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    Topic 5 Benchmark

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    This document proposes implementing a schoolwide curricular response to intervention (RTI) program. It discusses the school's vision of prioritizing children and learning. The proposal reviews key research on RTI programs and their effectiveness. It outlines the four C's of RTI: collective responsibility, concentrated instruction, convergent assessment, and certain access. The proposal then describes the three tiers of intervention and supports for students, and provides goals for improving reading and math performance through the RTI program.

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    Topic 5 Benchmark

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    153 views13 pages
    This document proposes implementing a schoolwide curricular response to intervention (RTI) program. It discusses the school's vision of prioritizing children and learning. The proposal reviews key research on RTI programs and their effectiveness. It outlines the four C's of RTI: collective responsibility, concentrated instruction, convergent assessment, and certain access. The proposal then describes the three tiers of intervention and supports for students, and provides goals for improving reading and math performance through the RTI program.

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    This document proposes implementing a schoolwide curricular response to intervention (RTI) program. It discusses the school's vision of prioritizing children and learning. The proposal reviews key research on RTI programs and their effectiveness. It outlines the four C's of RTI: collective responsibility, concentrated instruction, convergent assessment, and certain access. The proposal then describes the three tiers of intervention and supports for students, and provides goals for improving reading and math performance through the RTI program.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    153 views13 pages

    Topic 5 Benchmark

    Uploaded by

    api-516642861
    This document proposes implementing a schoolwide curricular response to intervention (RTI) program. It discusses the school's vision of prioritizing children and learning. The proposal reviews key research on RTI programs and their effectiveness. It outlines the four C's of RTI: collective responsibility, concentrated instruction, convergent assessment, and certain access. The proposal then describes the three tiers of intervention and supports for students, and provides goals for improving reading and math performance through the RTI program.

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    Schoolwide Curricular

    Response to Intervention
    Proposal
    CRYSTAL MCSHANE
    GRAND CANYON UNIVERSITY: EAD 520
    SUBMITTED: NOVEMBER 15, 2020
    School Vision and Mission

     Where Children and Learning Come First

     At Grammar #2, we learn, we care, we prepare,


    and we grow to succeed by reaching our fullest
    potential.

     RTI supporting the vision and mission

    This Photo by Unknown Author is licensed under CC BY-SA


    Key Research of RTI Programs

     Supporting academic growth

     Parts of RTI programs

     Key research showing RTI effectiveness

    This Photo by Unknown Author is licensed under CC BY


    The Four C’s of RTI

     Collective responsibility

     Concentrated instruction

     Convergent assessment

     Certain access

    This Photo by Unknown Author is licensed under CC BY


    RTI Levels and Interventions

    Tier 3: Intensive Individualized Intervention


    < 5%
    Special Education Eligibility Likely of students

    Tier 2: Differentiated support with small


    group supplemental instruction. 15-20%
    of students

    Tier 1: Whole group core


    instruction with high
    All students receive core instruction.
    expectations for
    75-80% of students succeed and achieve benchmark mastery with
    benchmark
    research-based, effective instruction
    proficiency.
    Supporting Student Learning

     Small Group Differentiation

     Intensive Individualized Intervention

     State Standards and District Curriculum

    This Photo by Unknown Author is licensed under CC BY-NC-ND


    Sample of Student Data

     State Assessment vs. Classroom Assessment

     Identify learning needs using data

     Tiered intervention support


    Technologies to Anticipate and Assess

     DIBELS

     Software Programs

     Infinite Campus AMPs

     Chromebook capabilities

    This Photo by Unknown Author is licensed under CC BY-SA-NC


    Steps to Implement Change

     DIBELS and Amplify Reading

     Schoolwide scheduled intervention times

     Schoolwide support for interventions

    This Photo by Unknown Author is licensed under


    CC BY-SA
    Goals for the Program

     MAPs Reading Goals

     Future Math Goals

     Classroom Data and Benchmarks

    This Photo by Unknown Author is licensed


    under CC BY-SA
    References

     Ardoin, S. P., Witt, J. C., Connell, J. E., & Koenig, J. L. (2005). Application of a three-tiered
    response to intervention model for instructional planning, decision making, and the identification of
    children in need of services. Journal of Psychoeducational Assessment, 23, 362–380.
     Callender, W. A. (2007). The Idaho results-based model: Implementing response to intervention
    statewide. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to
    intervention: The science and practice of assessment and intervention (pp. 331–342). New York,
    NY: Springer.
     Duhon, G. J., Mesmer, E. M., Atkins, M. E., Greguson, L. A., & Olinger, E. S. (2009). Quantifying
    intervention intensity: A systematic approach to evaluating student response to increasing
    intervention frequency. Journal of Behavioral Education, 18, 101–118.
     Hughes, C. & Dexter, D.D. (n.d.) Field studies of RTI programs, revised. Retrieved from
    http://www.rtinetwork.org/learn/research/field-studies-rti-programs
    References

     Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for
    decision making with high-incidence disabilities: The Minneapolis experience. Learning
    Disabilities Research & Practice, 18, 187–200.
     Michigan's MTSS Technical Assistance Center. (n.d.). Retrieved from
    https://mimtsstac.org/practices/reading/tier-2-reading
     Murray, C. S., Woodruff, A. L., & Vaughn, S. (2010). First-grade student retention within
    a 3-tier reading framework. Reading and Writing Quarterly, 26, 26–50.
     O'Connor, R. E., Harty, K. R., & Fulmer, D. (2005). Tiers of intervention in kindergarten
    through third grade. Journal of Learning Disabilities, 38, 532–538.
    References

     Shapiro, E.S. (n.d.). Tiered instruction and intervention in a response-to-intervention


    model. Retrieved from
    http://www.rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rt
    i-model

     Teachingandlearningnotebook. (2017). Unpacking the term "ALL Learners" in an RTI


    context. Retrieved from
    https://teachingandlearningnotebook.com/2017/11/14/unpacking-the-term-all-learners-in-
    an-rti-context/

     VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the
    effects of a response to intervention (RTI) model on identification of children for special
    education. Journal of School Psychology, 45, 225–256.

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