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Response to Intervention Hofstra University October 21, 2014 Deborah Y. Smith, Ed.D. Principal,...
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![Page 1: Response to Intervention Hofstra University October 21, 2014 Deborah Y. Smith, Ed.D. Principal, Connetquot Elementary School East Islip School District.](https://reader038.fdocuments.in/reader038/viewer/2022110213/5697bfd31a28abf838cac621/html5/thumbnails/1.jpg)
Response to Intervention
Hofstra UniversityOctober 21, 2014
Deborah Y. Smith, Ed.D.Principal, Connetquot Elementary School
East Islip School District
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IntroductionsO Thank you to Dr. Fusco – appreciation
for the opportunityO Backgrounds?O Equity cardsO KWL
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Learning Targets
O I can identify the critical components of the Response to Intervention initiative
O I can describe the role of the Instructional Support Team
O I can navigate to web-based resources to utilize in small group instruction
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Reading Instruction“Big 5”
O-Phonological AwarenessO-Alphabetic
Principle/PhonicsO-Reading FluencyO-Reading ComprehensionO-Oral Language/Vocabulary
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DIBELSUniversal Screening Tool
O Dynamic Indicators of Basic Early Literacy Skills
O Developmental sequence of one-minute measures: O recognizing initial sounds (phonemic
awareness),O naming the letters of the alphabet
(alphabetic principle)O segmenting words into phonemes
(phonemic awareness) O reading nonsense words (alphabetic
principle), O oral reading of a passage (accuracy and
fluency), retelling (comprehension) O word use (vocabulary)
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SUNY BrockportO Portions of this Power Point were
taken from EDA 600 Final Project “Working through a Mandated Change” Adapted from a Power Point by Jim Wrightwww.interventioncentral.org January
2006
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New York State
O RtI must include…O appropriate instruction delivered to all students O screening of all students in class O instruction matched to student need with
increasingly intensive levels of targeted intervention
O repeated assessments of student achievement O information acquired through RTI must be used in
decisions about changes in goals, instruction, services and referrals to special education;
O Notification to parents when intervention exceeds general classroom interventions (details)
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Definition
ORTI is a general education framework O Involves research-based
instruction O InterventionsORegular monitoring of student
progressOUse of data over time to
make educational decisions.
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Tiered SupportO Tier I - universal programs in the school intended
to prevent student academic or behavioral failureO Tier II - programs or supports that can be
individualized and matched to students with emerging academic or behavioral difficulties
O Tier III - the most intensive - reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports
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ModelO What does RtI look like?
O Targeted small group instructionO Classroom teacher and
Interventionists working with various groups of students
O Instruction that is designed to support specific skills
O Progress monitoring of students who are struggling the most
O Continuous review of data – data teams
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Data TeamsO Instructional Support Teams
O Classroom teachersO Speech teachersO Reading TeachersO Resource roomO Social workerO School psychologistO Principal
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Resources for evidence-based intervention strategies
O Big Ideas in Beginning Reading (U of Oregon):www.reading.uoregon.edu
O What Works Clearinghouse (US Dept of Education): www.w-w-c.org
O Intervention Central: www.interventioncentral.org
O Florida Center for Reading Research www.fcrr.org
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Center Based Instruction
O 2 hour blocksO 20 minutes – whole group lesson
(FUNdations)
Classroom teacher (Tier I)
Reading teacher(Tier II)
Resource teacher(Tier III)
Group A Group C Group D
Group B Group D
Group C Group D (pull out)
Group D
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Data Collections
OProgress monitoringOCurriculum Based Measures –
standardizedOStudent scores entered into
databaseOResults reviewed by skill area
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DiscussionO QuestionsO CommentsO ExperiencesO ChallengesO Implications