Response to Intervention RTI Teams: Best Practices in Elementary Mathematics Interventions Jim Wright
Response to Intervention 2 PowerPoints from this workshop available at: ral.org/ math_workshop.php
Response to Intervention 3 Workshop Agenda… Response to Intervention & Math Interventions: Brief Introduction Foundations of Mathematical Skills Assessing Math Interventions: Curriculum-Based Measurement Math Computation: Strategies Web Resources to Support Math Interventions Big Ideas in Learning
Response to Intervention 4 RTI is a Model in Development “Several proposals for operationalizing response to intervention have been made…The field can expect more efforts like these and, for a time at least, different models to be tested… Therefore, it is premature to advocate any single model.” (Barnett, Daly, Jones, & Lentz, 2004 ) Source: Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F.E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38 , 66-79.
Response to Intervention 5 Source: Georgia Dept of Education: Retrieved 13 July 2007 Georgia ‘Pyramid of Interventio n’
Response to Intervention 6 Tier 1 Tier 1 Tier 2 Tier 2 Tier 3 Tier 3 How can a school restructure to support RTI? The school can organize its intervention efforts into 4 levels, or Tiers, that represent a continuum of increasing intensity of support. (Kovaleski, 2003; Vaughn, 2003). In Georgia, Tier 1 is the lowest level of intervention, Tier 4 is the most intensive intervention level. Standards-Based Classroom Learning: All students participate in general education learning that includes implementation of the Georgia Performance Standards through research-based practices, use of flexible groups for differentiation of instruction, & frequent progress- monitoring. Tier 4 Tier 4 Needs Based Learning: Targeted students participate in learning that is in addition to Tier 1 and different by including formalized processes of intervention & greater frequency of progress-monitoring. SST Driven Learning: Targeted students participate in learning that is in addition to Tier I & II and different by including individualized assessments, interventions tailored to individual needs, referral for specially designed instruction if needed. Specially Designed Learning: Targeted students participate in learning that includes specialized programs, adapted content, methodology, or instructional delivery; Georgia Performance standards access/extension.
Response to Intervention 7 The Purpose of RTI in Secondary Schools: What Students Should It Serve?
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- Spring '18
- Eva Mira
- Mathematics education, RTI, Journal of Learning Disabilities