Rti Model Assessment

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

Response to Intervention (RTI) is an in school service program designed to guarantee that all students are getting a high quality education. Before students are referred for special education services, it is essential that they receive effective teaching designed to meet their own learning requirements. All students in public schools are required to be included in the RTI program.

Some students require additional interventions or supports to ensure success in and out of the classroom. Tier 2 supports are provided to a small percentage of our students. This group of students may be support by small group work with our counselor. Another possible intervention that may be used at Tier 2 is Check In Check Out (CICO). A smaller amount of students requires Tier 3 supports. These supports are supported by the Grant Wood AEA and involve an extensive evaluation. Tier 2 and Tier 3 interventions are always don with parent

Tier 1 focuses on effective classroom instruction and practices for academics and the management of behavior for all students. Tier 1 includes the quality core instruction and curriculum all students have equal access which incorporates the classroom teacher using proactive data-driven practices to identify and help children who are not being successful (Hilton, 2007). Using research-based differentiated instruction for all learners and a universal screener to measure proficiency at least twice a year are keys to an effective program. These screeners identify students who are not meeting standards. Approximate 80%-90% of students will be successful in a Tier 1 program. If less than this percentage is successful, classroom practices must be evaluated.

The role of the central office in the Response to Intervention (RTI) change initiative at Florence Middle School (FMS) began when the superintendent requested the school board approve the positions of the middle school interventionists in the district. Prior to the 2014-2015 school year, two high schools and the three middle schools in the district requested interventionists in anticipation of the new accountability model from the Mississippi Department of Education (MDE). The new accountability model calculated a school’s academic performance according to students’ growth on state assessments from one year to the next. Therefore, in 2013-2014, the schools requested interventionists be added to their faculties to better meet the needs of struggling students with significant learning gaps. The school board was unable to approve this request because the district’s budget could not afford the expense of the positions.

Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).

In this webinar the presenters focus on ELLs and RTI. The first key word is the evidence based assessment and curriculum. The focus of RTI is preventions and maximizing student’s achievement and students are growing academically. The goals are for all students to meet their highest potential and use general education. Sheltered instruction is part of the core curriculum. The core curriculum is meeting at least 80% on each sub group.

Throughout the RTI process it has been made very clear to me that the process was to provide students with intervention and targeted instruction to facilitate learning. I was placed on the team my first year back in the education system so I never knew anything different. However, many people viewed it as the process for referring students to special education and I have often heard comments such as “they aren’t going to qualify for services anyway so why take the time to fill out the paper work”. This is the first thing that came to mind when I read “in their well-intentioned effort to create a sense of collected responsibility among schools, some

This helps schools begin to identify students who are in need of additional support. Both RtI and PBS advocate for using evidence-based interventions that require resources appropriate to the student’s level of need, and then monitoring the progress of students receiving those interventions. RtI and PBS offer opportunities to address academic and behavior problems effectively with interventions at different levels of intensity and support. RtI and PBIS models are very similar. They differ based on the fact that Rti is targeting academic progress and PBIS is targeting behavior progress in

By defining the data into smaller groups such as gender, age, grade level, and ethnicity, it will help the counselors and teachers identify the students’ needs and proper interventions. According to Hatch, by “disaggregating data allow school counselors to focus attention where resources are needed most” (Hatch, Green-Wilkinson, Holcomb-McCoy, 2014). If the data was disaggregated, a possible intervention that appropriately utilize is the Response to intervention (RTI). RTI can assist the school counselors and teachers with monitor the students’ process as well as promote academic achievement. According to Hatch, RTI has become a “comprehensive, data-based prevention model for helping students who are struggle to achieve. (Hatch, Green-Wilkinson, Holcomb-McCoy,

84). As past standards for academic intervention called for a discrepancy between what the student was capable of learning and where the student was performing in relationship to his or her ability, typically expressed as an intelligence quotient (IQ) score, which left many students without specialized support until they were significantly behind their peers, typically not until third grade or later (Dunn, 2010, p. 21). Response to Intervention (RTI) model is based on the reverse philosophy where the goal is to use the early intervention model in order to support students before they fall significantly being their same-aged peers. According to Powers & Mandal (2011), the two major philosophies behind Response to Intervention are that learning difficulties may not be fundamentally due to the student’s deficits and that most students will make considerable and measurable gains after receiving targeted, research-based interventions (p.

Response to Intervention is described as a tiered, integrated system of assessment and instruction with Tier 1 being its main component and considered the preventative stage of tiered instruction (Ruth E. Jones, 2012). Tier 1 is the core programming stage before any identification has been implemented for a child and it is viewed as the preventative stage where possible and it is evidence-based (Ruth E. Jones,

All students should receive quality tier I instruction. During tier I instruction, all students are taught through the core program using on grade level standards. If students are not responding to tier I instruction or begin to struggle at any point, this student should be placed on tier II. Tier II is small group instruction, where teachers work with three to five students on the same skills using a research-based intervention. Goals are to be set for each student so that when progress monitoring occurs, teachers can accurately measure how the interventions are working with the children. The progress monitoring must be done twice a month and it the tools must be measurable. Also, tier II instruction can occur on a one-on-one basis if a student does not respond to small group tier II instruction. Students may have specific learning needs that have to be address independent from other students. After progress monitoring and evaluating the intervention program, teachers can make the decision to either return students to tier I, continue tier II with the same interventions, continue tier II with different interventions, or refer the child for tier III interventions. Tier III is when the students will usually be pulled by an interventionist at the school for one-on-one intensive interventions each day. Students in this tier can graduate and move back to tier II and

Once results from the universal screener are available, it will show the students that may not be able to perform at grade-level. Therefore, the child will need to receive outside resources to supplement the reading curriculum that is provided in the classroom. A teacher may pull these students 2-3 times a week in small groups to provide a more in-depth level of instruction. These students will be closely monitored, as well. The teacher will log and record all time spent on interventions with each student. This information will help keep track of each student’s progress over time. The Tier Team will also be able to use this information to make adjustments on either the amount of time the student spends on these interventions as well as the level of difficulty. The teacher will also use this information to progress monitor each student receiving interventions. RTI uses a similar method. Once the child has been exposed to the curriculum being presenting to all students in the classroom, but is still showing signs of difficulty, as the screener had indicated in the beginning, the method of intervention will begin. The student will be assigned interventions to target the exact problem areas shown on the screener. The student will also be progress monitored using different assessments along the way to make sure that the child is reacting and responding appropriately. The student’s progress will also be charted so that it is made clear whether or not the interventions are causing the student to grow or decline while receiving this small group

Response to Intervention (RTI) according to Kauffman and Landrum (2013) is a multi-tiered approach for the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and collective screening of all students in the general education classroom. Struggling learners are provided with interventions at growing levels of concentration to speed up their rate of learning. These services may be provided by a variety of personnel: (e.g.: including general education teachers, special educators, and specialists). The progress is carefully monitored to evaluate both the learning ratio and level of performance of each individual student. Educational decisions around the concentration and time of interventions are based on the individual students’ response to instruction. RTI was designed for use when making decisions in both general education and special education classrooms, creating a well-integrated scheme of instruction and intervention guided by student outcome data.