WelcomeBack.ppt

Welcome Back Kaskaskia Special Education District RTI Workshop Day 2 July 24, 2008 Response to Intervention Marica Cullen, Illinois State Department of Education Ellen Hunter, Private Consultant Allison Layland, Center for Research on Learning RTI Interventions Primary Level High quality, scientifically based general instruction Core curriculum Effective strategies Primary Level Overall reading and math instruction embedded throughout content instruction Content enhancement strategies to ensure content mastery Progress monitoring and adjustments in instruction as needed Secondary Level Applies to students who demonstrate inadequate progress through progress monitoring despite receiving high quality instruction and strategies. Interventions are specific to needs Provided in addition to general instruction Small group (3 to 5 students) Progress monitor frequently to determine response Tertiary Level Applies to those that have low response to interventions provided in the small group More intensive in time and frequency More frequent progress monitoring Could be special education, but does not have to be One example Content Literacy The listening, speaking, reading, writing,and thinking skills and strategies required to learn in each academic discipline. These skills are applied across content areas. Example of RtI Ken Geisick, Ed.D. Riverbank High School Principal Peggy Graving-Reyes National Site Coordinator, Midwest CLC Research Project CLC/SIM Professional Developer, KU Center for Research on Learning Silvia DeRuvo Program Associate California Comprehensive Center at WestEd The CLC says… Each member of a secondary staff has unique (but very important) roles relative to literacy instruction While every content teacher is not a reading teacher, every teacher instructs students in how to read and process content. Instructional coaches may be necessary but aren’t sufficient. Some students require more intensive, systematic, explicit instruction of content, strat