RESPONSETOINTERVENTIONPPT课件

RESPONSETOINTERVENTION_______DistrictPresentation______,2008WhatisResponsetoIntervention(RTI)?EffectiveEducationalPracticesforAll“RTIisthepracticeofprovidinghigh-qualityinstructionandinterventionmatchedtostudentneed,monitoringprogressfrequentlytomakedecisionsaboutchangeininstructionorgoalsandapplyingchildresponsedatatoimportanteducationaldecisions.RTIshouldbeappliedtodecisionsingeneral,remedialandspecialeducation,creatingawell-integratedsystemofinstruction/interventionguidedbychildoutcomedata.”(NASDSE,2005)High-qualityinstructionandinterventionmatchedtostudentneedInstructionandinterventionmustbebasedinscientificresearchandpracticetoproducehighlearningratesformoststudents(NASDSE,2005)ProgressMonitoringLearningrate(overtime)referstostudent’sgrowthinachievementorbehaviorcompetenciesovertimecomparedtopriorlevelsofperformanceandpeergrowthratesLevelofperformancereferstoastudent’srelativestandingonsomedimensionofachievement/performancecomparedtoexpectedperformance(NASDSE,2005)BenefitsofProgressMonitoringAcceleratedlearningduetomoreappropriateinstructionMoreinformededucationaldecisionsDocumentationofprogressforaccountabilityMoreefficientcommunicationwithfamiliesandotherprofessionalsHigherexpectationsforallstudentsImportanteducationaldecisionsInterventionsIntensityDuration(NASDSE,2005)CorePrinciplesofRTIWecaneffectivelyteachallchildrenUseresearch-based,scientificallyvalidatedcoreinstructionwithfidelityUseassessmentdatatoinforminstructionaldecisions(varietyofdataincludingscreeningandprogressmonitoring)Useaproblemsolvingmethodtomakedecisionswithinamulti-tiermodelofservicedeliveryUseresearch-based,scientificallyvalidatedinterventionsmatchedtostudentneedwithcontinuousprogressmonitoringInterveneearlyUsedataaspartoftheevaluationprocessfordeterminingeligibilityforspecialservicesRTIFirst….LookathowsystemaddressesstudentneedsItisourresponsibilitytoidentifythecurricular,instructional,andenvironmentalconditionsthatenablelearningBefore….LookingtotheindividuallearnertoexplainwhystudentsarestrugglingTierI:AllStudentsCoreClassInstructionTierII:StudentswithinsufficientprogressinTierIGroupandindividualresearch-basedinterventionsTierIII:StudentswithinsufficientprogressinTierI/TierIISustainedIntensiveInterventionsPossibleSpecialEducationIdentificationforstudentswithinsufficientprogresswithTierIIIinterventions~80%ofStudents~15%~5%ThreeTieredModelSpecialServicesIncreasingSupportAdvantagesofMulti-tieredApproachesProvidesinstructionalassistanceinatimelyfashionHelpsensureastudent’spooracademicperformanceisnotduetopoorinstructionorinappropriatecurriculumInformsteacherandimprovesinstructionbecauseassessmentdataarecollectedandcloselylinkedtointerventionsServesstudentswhorequirelittleinterventionaswellasstudentswhorequirelongterminterventionMatcheslevelofsupporttostudentneedInformsinstructionalneedsforspecialeducationdecisionsAllowsforexitfromspecialeducationwhenappropriatebasedonongoingmeasurementofprogressandresponsetointerventionPrerequisitesofMulti-TieredApproachesPromotingasystemsapproachfocusedonpreventionIntegrating,coordinating,anddifferentiatingacademicandbehavioralsupportsUsingscreeningandprogressmonitoringmeasuresMakingdata-baseddecisionswithadualfocusonboththegroupandindividualstudentlevelsEmployingevidence-basedteachingpractices(Chard,etal.inpress;Kame’enui,Good,&Harn,2005;Sugai&Horner,2005)WhyRTI?ThepurposeofanRTIapproachistoeliminatethe“contextualvariables”(e.g.,lack/poor/inconsistentinstruction)astheexplanationoflearningdifficulties(Fuchs&Vaughn,2006)ImplementationofRTIispredicatedoneffectivepracticesingeneraleducationclassroomStudentscannotbeidentifiedashavingalearningdisabilityiftheirdifficultyisduetoalackofinstructionProgramsneedtoberesearch-basedandimplementedasdesignatedPrevention-oriented“RTIrequiresawayofthinkingaboutinstruction,academicachievement,andindividualdifferencesthatmakesitimpossibletoimplementwithoutfullyinvolvinggeneraleducation”(TechnicalAssistancePaper,ODE,p.2)WhyRTI?DelawareRegulationsonRTIEffectiveDate:June11,2008(reflectschangestotheAugust11,2007RTIRegulations)RTIPhase-InRTIrequiredforreadinginelementarygradeswillbeginwith2008-2009schoolyearRTIrequiredformathinelementarygradeswillbeginwithascheduledeterminedbyDDOERTIrequiredforsecondarywillbeginwithascheduledeterminedbyDDOEStudentswhoarealreadyeligibleforspecialeducationwillnothavetobeevaluatedunderRTIuntiltheirnextrequiredreevaluationGeneralrequirementsDOE-approvedrubricsmustbeusedtoselectprogramsofinstructionandTier2andTier3interventionsforreadingandmathematicsMostinterventionsatallTiersoccurinthegeneraleducationclassroomFidelityofimplementationofinstructionandinterventionsandadherencetothecorecurriculumarecritical80%ruleandschoolbasedteamreviewGeneralRequirementsAllelementarystudentswillbescreenedatleastthreetimesperyearFirstscreeningforatriskstudentswithin2weeksofbeginningofschoolScreeningforallstudentsshallberegularlyspacedthroughouttheschoolyearAllstudentsatriskatthesecondarylevelwillbescreenedatleastthreetimesperyearScreeningforallstudentsshallberegularlyspacedthroughouttheschoolyearScreeninginstrumentswillbenormreferencedorcurriculumbasedProgressmonitoringinstrumentsmustbecurriculumbasedTIER1Studentsnotatbenchmarkonanyscreening…Atorbelow25%percentileonnormreferencedassessmentordesignatedcutpointoncurriculumbasedmeasureProvideTier2interventionsinadditiontocoreprogramBetween25%percentileonnormreferencedassessmentordesignatedcutpointoncurriculumbasedmeasureandbenchmarkSchoolbasedteamreviewsprogramandprogressAtleast6weeksofTier1interventionsProgressmonitoreverytwoweeksTIER2WeeklyprogressmonitoringSmallgroupAtleast90minutesperweekNolessthan2sessionsperweekAtleast6weeksofTier2interventionsForstudentsidentifiedinneedofinterventioninbothreadingandmath,instructionalsupportteamswilldesigninterventionfornolessthan120minutesTIER2(continued)Ifnoprogress,orinsufficientprogress,after6weeksofTier2interventions,thenInstructionalSupportTeamreviewsAdditionalassessments?Changesininstructionorbehavioralinterventions?ChildrequiresTier3interventions?Ifnoprogress,orinsufficientprogress,after12totalweeksofTier2interventions,childmovestoTier3interventionsTIER3WeeklyprogressmonitoringcontinuesSmallergroupthanTier2Atleast150minutesperweekNolessthan4sessionsperweekAtleast6weeksofTier3interventionsForstudentsidentifiedinneedofinterventioninbothreadingandmath,instructionalsupportteamswilldesigninterventionfornolessthan180minutesTIER3(continued)Ifafter6weeksofTier3interventions(foratotalof18weeksofintervention)…progressismade,butchildisnotontrajectorytomeetend-of-yearbenchmarks,theninstructionalsupportteamreviewsAdditionalassessments?Changesininstructionorbehavioralinterventions?Referforspecialeducationevaluation?Childhasmadenoprogress,theninstructionalsupportteamrefersthechildforspecialeducationevaluationIfafter6additionalweeksofTier3interventions(foratotalof24weeks)…progressismade,butchildisnotontrajectorytomeetend-of-yearbenchmarks,theninstructionalsupportteamrefersthechildforspecialeducationevaluationFLEXIBILITYBETWEENTIERSSystempermitsstudentstomovebetweentiersofinterventionbasedonprogresstowardbenchmarksandinstructionalsupportteamreviewSpecialeducationre-evaluationsavailabletopermitstudentstomovebetweengeneralandspecialeducationDelawareRTIataGlanceTierIimplementationofscientific,research-basedcorecurriculumalignedwithDelawareContentStandardsDifferentiatedinstructionmatchedtostudentneedTiersIIandIIIofincreasinglyintensescientific,research-basedinterventionsmatchedtostudentneedInstructionalintensityaddressedthroughduration,frequencyandtimeofinterventions,groupsize,andmatchedinstructorexpertisetostudentneedDelawareRTIataGlanceIndividualproblem-solvingmodelandstandardizedinterventionprotocolforinterventiontiersScreeningandprogressmonitoringtoassessentireclassprogressandindividualstudentprogressExplicitdecisionrulesforassessinglearner’sprogressFidelitymeasurestoassessconsistencyofinstructionalmethods,curriculum,interventions,andassessmentWhataretheSpecificsfor___________________SchoolDistrict?TierICurriculumandInstructionExpectations:TierIFidelityMeasureChecks:WhataretheSpecificsfor___________________SchoolDistrict?TierIIInterventions:TierIIIInterventions:InterventionFidelityMeasureChecks:WhataretheSpecificsfor___________________SchoolDistrict?TierIIDuration,Frequency,GroupSizeandInstructorMatchExpectations:TierIIIDuration,Frequency,GroupSizeandInstructorMatchExpectations:WhataretheSpecificsfor___________________SchoolDistrict?IndividualProblem-SolvingModel:StandardizedIntervention(s)?:WhataretheSpecificsfor___________________SchoolDistrict?ScreeningTool:ProgressMonitoringTool:PuttingitAllTogetherWorkingasaTeamtoMaximizeResources&OutcomesforStudentsCurriculum(ProgramsandMaterials):EnsuringcomprehensivecoveragetoessentialliteracyandmathskillsUseofresearch-basedtargetedprograms(SupplementalandIntervention)forspecificstudentsortofillneedsofgroupsofstudentsInstruction:Coordinatinginstructionalresources(Title,SpecialEducation,ELL,etc.)IncorporatingdifferentiatedinstructionalpracticesPrioritizingandprotectinginstructionaltime(sufficienttimeforstudentsneedingadditionalsupport)StrategicuseofgroupingtomaximizelearningAssessmentSchool-wideScreening&ProgressMonitoringEvaluatingbenefitsforstudents,classrooms,schoolsanddistrictsProfessionalDevelopment:Instruction:Scheduling,grouping,behaviormanagementProgramsandMaterials:understandingthecomplexitiesandnuancesProgressMonitoring:Interpretingdataattheschool,class,andstudentlevelRTIFrameworkforClassroomTeachersUniversalScreeningfortheClassroomTeacherViewobjectivelyhowyourentireclassisdoingonspecificskillsDetermineobjectivelyandregularlythedeficitareasandskillperformanceinordertomatchinterventionsSetgoalsinmeasurablewaysTrackhowwholeclassandindividualsareprogressingthroughouttheyearShareobjectivedatawithparentsandotherprofessionalsontheprogressofindividualstudentsSchool-wideScreeningDataDecisionMakingEntireclassperformingbelowinstructionallevelindicatesapossibleneedforimmediatechangeinlessondeliverybeforestudentsgetfurtherbehindimplementationfidelitycheckadditionalprofessionaldevelopmentareviewofclassroomcompositionMultipleclassesperformingbelowinstructionallevelindicatesapossibleneedforcurricularchangesadditionalprofessionaldevelopment(LRPPublications,2006)TierIInstructionfortheClassroomTeacherProvidehighqualityinstructionusingthedistrictcurriculumDifferentiateinstructionasneededProgressmonitorstudentsusing____________tooleverytwoweekswhofallbetween25%(ordesignatedcutpoint)andbenchmarkusingthe__________screeningtool.ProvideinterventionParticipateasamemberofacollaborationteam(suchasagradelevelorcontentareateam)todiscussinstructionalstrategiesandreviewdata(LRPPublications,2006)TierIIInstructionfortheClassroomTeacherContinuetoimplementthecorecurriculumPresentdatatoinstructionalsupportteamwhendatasupportsineffectivenessofthesixweekTierIinterventionMaybetheprimaryinterventionistofTierIIMaybeprimarilyresponsibleforweeklyprogressmonitoringtodetermineeffectivenessofinterventionplanProvideintervention:standardprotocoland/orresearchbaseddesignedintervention(s)Continueasmemberoninstructionalsupportteamwhilestudentisoninterventionplan(LRPPublications,2006)TierIIIInstructionfortheClassroomTeacherContinuetoimplementthecorecurriculumContinuetobeprimaryeducatorresponsibleforstudent’seducationWorkcollaborativelywithprimaryinterventionistDifferencebetweenTierIIandTierIIIInterventionmayvaryorchangeDuration,time,andintensityincreaseContinueasmemberoninstructionalsupportteamwhilestudentisoninterventionplan(LRPPublications,2006)ProgressMonitoringfortheClassroomTeacherCollectdataeverytwoweeksatTierIandweeklyatTierIIandTierIIICalculateweeklyimprovementratebydeterminingdifferencebetweencurrentbaselineandendoftheyearbenchmarkGraphresultsPlotprogressmonitoringpointsAspartoftheinstructionalsupportteam,makedecisionsaboutprogressandinterventionplanMarkgraphifchangeininterventionplanShareobjectivedatawithparentsandotherprofessionalsontheprogressofindividualstudents(LRPPublications,2006)ProgressMonitoringDataDecisionMakingStudentnotmeetinggradelevelexpectationsduetolackofcontent/instructionduetolackofperformanceduetolackofattendanceinintervention(stafforstudent)duetolackoffidelityinimplementationSufficientprogressthreeconsecutiveprogressmonitoringpointsonaimline,returntoTierIonly(atanypointafterinitialsixweeks)continuewithinterventioncontinuetoprogressmonitorInsufficientprogresschangeininstruction/interventionchangeinbehaviorplanchangeinintensityRoleofSpecialistsandSupportStaffSpecialistsandSupportStaffPsychologistsSpecialEducationTeachersReadingSpecialistsMathSpecialistsMinnerReadingTeachersMinnerMathTeachersSpeechLanguagePathologistsTitleITeachersLibraryMediaSpecialistsCounselorsNursesParaprofessionalsTeacher-to-TeacherCadreVarietyofRoles(oneorseveral;listnotexhaustive)RTICoordinatorRTICoachAdministratorofUniversalScreeningToolAdministratorofProgressMonitoringToolTierI,TierII,and/orTierIIIInterventionistInstructionalSupportTeamLeadorMemberDataCoachLiteracyCoachMathCoachProfessionalDevelopmentLead/ProviderLilyandJackparticipateinthegeneralcurriculumSchoolTeamreviewsscreeningdataandreviewsandadjustsregularprogramLilyandJackaren’tdoingwellLily/JackimprovesLilyimprovesISTTeamdesignsinterventionContinuesgeneralprogramLily/Jackdoesn’timproveLilydoesn’timproveSpecialEducationevaluationisinitiatedLily/JackmayrecycleLily/JackmayrecycleInterventionisintenseandLDissuspectedHowRTIWorksInDelawareSchoolTeam/ISTTeamdesignsIntervention/sLily/Jackdoesn’timproveLily/JackimprovesContinueswithinterventionormayresumeGeneralprogramContinueswithinterventionormayresumeGeneralprogramLilyisabovethe25thpercentilebutbelowbenchmarkJackisbelowthe25thpercentileRTIisacollaborativeandsystemicapproachtoaddressingtheneedsofallstudents.Thankyou