Response to Intervention Model
Using Data to Make Decisions About Students
Beth Gaubatz, School PsychologistEmily Mennitt, School PsychologistMartha Fether, Principal
The goal is prevention…
At the end of the 1st grade... (Juel, 1988)
Poor word identification skills in 3rd grade… (Felton & Pepper, 1995)
Remedial reading is not effective…(Johnson & Allington, 1991, p.1001)
Response to Intervention
Systematic assessment Universal screening – Tier 1 Progress Monitoring – Tier 2 & 3
Researched based instruction Tier 1 Tier 2 & 3
Systematic Assessment
What is AIMSweb?
How Does AIMSweb Work?o Benchmarko Strategic Monitor o Progress Monitor
Instruction & Intervention
Tier 1 (Universal)o High Quality Core Instructiono Differentiated Instructiono Flexible Groupingso Accommodations
Instruction & Intervention
Tier 2 (Strategic)o Standard Protocol of Intervention for Groups
of Struggling Learnerso Orton Gillinghamo Project MOREo SRA Corrective Readingo Repeated Readingso Early Reading Inventory (OPTIMIZE)
Instruction & Intervention
Tier 3 (Intensive)o Functional Academic Assessment / Survey
Level Assessment (SLA)o Individualized Intervention – Evidence Based
The Reality of Schools
“fair is not that everyone gets the same thing, fair means that everyone gets what they need”
We do not have unlimited resources
We have to make decisions regarding who gets more service
Data Meetings
Grade Level Team, School Psychologist, Principal, & Support Staff
Benchmark results allocate intervention resources
Contact
Beth A. Gaubatz, Ed.S., NCSP School Psychologist [email protected]
Emily Mennitt, Ed.S., NCSP School Psychologist [email protected]
Martha Fether, Ed.D Principal [email protected]
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