning (research-based). Proven to work for students with similar needs (grade, ability, language, etc.). Able to enhance educators knowledge in delivering high-quality instruction (builds capacity). A wise investment of resources ($$ and time). 13

14 Contact Information Pamela Bell, Ph.D. Building Capacity for RTI Implementation Project 14