Post on 17-Dec-2015
1. Provide common background for RtI
2. Review core components of the RtI model
3. Develop an understanding of RtI at both the elementary and secondary level
4. Identify why RtI is required topic for this course
What words come to mind when you think of
early intervention • RtI • SRBI ?
(Write down ALL words that come to mind)
Alphabet Soup
RtI = Response to Intervention (national)
SRBI = Scientific Research-based Interventions
(Connecticut)
Shifts in THINKING… Shifts in the LAW…
Over the last 30 years, how we address the needs of students has evolved:
• We have changed our thinking on how we teach and how children learn.
• These discoveries have resulted in educational laws and practices (IDEA Partnership, 2007).
NCLB 2001: accountability for learning school improvement adequate yearly progress (AYP) ensures academic growth and
achievement for all children regardless of race, ethnicity or religion.
Reauthorization of IDEA 2004: effective (research-based) instruction progress monitoring early intervening services explicitly allows states to use RTI to
identify LD AND forbids states from forcing schools to use ‘discrepancy model’
ensures free and appropriate education for children with disabilities
IDEA 2004 States…▫“when determining whether a child has a specific
learning disability ... a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability" ... a school "may use a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures ..." (Section 1414(b)(6)).
“Traditional Identification Model”
Average Classroom Academic
Performance Level
Target
Student
Discrepancy 1: Skill Gap (Current Performance Level)
Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)
‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003)
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•RtI is a regular education, comprehensive and systematic approach to assessing and instructing students such that all students experience continuous growth (preK-12)
•It is also a focus on students whose progress indicates a need for proactive steps and/or early intervention - academic & behavioral - beforebefore students fall behind
Additional THINKING Behind RtI
WEEP NO MORE!We are all learning together.
In small groups, read through slides with s on them. Complete a Venn Diagram (one per group) to show your understanding.
15 minutes = sharing in whole group
Key Components
All TIERS: Integration of data-driven, Collaborative Decision-Making Model to analyze student performance
data & to make changes in instruction for students
TIER I: High quality, differentiated, research-based core curriculum, instruction for all students
Systematic & comprehensive assessment plan with common benchmark assessments (3 times per year)
TIER II/III: Additional interventions requiring frequent progress monitoring (Using data to answer th
question: How is the student responding to the intervention?)
Decision Making
Decision Making
RTIRTI Component 1: InstructionComponent 1: Instruction
Tier III: specialized & intensive intervention; individualized support (1-5%)
Tier II: supplemental instruction and interventions; small homogenous groups for at-risk learners; designed to support & enhance Tier I instruction (5-15%)
Tier I: research-based, differentiated core classroom instruction; identification of “at-risk” students (95-100%)
TieTier r III III
Tier Tier IIII
Tier ITier I
BehavioraBehaviorall
AcademiAcademicc
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Decision Making
Decision Making
RTIRTI Component 2: Assessment Component 2: Assessment
Tier III: more frequent & targeted progress- monitoring to track learning progress, plan interventions and provide feedback (1-5%)
Tier II: additional, targeted progress- monitoring to track learning progress,
plan interventions and provide feedback (5-15%)
Tier I: use of assessment data to monitor student progress & inform instruction (e.g. district-wide summative assessments & common benchmark assessments, 3x/year; classroom formative assessments; additional diagnostic and/or screening assessments) (95-100%)
TieTier r III III
Tier Tier IIII
Tier ITier I
BehavioraBehaviorall
AcademiAcademicc
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Decision Making
Decision Making
RTIRTI Component 3: Collaborative Component 3: Collaborative Decision-making ModelDecision-making Model
Tier III: Student Assistance Teams (S.A.T.)
Tier II: S.A.T. and/or Instructional Data Teams
Tier I: Instructional Data Teams
TieTier r III III
Tier Tier IIII
Tier ITier I
BehavioraBehaviorall
AcademiAcademicc
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Evaluation Team (referral)
Component
Tier I Tier II Tier III
Focus For all students Students not meeting benchmark who have not responded to Tier I
Students with marked difficulties who have not responded to Tiers I or II
Program Research-based curricula & instruction
Programs & strategies designed to supplement, support & enhance Tier I
More intensive programming to supplement Tier I
Collaborative Decision-Making Model
IDT meetings IDT and/or Student Assistance Teams (S.A.T.)
S.A.T. & Evaluation Teams (when appropriate)
Grouping Flexible & differentiated grouping (based on student needs, progress & instructional objectives)
Homogenous small-group instruction (generally 1:3 – 1:5)
1:1 or 1:2 focused instruction
Time Allotted CORE instructional time
Could be additional time
Additional time
Assessment
3 benchmark assessments & formative assessments (early intervention; inform instruction)
Frequent progress monitoring on targeted skill to ensure progress
More frequent progress monitoring on targeted skill(s) to ensure progress
Staff/ Interventionalist
Classroom teacher TBD school (classroom teacher, reading specialist, ESL, speech therapist, etc…)
Specialized interventionalist
Setting Classroom Designated by school (inside/outside classroom)
Determined by student need and designated by school
A Tier II or III intervention…
IS: IS NOT:Modified modes of task presentation (differentiated instruction)
Preferential seating
Cue work habits, organizational skills
Parent contacts
Increase task structure (directions, rationale, checks for understanding, etc…)
Shortened assignments
Mini-lessons or small group instruction on skill deficits
Peer-tutoring
Change scope and sequence of tasks
Doing more of the “same”/core classroom assignment
Teaching additional learning strategies (multi-sensory, organizational, metacognitive, work habits, etc…)
Observations of students
Increase time spent on skill deficit Accepting failure
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Now, what do you KNOW?
Share something you learned today about RtI that you could explain to someone else.
Where can we get the DATA for use in decision Where can we get the DATA for use in decision making?making?
(These are a (These are a fewfew possible data sources) possible data sources)Common Formative Assessments
District Benchmark Assessments
Summative Assessments
•Open-ended response questions
•Common Everyday Math Progress Checks (pre-assessment)
•Frequency list of Higher-Order-Thinking questions
•Exit slips
•Conference notes (active & quiet research)
•Unit pre-assessment
•Rubrics
•Developmental Reading Assessment and/or Fountas & Pinnell Benchmark Assessment Rubrics
•Direct Assessment of Writing Prompts
•Everyday Math Benchmark Assessments
•District Word Study Assessments (Phonemic Awareness, Phonics and Spelling for Writing Assessments)
•End-of-Unit Assessments
•Every Day Math Progress Checks
•CMT/CAPT
•DRP
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Data for Intervention Meetings (focused on the individual child):
Progress Monitoring Assessments
Diagnostic Assessments
•Project Read Progress Monitoring Assessments
•Hampton Brown Progress Monitoring Assessments
•Everyday Math Progress Checks
•DIBELS
•Repeated Readings
•Writing Samples
•Running Records
•Gallistel-Ellis Phonics Assessment
•DIBELS
•Peabody Vocabulary Assessment
•Developmental Spelling Assessment
•DRA2 Word Analysis Assessment & High Frequency Word Recognition Tasks
•Criterion-referenced Tests
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Collaborative Decision-Collaborative Decision-Making Model: The Making Model: The processprocess for RtI for RtI
RtI
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