Response to Intervention (RtI) - What it is and what it isn't

RtI - What it is . . .

In its simplest definition, Response to Intervention is a multi-tiered framework approach that provides for early identification and intervention for struggling students based on student data.  Through ongoing progress monitoring and universal screening, both the learning rate and the level of performance of individual students are assessed.  RtI ensures that learning is taking place within the general education classroom with appropriate instruction. When students need additional support high quality, scientifically based instructional interventions that align with standards are used to scaffold student learning and provide the additional support needed to achieve strong academic results.

While there is not one single, widely practiced RtI “model”.  Generally it is defined as a three-tiered model. 

Tier 1 – Classroom instruction that includes:

• Core classroom instruction that is differentiated and utilizes strategies and materials    that are scientifically research-based and meets the needs of 80% of all students
• Instruction that is delivered by highly qualified teachers
• Universal screening and progress monitoring of all students
• Decisions that are made based upon student data

Tier 2 – Targeted interventions that provide for:

• Supplemental instruction in area(s) of concern
• Targeted skill instruction with increased frequency, intensity, and/or duration
• Small group or individual instruction using evidence based instructional/behavioral interventions
• Frequent progress monitoring of student data

Tier 3 – Intensive interventions that provide for:

• Individualized interventions that target specific skill deficits
• Remediation of relevant skills or compensatory strategies
• Intense monitoring of student data that helps to direct the teaching process

RtI - What it isn't . . .

• another instructional program or parallel curriculum
• merely a pre-referral process to place students into Special Education
• the same school-to-school or district-to-district
• a separate or stand alone initiative
• an added resource (teacher, classroom, program) or an added instructional period alone

Resources:

The National Center for Learning Disabilities, Inc., http://www.rtinetwork.org

D Fuchs, LS Fuchs (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It?. Reading Research Quarterly,

Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2007). Response to Intervention at School: The Science and Practice of Assessment and Intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden, Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (pp. 3–9). New York: Springer.

Kathy Steffens is a Special Educator with 20+ years experience.  She is available for questions regarding district RTI implementation and staff development training.  You can reach her at RightResponsetoRTI@gmail.com

6 Immediate Ways to Enhance Classroom Learning for All Students

Accommodations to Enhance Learning

Curriculum and instructional accommodations can take many forms.  Accommodations are made to change how the content is taught, made accessible and/or assessed, but do not change what the student is expected to master.  The objectives of the instruction remain intact. 

Here are six different ways to accommodate instruction for students. What the teacher selects from day to day will vary depending on individual student needs and goals and on the particular lesson content and structure that is planned. 

1.  Change the number or quantity of items that the learner is expected to learn or complete

For example, reduce the number of social studies terms a student must learn at any one time or the length of an research project or essay. Provide graphic organizers to help identify important facts or concepts that need to be learned.  Increase the number of paragraphs to include in an essay for a student who would benefit from the challenge.

2.  Adapt the time alloted and allowed for learning, task completion, or testing

Individualize a timeline for completing a task.  Consider pacing learning differently (by increasing or decreasing time allowed) for some learners. Allow for frequent breaks or multiple testing sessions.

3.  Vary the way instruction is delivered to the learner

Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups. Provide for large print, audio tapes or technology when needed. 

An added benefit is that you will learn, by using a variety of different types of delivery, which methods allow the student to succeed.  Be sure to document the level of success you achieve with different methods! 

4.  Adapt the skill level, problem type, or the rules on how the learner may approach the work

A few simple ideas:  allow the use of a calculator to figure math problems; simplify task directions;  provide more manageable (friendly) numbers for calculations; use of spelling and grammar devices; change rules to accommodate the learners needs.

5.  Increase the amount of personal assistance with a specific learner

For example: Assign peer buddies, teaching assistants, peer tutors, or cross age tutors.  Provide additional instructional support, computerize practice or opportunities to teach others in order to reinforce skills. If needed, provide for a change of room or location; headphones or study carrel.

The level of support need by a student will be helpful to problem solving teams, should the student move to more intensive interventions.

6.  Adapt how the student can respond to instruction

For example: Instead of answering questions in writing, allow for a verbal response; use a communication book for some students; allow students to show knowledge with hands on materials; vary assessments to allow students to show understanding in a variety of ways.

Evaluating the effectiveness of accommodations should be an on-going process to ensure that it is working to help the student.  This list is not exhaustive, but is a good starting point for any teacher who is considering how best to adapt instruction to meet the diverse learning needs of students in the classroom.

 

Kathy Steffens is a Special Educator with 20+ years experience.  She is available for questions regarding district RTI implementation and staff development training.  You can reach her at RightResponsetoRTI@gmail.com

The 3 Things Teachers MUST Do Before Intervention Planning

3 things teachers need to do before referring a student for intervention planning

So, a teacher has a student that is not making progress, and wants to address those issues at a problem solving team meeting.   From an administrative perspective,  teachers will consistently use best practice approaches in the classroom to address the basic learning needs of their students.   Unfortunately, this is not always the case.

What are the 3 things teachers can do to demonstrate the use of best instructional practice in the classroom? 

The Basics of Differentiated Instruction

While we cannot meet all of our students needs in all content areas at all times, key instructional strategies can be implemented by all classroom teachers.  These strategies can be defined under the heading of differentiated instruction.

Differentiation is simply tailoring instruction to help reach students with diverse academic needs and learning styles in order to ensure that they are able to master the academic content.  Here are some quick and painless ways to begin to differentiate instruction right away:

1. Vary the way content is delivered to students using a variety of modalities

·      Lectures and discussions (auditory presentation)

·      Demonstrations and media support (visual presentation)

·      Experiments and exploration (kinesthetic presentation)

·      Graphic organizers to help students understand concepts

(Move from the whole-to-part or part-to-whole)

2. Vary the materials to add interest

·      Use fiction and non fiction texts

·      Incorporate technology (video clips, apps, webinars, etc)

·      Integrate real life artifacts into lessons when possible

·      Provide an array of media articles that reflect student interests or culture around the content/concepts being taught

3. Vary assessments to address the strengths and weaknesses of students in your classroom:

·      Alter the length of time a student has to complete an assignment

·      Allow for various assessment tasks (written assignment, oral presentation, digital presentation, etc

·      Use rubrics to help empower students to identify the criteria needed to demonstrate mastery

Differentiation won't fix every learning problem - but it's a good place to start

Tomlinson (1999) points out that efforts to differentiate are most successful when they are combined with the use of a high-quality curriculum, research-based instructional strategies, well-designed activities that address the needs and interests of students, active learning, and student satisfaction with the lesson.   Differentiating instruction by itself will not automatically improve student performance but it is a great place to start!

References

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Willis, S., & Mann, L. (2000, Winter). Differentiating instruction: Finding manageable ways to meet individual needs. Curriculum Update. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved January18, 2007 from http://www.ascd.org/ed_topics/cu2000win_willis.html

Kathy Steffens is a Special Educator with 20+ years experience.  She is available for questions regarding district RTI implementation and staff development training.  You can reach her at RightResponsetoRTI@gmail.com