Summary Introduction to Response to Intervention (with Cara Shores) (Youtube) www.youtube.com
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The webinar introduces Response to Intervention (RTI) as a school improvement process in Alberta, integrating various programs.
Slides
Slide Presentation (8 slides)
Key Points
- Response to Intervention (RTI) is a school improvement process focusing on individual student learning and providing targeted interventions in a three-tiered continuum of instruction.
- RTI uses assessment to determine student progress and implements interventions in reading, math, behavior, and behavioral needs.
- Components of RTI include research-based instructional strategies, data-driven decision making, and implementation fidelity.
- Interventions in RTI can be provided through standard protocol or problem-solving models, tailored to specific student needs.
- Universal screening is essential for identifying students who need additional support, with tools like DIBELS assessing reading skills.
- Differentiated instruction, appropriate classroom management, and school-wide behavioral supports are key components of tier 1 instruction.
- Increasing the intensity of interventions for tier 3 may involve changing the intervention, providing more time, or combining multiple interventions.
Summaries
20 word summary
This webinar introduces Response to Intervention (RTI) in the Alberta context as a school improvement process. It integrates various programs.
155 word summary
This webinar introduces Response to Intervention (RTI) in the Alberta context as a school improvement process using assessment to determine student progress and implementing interventions in reading, math, and behavior. It integrates various programs and initiatives already in place in schools. RTI is depicted as a three-tiered continuum of instruction, with tier 1 being core instruction, tier 2 providing targeted interventions, and tier 3 offering more intensive interventions. Essential components include research-based instructional strategies, data-driven decision making, and implementation fidelity. At the secondary level, RTI shifts to supporting students for successful graduation and post-secondary options. Universal screening is crucial for identifying students who may need additional support. Implementing interventions with fidelity is essential for achieving progress, and increasing the intensity of interventions for tier 3 may involve changing the intervention or providing more time. RTI aims to provide early intervention and support for students with learning and behavioral needs through universal screening and targeted interventions.
155 word summary
This webinar introduces Response to Intervention (RTI) in the Alberta context as a school improvement process using assessment to determine student progress and implementing interventions in reading, math, and behavior. It integrates various programs and initiatives already in place in schools. RTI is depicted as a three-tiered continuum of instruction, with tier 1 being core instruction, tier 2 providing targeted interventions, and tier 3 offering more intensive interventions. Essential components include research-based instructional strategies, data-driven decision making, and implementation fidelity. At the secondary level, RTI shifts to supporting students for successful graduation and post-secondary options. Universal screening is crucial for identifying students who may need additional support. Implementing interventions with fidelity is essential for achieving progress, and increasing the intensity of interventions for tier 3 may involve changing the intervention or providing more time. RTI aims to provide early intervention and support for students with learning and behavioral needs through universal screening and targeted interventions.
444 word summary
This webinar introduces Response to Intervention (RTI) with a focus on its implementation in the Alberta context. RTI is a school improvement process that uses assessment to determine student progress and implements interventions when needed, particularly in reading, math, and behavior. It integrates various programs and initiatives already in place in schools, such as universal design for learning, differentiated instruction, inclusive education, and specific reading programs.
The RTI process is depicted as a three-tiered continuum of instruction, with tier 1 being core instruction available to all students, tier 2 providing additional targeted interventions, and tier 3 offering more intensive interventions and assessment. Essential components of RTI include using research-based instructional strategies and interventions, data-driven decision making, and implementation fidelity to ensure that interventions are implemented as designed. RTI also involves universal screening to determine if students are meeting benchmarks and progress monitoring to track student progress.
At the secondary level, RTI shifts from early identification and intervention to supporting students for successful graduation and post-secondary options. Successful implementation at the secondary level requires understanding the differences and tailoring the process accordingly. The webinar also addresses questions from participants about the differences between supports and interventions, the inclusion of positive behavior intervention and support systems, and specific examples of tier 2 interventions and supports.
Response to Intervention (RTI) is a multi-tiered approach used to identify and support students with learning and behavioral needs. The goal is to provide early intervention to help students succeed in the core instruction and minimize the need for intensive support. Schools typically provide interventions during the school day by setting aside a block of time where all students who need interventions can receive them.
Universal screening is an essential part of the RTI process, as it helps schools identify students who may need additional support. Implementing interventions with fidelity is crucial for achieving progress, and schools must ensure that interventions are appropriate for each student's needs. Increasing the intensity of interventions for tier 3 may involve changing the intervention, providing more time, or combining multiple interventions. It is essential to differentiate between tier 3 interventions and special education services, as tier 3 focuses on the level of intensity and support a student needs rather than specific labels or classifications.
Database decision making and assessment play a crucial role in RTI, with universal screening being a key component. In conclusion, RTI is a systematic approach that aims to provide early intervention and support for students with learning and behavioral needs. By identifying students who may require additional support through universal screening and implementing targeted interventions based on research-based strategies and programs, schools can effectively address the diverse needs of their students.
522 word summary
This webinar provides an introduction to Response to Intervention (RTI) with Cara Shores, focusing on its implementation in the Alberta context. RTI is not a program but a school improvement process that uses assessment to determine student progress and implements interventions when needed, particularly in reading, math, and behavior. It integrates various programs and initiatives already in place in schools, such as universal design for learning, differentiated instruction, inclusive education, and specific reading programs.
The RTI process is depicted as a three-tiered continuum of instruction, with tier 1 being core instruction available to all students, tier 2 providing additional targeted interventions, and tier 3 offering more intensive interventions and assessment. Essential components of RTI include using research-based instructional strategies and interventions, data-driven decision making, and implementation fidelity to ensure that interventions are implemented as designed. RTI also involves universal screening to determine if students are meeting benchmarks and progress monitoring to track student progress.
At the secondary level, RTI shifts from early identification and intervention to supporting students for successful graduation and post-secondary options. Successful implementation at the secondary level requires understanding the differences and tailoring the process accordingly. The webinar also addresses questions from participants about the differences between supports and interventions, the inclusion of positive behavior intervention and support systems, and specific examples of tier 2 interventions and supports.
Response to Intervention (RTI) is a multi-tiered approach used to identify and support students with learning and behavioral needs. The goal is to provide early intervention to help students succeed in the core instruction and minimize the need for intensive support. Two main frameworks for interventions are standard protocol and problem solving models, both of which aim to address the specific needs of students. Schools typically provide interventions during the school day by setting aside a block of time where all students who need interventions can receive them.
Universal screening is an essential part of the RTI process, as it helps schools identify students who may need additional support. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is an example of a curriculum-based measurement tool that assesses reading skills and provides data on student performance. Implementing interventions with fidelity is crucial for achieving progress, and schools must ensure that interventions are appropriate for each student's needs.
Increasing the intensity of interventions for tier 3 may involve changing the intervention, providing more time, or combining multiple interventions. It is essential to differentiate between tier 3 interventions and special education services, as tier 3 focuses on the level of intensity and support a student needs rather than specific labels or classifications.
Database decision making and assessment play a crucial role in RTI, with universal screening being a key component. Universal screening tools should be quick and easy to administer, providing valuable data to identify students who may need additional support. In conclusion, RTI is a systematic approach that aims to provide early intervention and support for students with learning and behavioral needs. By identifying students who may require additional support through universal screening and implementing targeted interventions based on research-based strategies and programs, schools can effectively address the diverse needs of their students.
994 word summary
Welcome to this webinar on an introduction to response to intervention with Cara Shores, brought to you by ARPDC as a result of a grant from Alberta Education. Cara, a former special education teacher and director of education, has published books and resources on RTI. The webinar focuses on response to intervention in the Alberta context, emphasizing the importance of individual student learning and providing intensive instruction in regular classrooms. RTI is not a program but a school improvement process that uses assessment to determine student progress and implements interventions when needed, particularly in reading, math, and behavior.
RTI is also used to address behavioral needs and is considered an umbrella under which all school improvement initiatives fall. It integrates various programs and initiatives already in place in schools, such as universal design for learning, differentiated instruction, inclusive education, and specific reading programs. The implementation of RTI requires a focus on curriculum and instruction, assessment, and professional learning to equip teachers to make good instructional decisions for students.
The RTI process is depicted as a three-tiered continuum of instruction, with tier 1 being core instruction available to all students, tier 2 providing additional targeted interventions, and tier 3 offering more intensive interventions and assessment. Students can move between these tiers as needed, receiving support in multiple areas simultaneously. The goal is to provide the necessary instruction and support for students without labeling them as tier 2 or tier 3 students.
Essential components of RTI include using research-based instructional strategies and interventions, data-driven decision making, and implementation fidelity to ensure that interventions are implemented as designed. RTI also involves universal screening to determine if students are meeting benchmarks and progress monitoring to track student progress. At the secondary level, RTI shifts from early identification and intervention to supporting students for successful graduation and post-secondary options.
RTI at the secondary level may face challenges due to a lack of differentiation in special education and the attempt to implement RTI in the same way as in elementary grades. Successful implementation at the secondary level requires understanding the differences and tailoring the process accordingly. Tier 2 interventions are specific to deficits such as reading fluency or comprehension and are provided in small group settings based on skill level. Tier 3 interventions are more inclusive and intensive, focusing on providing support for students who are not making appropriate progress in tier 2.
The webinar also addresses questions from participants about the differences between supports and interventions, the inclusion of positive behavior intervention and support systems, and specific examples of tier 2 interventions and supports. The discussion emphasizes the importance of individualizing instruction for students in the classroom and providing additional targeted interventions when needed.
Overall, the webinar provides an overview of RTI as a school improvement process that focuses on individual student learning, provides targeted interventions based on assessment data, and supports students at different levels of need within a three-tiered continuum of instruction. It emphasizes the importance of using research-based strategies, data-driven decision making, and implementation fidelity to ensure successful implementation of RTI in schools.
Response to Intervention (RTI) is a multi-tiered approach used to identify and support students with learning and behavioral needs. The goal is to provide early intervention to help students succeed in the core instruction and minimize the need for intensive support. Two main frameworks for interventions are standard protocol and problem solving models, both of which aim to address the specific needs of students. Standard protocols are predetermined interventions based on common needs within the school, while problem solving models involve planning interventions for individual students based on their specific needs.
Schools typically provide interventions during the school day by setting aside a block of time where all students who need interventions can receive them. This may involve small groups or cross-grade level groupings, depending on the resources available. Differentiated instruction, appropriate classroom management, and school-wide behavioral supports are key components of tier 1 instruction. It is crucial for schools to assess the effectiveness of their core instruction and identify areas that need improvement before implementing tier 2 and tier 3 interventions.
Universal screening is an essential part of the RTI process, as it helps schools identify students who may need additional support. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is an example of a curriculum-based measurement tool that assesses reading skills and provides data on student performance. Schools can use this data to determine the percentage of students at benchmark, strategic, and intensive levels, which can inform the decision to implement tier 2 and tier 3 interventions.
When choosing targeted interventions for students, it is important to select research-based strategies and programs that are designed to address specific deficits. Strategies are specific methods for teaching students, while programs are built on these strategies and provide materials for implementation. Implementing interventions with fidelity is crucial for achieving progress, and schools must ensure that interventions are appropriate for each student's needs.
Increasing the intensity of interventions for tier 3 may involve changing the intervention, providing more time, or combining multiple interventions. It is essential to differentiate between tier 3 interventions and special education services, as tier 3 focuses on the level of intensity and support a student needs rather than specific labels or classifications.
Database decision making and assessment play a crucial role in RTI, with universal screening being a key component. Universal screening tools should be quick and easy to administer, providing valuable data to identify students who may need additional support. It is important for schools to regularly assess their core instruction and use data to inform their decision-making process when implementing tier 2 and tier 3 interventions.
In conclusion, RTI is a systematic approach that aims to provide early intervention and support for students with learning and behavioral needs. By identifying students who may require additional support through universal screening and implementing targeted interventions based on research-based strategies and programs, schools can effectively address the diverse needs of their students.
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Source: https://www.youtube.com/watch?v=kbWEKPiKg58&t=6s
Page title: Introduction to Response to Intervention (with Cara Shores) - YouTube
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