Response to Intervention and Instruction

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by egp550group4
Last updated 4 years ago

Discipline:
Language Arts
Subject:
Reading Comprehension

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Response to Intervention and Instruction

Response to Intervention and Instruction (RTII)

What is RTII?RTII is a model that helps all students with their Reading and Writing struggles. Under RTII there are three steps to helping students who struggle; as you progress to the next level it becomes more intense for students who are severely struggling with Reading and Writing.

Assessments1. Literacy screenings for all students - to identify those who are in need of additional instruction.Screening Tools (click links for more info!):DIBELS (Dynamic Indicators of Basic Early Literacy Skills)PALS (Phonological Awareness Literacy Screening)2. Diagnostic assessments - given to students in need of additional instruction to target their specific areas of need and plan individualized instruction.Assessments may include: classroom observations, leveled reading inventories, analyzing student's work.3. Ongoing progress-monitoring - to keep track of progress made and determine if adjustments need to be made to the individualized instruction.

Purpose of RTIIRTII has two main purposes:•To provides struggling students with an early interference where they get the individualized help to improve their specific skills.• It helps to identify students who might possibly have a learning disability.

PhilosophyRTII is a comprehensive, multi-tiered, standards aligned strategy that is designed to enable early identification and intervention to all students. Its universal screening allows all students to be identifed for possible learning disabilities. Educators will be able to identify and address academic difficulties early on, instead of waiting for the student to fail. RTII provides research-based interventions within flexible groupings and includes ongoing progress monitoring.

RTII Process and TiersThe RTII process has a three-level pyramidal support: Tier 1, Tier 2 and Tier 3.-Tier 1: Universal Instruction (Whole class) Typically, 80 percent of students need Tier 1 instructional support. The intervention consists of core curriculum instruction and focuses on: phonemic awareness, alphabetic principle, fluency, comprehension, and vocabulary. In the Tier 1 program the teacher teaches essential skills, provides differentiated and systematic instruction, and adapts instruction to meet students' needs. Many students respond successfully to Tier 1 support and achieve grade-level expectations. -Tier 2: Small Group Interventions(3-5 students)Tier II consists of about 15 percent of the student body. At this level, evidence-based interventions supplement the core curriculum instruction. Typically, the intensity of instruction increases, and the duration of the intervention is 9 to 15 weeks with about 30 minute sessions 3 or 4 times per week. Students who do not benefit from the interventions provided under Tier 2 may need more intensive instruction at Tier 3. -Tier 3: Individualized Interventions(1-2 surdents)In most cases, about 5 percent of the class will require Tier 3 support. Tier 3 provides greater individualized instruction or work in very small groups. Tier 3 intervention is supported by scientifically research-based intensive instructions. Tier 3 is characterized by increased time and intensity of intervention (e.g., longer sessions, smaller group size, more frequent sessions). The child will need special education if his progress is not improving.

RTII RolesRTII hinges upon collaboration through grade level, support, and evaluation teams to assess, implement, and monitor interventions to students BEFORE they ever fail!Classroom Teachers: Provide high-quality, research-based instruction to every child, every day! Screen all students to determine those who are at-risk. Monitor progress and evaluate interventions.Specialists and Support Teachers: Collaborate with teacher in providing the best intervention and instruction. Work with tiers 2 and 3 students individually or in small groups on core curriculum content.School Psychologists: Screen for barriers to success other than learning disabilities.Administrators: Support the learning environment and the collaborative nature of RTII.Special Education Instructors: Determine if more specialized instruction is necessary for success.Parents: Be in the loop! Interact with staff and be informed about intervention decisions and progress. Students: Respond to intervention and instruction!


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