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RtI : Response to Intervention RtI : Response to Intervention

RtI : Response to Intervention - PowerPoint Presentation

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RtI : Response to Intervention - PPT Presentation

Response to Instruction Kandy Smith Tennessee State Improvement Grant May 2010 Tennessee State Improvement Grant TN SIG httpsigclsutkedu Tennessee State Professional Development Grant ID: 739961

students instruction intervention based instruction students based intervention high reading results vocabulary tennessee group practice kids additional words response

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RtI:Response to InterventionResponse to Instruction

Kandy Smith

Tennessee State Improvement Grant

May 2010Slide2

Tennessee State Improvement GrantTN SIG http://sig.cls.utk.edu/

Tennessee State Professional Development Grant

TN SPDGSlide3

Contact InformationMiddle and West TN Kandy Smith ksmith90@utk.eduEast TN

Gail Cook

tcook8@utk.edu

Slide4

Recent ERIC searchResponse to Intervention 299 resultsAdding

“High School”

18 results

Adding

“Middle School”

13 results

Response to Instruction

91 results

Adding “

High School”

5 results

Adding

“Middle School”

3 resultsSlide5

Response to InterventionK-3IDEA driven (as part of LD referral process)Additional time of day that student goes out of room to receive instructionProgramThree-tier model (Reading First prototype) Slide6

Response to InstructionNCLB drivenFormative assessmentDifferentiated instructionSlide7

In middle, high schoolSame as K-3 – what’s required:Best-practice, research-based instructionBenchmark assessments/universal screenings to identify those students who are at-riskOngoing progress

monitoring to determine if intervention/instruction is proper

treatment

(cont.)

From Webinar – “Introduction to High School RTI”,

February 11, 2020, National Center on

RtI

Slide8

In middle, high schoolSame as K-3 – what’s required:Interventions, additional instruction for those who are at-risk/strugglingData-based decision makingAdditional intervention as necessary

From Webinar – “Introduction to High School RTI”,

February 11, 2020, National Center on

RtI

Slide9

Program AvailabilityThink LinkCompassLearning Odyssey Language !DIBELS, AIMSWEB (through 8th)

Study Island

What Works

Clearinghouse

http://ies.ed.gov/ncee/wwc/Slide10
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Issues With ProgramsCosts/SustainabilityTechnology SupportTime in the dayCredit for interventionsInstruction/intervention that’s separate from curriculum

Research shows that most effective use of a program is when it is then connected to classroom instruction/practice Slide18

More EffectiveIntervention/instruction based on curriculum standardsIn classroom with general education expertsMeets legal requirements and provides best-practice instructionSlide19

Best-practice, research-based instructionSlide20

Knowledge About LearnersMillennial Generation (Carter, 2008)ConstructivistsShort attention spansTechnologyStudent-directed learning

MotivationSlide21

Instructional Setting Incorporate technologyDiversity in presentationLarge group instructionEffective, engaging10-minute segmentsStudent-directed learningSmall groups

Stations Slide22

Content Area LiteracyTeaching literacy skills needed for content areaRequiring reading/Supporting readingComprehension: summarization, identifying main idea, using context cluesGraphic organizers

Foldables

Small group discussions

Vocabulary

Tennessee Academic Vocabulary Slide23

BENCHMARK ASSESSMENTS/UNIVERSAL SCREENINGS TO IDENTIFY THOSE STUDENTS WHO ARE AT-RISKSlide24

Universal ScreeningsTCAP results from previous yearsPrograms mentioned earlierDATA WE CAN HAVE: TCAP practice testsTN Academic VocabularySlide25

Data we can have…Maze passages to determine which students will struggle with classroom textsQualitative Reading InventoryProvides independent, instructional, frustration level information concerning grade-level textDo need reading ability levels for students and readability levels on text we use in our

classroomsSlide26

Data we can have…Tennessee Academic VocabularyGive benchmark assessment of termsThen teach, progress monitor/assess, re-teach Curriculum-based assessmentsAssess standards being taught Slide27

ONGOING PROGRESS MONITORING TO DETERMINE IF INTERVENTION/INSTRUCTION IS PROPER TREATMENT Slide28

Curriculum-based assessmentEnglish IStandards:3001.1.2 Apply a variety of strategies to correct sentence fragments and run-on sentences.3001.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte

blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).Slide29

Curriculum-based assessmentFormative assessment/exit ticket:Is the following a run-on sentence or a fragment? When the hamburger fell off my tray and hit the floor. Add to the above to make it into a complete sentence.

What does RSVP mean?

If I call someone a “prima donna”, am I complimenting or putting her down? Explain your answer.

(might even go to the EOC test for English I and pull questions – not same questions every time) Slide30

Tennessee Academic Vocabulary8th grade social studies

33 wordsSlide31

Beginning of courseHave a list of these – kids copy word and write what they know about it – not necessarily a set definition. For example:“Dictatorship” – student might write – “it’s when a person has total control; I know Hitler was a dictator.”(cont.) Slide32

Beginning of courseWhile not a full definition (needs to include idea of government), gives teacher and student an idea of where we’re starting –he’s pretty close Next step – Would this be a dictatorship?

Which

of these is and which is not?

Why

not? Slide33
Slide34

Gives teacher directionLarge group instructionAll words can be introduced once and discussedAll words can be included in quick reviewsSmall group instructionGroup kids according to their needs

Call them in small groups to learn, review

Individual work on vocabulary

Vocabulary notebooks

Vocabulary expert cardsSlide35

INTERVENTIONS, ADDITIONAL INSTRUCTION FOR THOSE WHO ARE AT-RISK/STRUGGLINGSlide36

Intervention/Additional InstructionUnited Streaming, YouTube, textbook-based supports, ideas from Have set-upAfter the day’s lesson

Kids who need more as determined by formative assessment

Small group informal discussions, gamesSlide37

Call a small group of five studentsEveryone receives a set of same five/ten vocab wordsTeacher says a definition; students quickly put word they believe she has defined face downTeacher calls “show”; students flip over answers

Could then do “fill-in-the-blank” sentences and students have to decide what word best completes the sentence.

Could eventually have kids write words on paper or whiteboards

(with spelling counting some, perhaps)Slide38

DATA-BASED DECISION MAKINGSlide39

Team DecisionsData-driven (summative and formative) Efficient, effective discussionsKnow what supports are availableUse them as neededMedical treatment modelIf this isn’t working, we try this…Slide40

ADDITIONAL INTERVENTION AS NECESSARYSlide41

InterventionsStandard TreatmentProblem-Solving Slide42

Interesting article about a high school in Colorado Springs, ColoradoList/Gather all of your resources:Programs, teachers, materialsOrganize those materials:Which ones for Tier I, Tier II, etc.Make decisions about students based on data

Track students – see if what you’re doing helpsSlide43

Interesting article about a high school in Colorado Springs, ColoradoMight be productive to make a list of challenges – not to focus on but to be aware ofConcentrate on 9th gradersIf large numbers of kids need intervention in a subject area, have to look at instruction

Won’t work if only a few teachers are investedSlide44

ResourcesSlide45
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ReferencesBenner, S., Bell, S. & Broemmel, A. (2009) In R. Allington & A. McGill-

Franzen

(Eds.),

Handbook of Reading Disabilities Research

(pp. ). Mahwah, NJ: Erlbaum

.

Carter, T. (2008).Millennial expectations and constructivist methodologies: Their corresponding characteristics and alignment.

Action in Teacher Education

,

30(3)

, 3-10.

Hall, L. (2005). Teachers and content area reading: Attitudes, beliefs, and change.

Teaching and Teacher Education

,

21

, 403-414.

Samuel, C. (2009). High schools try out

RtI

.

Education Week

, 28(19).

Vaughn, S., Fletcher, J., Francis, D., Denton, C., Wanzek, J., Wexler, J., Cirino, P., Barth, A., Romain, M. (2008). Response to intervention with older students with reading difficulties.

Learning and Individual Differences, 18

, 338–345.