Response to Intervention Framework
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Response to Intervention Framework

Hi, my name is Brenda Armstrong. I’m the
founder and CEO of AB Evaluations. In the next ten minutes we’re going to talk about How to implement a successful RTI
process in your classroom, in your school, and in your district. Let’s start by describing what is RTI. Response to Intervention or RTI is
the process of early identification and support in the general education classroom. RTI is not a special education
referral process. There are three main components in the
RTI process, and we’re going to call them the RTI ABC’s The first component is Instruction. It needs to be research-based, high-quality instruction provided in the
general education classroom. The second component is data. It’s based on common assessment which
means administrating the same assessment to
all of the children in that grade level not only for that school but for all of
the other schools across the district. Data needs to be timely and accurate, so results need to be available soon
after administrating the common assessment, and then the last component is interventions which also need to be
of high quality, and they need to be implemented using
a multi-tier level of interventions. So let’s review what they interventions
looks like in each one of the tiers. In Tier 1 we have supplemental
interventions. So supplemental instruction is given to the children in the school day
within the general education classroom. In Tier 2, we have targeted interventions.
These are increasingly intensive interventions to match the student’s needs. Most of the time these are given in a small
group setting, and then in Tier 3 we have individualized intensive interventions. Sometimes after all of the support
given in all of these tiers students still do not achieve the progress that was expected. Them, they are referred for a special
education assessment. This is a great model; however, in the day to day practice districts
encounter many, many different challenges. One of those challenges is time finding the time within the regular day
or the regular schedule to provide the services. The resource districts have budget
restrictions. And the data, gathering, organizing, and analyzing the
data with fidelity is difficult. Sometimes you see groups within the same
district doing “their own thing with the data”, and then the consistency not only
here in the collection of the data, but also in the implementation of the
interventions. So how do you overcome these challenges
and run a successful RTI process? This is what we need to do: We need to develop a comprehensive
RTI process to identify and support our students, our teachers, and schools. This process needs to have scheduled data
collection and data analysis, and also functional based training for
the district, for the classrooms, and for the teachers
so that everybody within the process knows exactly what you do when a
student, or a classroom, or in school are in
trouble before they fail. So how would that look like? The first thing we have to do is
determined the multi-tier levels that we are going to use. Remember that most
schools use three levels, but there are schools that like to use five. The district can
decide according to their needs and likes how many tiers is going to have and how they are
going to call it. For this presentation the criteria
that we are going to use for each tier are grades. So in Tier 1 we are going to have passing
grades from seventy to one hundred, Tier 2. fifty to seventy, and in Tier 3, zero to fifty. We are not only
using grades, but we are also color coding the information. Knowing this, let’s take a look at what
it would look like for a student. Based on this model, we are going
to use four different check points two end the first semester two in
the second semester, and we’re going to look at Reading, Math, and Science. This student after a first checkpoint is failing all three subjects, so
we are going to take a look at her attendance, and her behavior and within a place her in
Tier 3 based on her results.
So we are going to provide interventions and then we’re going to monitor how she progresses the rest of the
school year. Let’s see what a classroom looks like. Here the teacher can see all of the
students and all the different checkpoints. Notice how she can see the students will continue to fail and
there may be referred for a special education assessment. Let’s see what the school would look
like. Here the principal can see all of the teachers, all of the subjects, and all of the checkpoints, and if you take it to the next level,
the district can see all of the schools, all of the subjects, and all of the checkpoints. The implementation of this process will promote what we call RTI synergy, what put us all in the same page.
Here districts will provide the resources and the systems for data
collection and data analysis. The school will provide high-quality
interventions, high-quality data collection, and training for both teachers
and parents, and then all teachers will provide high quality instruction and data
collection with accuracy inconsistency. Let’s take a look at the framework of
everything that we reviewed today. We reviewed what RTI is
and what it isn’t. We reviewed the multi-tier level of interventions, and the four most common challenges
of implementing an RTI process. We talked about how to overcome those
challenges by developing a comprehensive RTI process that promotes RTI synergy. This presentation is available in our website.
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  • AB Evaluations

    Glad to hear that! We'll be posting other videos soon. Share it with your friends! you can also find us in Facebook

  • miKonstellation

    Thank you for the Education Market Intelligence on the RTI process! Other than marketing your brand, in terms of a PESTLE (Political, Economical, Social, Technological, Legal, & Environmental) Analysis, why is knowing this process important to the public, parents, and educators? Thank you in advance.

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