Respone to Intervention Understanding the ThreeTier Model干预反应的理解三层模型

1、response to intervention: response to intervention: a system of support for a system of support for students and teachersstudents and teachers2010 tcta annual convention2010 tcta annual conventionfebruary 5, 2010february 5, 2010andrea ogonosky, ph.d.andrea ogonosky, ph.d.12rti aligns withno child le

2、ft behindthe re-authorization of ideaidea (idea 2004)general education initiative3response to interventiongeneral education initiativeschool-based research indicates that early intervention, data-based decision making, and early intervention results in a significant percent of students succeeding wh

3、o were previously referred to special educationtorgeson (2001), velutino (1996)4response to interventionis a process for problem solving the delivery of instruction and support in a manner that enables the struggling learner access to the curriculum.is not a journey of documentation on the road to s

4、pecial education . . . . . . . however you do need it for special education decision making. . . 5idea 2004-05 federal (us dept of education) regulations: what do they say about ld diagnosis? 300.307 specific learning disabilities.300.307 specific learning disabilities. (a) general. a state must ado

5、pt criteria for determining whether a child has a specific learning disability. the criteria adopted by the state (2) may not require the use of a severe discrepancy between intellectual (2) may not require the use of a severe discrepancy between intellectual ability and achievement for determining

6、whether a child has a specific ability and achievement for determining whether a child has a specific learning disability as defined in learning disability as defined in 300.8; 300.8; discrepancydiscrepancy model model (3) must permit the use of a process that determines if the child (3) must permit

7、 the use of a process that determines if the child responds to scientific, research-based interventionresponds to scientific, research-based intervention source: idea (2004, 2005). proposed regulations from us department of education ( 300.307) commissioners rules (11/07) 89.1040: eligibility criter

8、ia (9) learning disability(a)(a)prior to and as part ofprior to and as part of the evaluation. . . in order to ensure that underachievement. . is not due to lack of appropriate instructions in reading or mathematics, the following mustmust be considered:(i) data that demonstrates. . . appropriate in

9、struction in reading. . . and/or mathematics within general education settings delivered by qualified personnel; and7eligibility criteria (9) (b) (ii) ld(l) does not make sufficient progress when provided a process based on the childs response to scientific, response to scientific, researched-based

10、interventionresearched-based intervention (as defined in 20 usc, section 7801 (37), as indicated by the childs performance relative to the performance of the childs peers on repeated, curriculum-based assessments of achievement at reasonable intervals, reflecting student progress during classroom in

11、struction; oror8guidance document: data for sufficient progress based on rtiprovision of targeted and supplemental services beyond what is provided for all students.determination of sufficient progress will depend on the particular scientific, researched-based intervention criteria.an rti process do

12、es not replace the need for a comprehension evaluation using a variety of data sources.9duel discrepancy modelaverage classroom performancetarget studentdiscrepancy b:discrepancy b: skill gap (current achievementlevel)discrepancy a:discrepancy a:gap in rate of learning (slope of improvement)critical

13、 components of rtiproblem solving framework:students receive high quality instruction in the general education settinggeneral education instruction is researched-basedgeneral education instructors and staff assume an active role in student assessment11critical components of rtiuniversal screening of

14、 all studentsdefining, in measurable terms, the problem area(s)collecting baseline data prior to the start of interventionsestablishing a written plan of intervention which includes detailing accountabilityusing progress monitoring (cbm)comparing pre and post intervention da12response to interventio

15、nacademicbehavior 80%15%5%problemsolvingproblemsolvingtier 1teachers are responsible for implementing instructional strategies and interventions in the classroomteam reconvenes to evaluate the efficacy and fidelity of instructionprocess at tier 1 is to develop teacherprocess at tier 1 is to develop

16、teacherskills in differentiation of instruction skills in differentiation of instruction to meet needs of all students in the to meet needs of all students in the classroom.classroom.14differentiated instruction:what to look for foundational researchmultiple intelligences (gardner)brain-based learni

17、ng (jensen)cooperative learning (kagen & kagen)classroom instruction (marzano)15classroom management(tomlinson & heathcox)tiered assignmentslessons are designed by student readiness, ability levelflexible groupinggrouping according to learning needs anchor activitiesindependent seat work whi

18、le teacher is working with a small group16tier 1 problem solvinginformal process between team and teacherscase manager meets with teacher and discusses tier 1case manage documents plan and reports to teamteacher collects dataif student continues to struggle, begin progress monitoring for baseline17t

19、ier 2students that have not made progress and met expectations using tier i intstuction are given additional supportstudents identified for tier ii are those who exhibit significant deviation from grade-level peersinterventionscreative and flexible scheduling to allow sufficient small group instruct

20、ion time18tier 2interventionsbi-weekly progress monitoring (cbm)creative use of personnel thirty minutes of additional instruction 2-3 times per weekinterventions implemented 6-12 weeks19tier 3increased intensity of interventiontier 3 increases the frequency of instruction as well as decreases group

21、 size during intervention.most intensive phase of rtiinterventions include two 30-minute sessions per day for a minimum of 9 weeksimplementation of intervention needs to be documented for accountability2038interventions: three tier model tier 3 intensive intervention 5% of studentsincreased intensit

22、y of tier ii interventionsdyslexia neuhausread 180504 not an automatic referral special education not an automatic referralincreased intensity of tier ii interventionstier 2 intervention 15% of studentslexia learningplatoneufeld math/connected mathematicscarnegie mathtier i core classroom instructio

23、n all studentsdifferentiated instructionfoundational research: multiple intelligences, brain-based learning, cooperative learning, marzanodifferentiate: content, process, product, and environmentmanagement strategies: tiered assignments, flexible grouping, anchor activitieskilgos level of questionin

24、gthinking maps the rti team the rti team22 campus ownedcampus principal leads team meetingsdefined members and rolescollaborative problem solvingearly intervention for academic and behavioral problemsuse of systematic and documented procedures23rti team processrti teamstwo types of teams and purpose

25、s80% ruleif fewer than 80% of your students are meeting state/district standards, rti team meets three times per year to address deficits by subpopulation, classroom, or grade level team looks at core curriculum and instruction as issues on a scope beyond individual studentsif 80% are meeting state

26、standards, rti team works with individual students 24student supportidentify students who have:marked difference from peers in educational attainmentnot benifitting from instruction rolesteam leaderdata manager/facilitatorrecord keepertime keepercase manager25team membershipwho serves on the team?who serves on the team?parents/guardiansprincipal/principal designeeclassroom teachersupport teacher (s)assessment specialistschool psychologists, speech therapists or other specialists (depending on referral quest