Effective Teaming: The Hardest Part of an RTI System
description
Transcript of Effective Teaming: The Hardest Part of an RTI System
![Page 1: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/1.jpg)
Effective Teaming:The Hardest Part of an
RTI System
Dean Richards
![Page 2: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/2.jpg)
Targets• 100% Team meetings to improve the
health of the core program• 20% Team meetings to match
instruction to need
![Page 3: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/3.jpg)
Tier 1 PLC Tier 2 Tier 3
Purpose
Improve in the instruction for the grade level
Discuss curriculum standards and individual instructional decisions
• Identify students who need additional support
• Create program for students in need of additional support
Problem solve individual student need
Who is discussed?
Grade level (no students names)
Grade level classes (students) Intervention groups Individual students
Who attends
• Principal• Literacy
Specialist/Title I• Counselor• Grade level team• Others as
determined by team
Grade level team and others as invited
• Principal• Literacy
Specialist/Title I• Counselor• Grade level team• Others as
determined by team
• Principal• Literacy
Specialist/Title I• Special Education
Teacher• Classroom teacher
Frequency 2 to 3 times a year Weekly/bi-weekly Each grade level meets every 6 weeks As needed
Data
• EasyCBM grade level reports (Risk Analysis)
• OAKS
Common Formative Assessments
• EasyCBM• Intervention
assessments• Core program
assessments
• EasyCBM• Diagnostic
assessments• Intervention
assessments
![Page 4: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/4.jpg)
Do not get stuck in problem admiring
![Page 5: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/5.jpg)
![Page 6: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/6.jpg)
Variables Related to Student Achievement
• Desire to learn• Strategies for learning• Knowledge• Skills• Prior content knowledge• Self-efficacy/
helplessness
• Race • Genetic potential• Gender• Birth Order• Disposition• Physical difference• IQ• Disability category • Personal history
• Quality of instruction• Pedagogical knowledge• Content knowledge
• Quality of curriculum• Quality of learning environment• Quality of evaluation • Quality and quantity of time/content
• Family income and resources• Family housing• Parent years of schooling• Mobility• Members of family• Family values• Socioeconomic status• Family history
Alterable
Unalterable(hard to change)
Within the student External to the student
![Page 7: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/7.jpg)
Health of the Core Meeting
“Are we meeting the needs of ALL before
we meet the needs of the few?”
![Page 8: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/8.jpg)
How’s your herd?
![Page 9: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/9.jpg)
Weak core instruction
![Page 10: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/10.jpg)
Strong core instruction
![Page 11: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/11.jpg)
Tier 1/Core Team Guiding Questions
![Page 12: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/12.jpg)
Guiding Questions• Based on screening data, is our core
program sufficient for most students at our grade level (80% or more above benchmarks)?– Review and analyze current benchmark screening
data. Record percentages below:– Review and analyze previous benchmark screening
data. Record percentages below:– Using current and previous benchmarking data, set a
goal for next benchmarking period.• Review other available grade-wide data (e.g.
OAKS, in-curriculum assessments, etc).• Determine percentage of students meeting minimum
proficiency standards as set by the district
![Page 13: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/13.jpg)
EasyCBM is scored on Norms
Average R
ange
100 percentile
1 percentile
Low
Ris
k
Some Risk
High Risk
![Page 14: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/14.jpg)
EasyCBM
![Page 15: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/15.jpg)
Guiding Questions• Based on screening data, is our core
program sufficient for most students at our grade level (80% or more above benchmarks)?– Review and analyze current benchmark screening
data. Record percentages below:– Review and analyze previous benchmark screening
data. Record percentages below:– Using current and previous benchmarking data, set a
goal for next benchmarking period.• Review other available grade-wide data (e.g.
OAKS, in-curriculum assessments, etc).• Determine percentage of students meeting minimum
proficiency standards as set by the district
![Page 16: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/16.jpg)
Establish an end of the year goal of percentages in each tier
January Spring Goal
Benchmark 68% 75%
Strategic 17% 18%
Intensive 15% 7%
![Page 17: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/17.jpg)
Avoiding TBU True But Useless
Moving from data collection and analysis to action on data.
![Page 18: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/18.jpg)
Instructional needs2. What instructional adjustments are
needed to improve the health of the core?a) What instructional strategies have been
effective in your classroom?b) Using data, prioritize which big idea of
reading is currently the most important common instructional need for most students (circle one):
c) Which priority skill(s) within that big idea will be targeted for instruction:
![Page 19: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/19.jpg)
![Page 20: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/20.jpg)
Phonemic Awareness
Instructional needs
![Page 21: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/21.jpg)
Instructional needs
Phonics
![Page 22: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/22.jpg)
Fluency
Instructional needs
![Page 23: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/23.jpg)
Vocabulary
Instructional needs
![Page 24: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/24.jpg)
Comprehension
Instructional needs
![Page 25: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/25.jpg)
Instructional adjustmentsd) What common instructional strategy
will be used by all grade level teachers:
![Page 26: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/26.jpg)
Common Instructional Strategies
Example
![Page 27: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/27.jpg)
![Page 28: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/28.jpg)
Active engagement of all students
e) What active engagement strategy will be used by all grade level teachers:
![Page 29: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/29.jpg)
Example
![Page 30: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/30.jpg)
By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.
![Page 31: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/31.jpg)
f) Does fidelity to the core need to be further examined and how will that be accomplished?
![Page 32: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/32.jpg)
• A core Reading program has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.
What is Fidelity?
![Page 33: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/33.jpg)
Fidelity to the core
1. The Big 5 of Reading2. The scope and sequence3. State and common core
standards4. Common instructional
strategies
![Page 34: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/34.jpg)
![Page 35: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/35.jpg)
To determine which students are in need of interventions, decide what intervention best fits each student’s needs, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.
![Page 36: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/36.jpg)
g) What professional development is needed to improve the core?
These can be tied to your professional development plan, observations and PDUs.
Professional development
![Page 37: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/37.jpg)
Is What We Are Doing Working?
Group Intervention Meetings
![Page 38: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/38.jpg)
Tier 1 PLC Tier 2 Tier 3
Purpose
Improve in the instruction for the grade level
Discuss curriculum standards and individual instructional decisions
• Identify students who need additional support
• Create program for students in need of additional support
Problem solve individual student need
Who is discussed?
Grade level (no students names)
Grade level classes (students) Intervention groups Individual students
Who attends
• Principal• Literacy
Specialist/Title I• Grade level team• Others as
determined by BLT
Grade level team and others as invited
• Principal• Literacy
Specialist/Title I• Counselor• Grade level team• Others as
determined by BLT
• Principal• Literacy
Specialist/Title I• Special Education
Teacher• Classroom teacher
Frequency 2 to 3 times a year Weekly/bi-weekly Each grade level meets every 6 weeks As needed
Data
• EasyCBM grade level reports (Risk Analysis)
• OAKS
• Common Formative Assessments
• EasyCBM• Intervention
assessments• Core program
assessments
• EasyCBM• Diagnostic
assessments• Intervention
assessments
![Page 39: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/39.jpg)
Strong core instruction
![Page 40: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/40.jpg)
Despite our strong efforts. . .
![Page 41: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/41.jpg)
Group Intervention meetings help decide if the cows are fed
the right food
![Page 42: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/42.jpg)
20% Decision Rule: The lowest 20% of students in each grade, based on analysis of schoolwide data (Easy CBM, standard writing prompts, attendance, behavior referrals, etc) will receive Targeted intervention (Tier 2) and progress will be monitored every 2-3 weeks, at a minimum.
![Page 43: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/43.jpg)
Painting the wall
![Page 44: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/44.jpg)
Blue is coreRed is ELDYellow is intervention
So What color is the
outcome?
![Page 45: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/45.jpg)
Be sure to coordinate your
instruction to avoid curricular chaos!
![Page 46: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/46.jpg)
![Page 47: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/47.jpg)
Before doing all the work
![Page 48: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/48.jpg)
![Page 49: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/49.jpg)
Before doing all the work
Check your data. . . .
![Page 50: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/50.jpg)
Evaluating Interventions:
Is What We Are Doing Working?
• Apply Decision Rules: Is the student making adequate progress based on decision rules?
• Analyze: Is it an individual or a group problem?
• Action: Determine what to change
![Page 51: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/51.jpg)
Apply: Is the Student Making Adequate
Progress?
![Page 52: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/52.jpg)
Analyze: Is it an Individual or a Group
Problem?Cohort Group Analysis: Students who have similar literacy
programming:– Grade level– Intervention program– Time– ELD level
![Page 53: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/53.jpg)
Action: Determine What to
Change • Listen to the data• Gather additional data if necessary• Focus on instructional variables that
you can control!
![Page 54: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/54.jpg)
![Page 55: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/55.jpg)
1. Are intervention groups making adequate progress with support?
![Page 56: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/56.jpg)
a b
c d
e f
![Page 57: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/57.jpg)
2. Are there individual students in intervention groups not making adequate progress? If so, what changes may need to be made?
![Page 58: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/58.jpg)
b
72% Accurate
![Page 59: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/59.jpg)
dBelow 20 percentile
![Page 60: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/60.jpg)
e
![Page 61: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/61.jpg)
Alterable Variables Chart
http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Intensity
Time
Group Size
Different program
Fidelity
Time/Engagement
![Page 62: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/62.jpg)
![Page 63: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/63.jpg)
Complementary Assessments
• EasyCBM begins the conversation• Complementary assessments should
always be used to support and confirm decisions
Core program dataIntervention program dataDiagnostic assessment (as necessary)
![Page 64: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/64.jpg)
Intervention data
![Page 65: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/65.jpg)
Tracking Attendance
![Page 66: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/66.jpg)
3. If a student is making better than adequate progress (based on data decision rules), can the intervention be de-intensified or discontinued?
![Page 67: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/67.jpg)
Apply: Is the Student Making Adequate
Progress?
![Page 68: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/68.jpg)
Example from TTSD
Consider Exiting students from interventions when:
• The student has met the DIBELS grade level goal at the next benchmark three times consecutively.
• Core reading assessments and intervention assessments indicate grade-level proficiency.
• Student has met the benchmark goal on OAKS (for students in grades 3 to 5).
![Page 69: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/69.jpg)
4. Which students, not receiving currently receiving an intervention, does the data suggest are in need of additional support?
![Page 70: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/70.jpg)
20% Decision Rule: The lowest 20% of students in each grade, based on analysis of schoolwide data (Easy CBM, standard writing prompts, attendance, behavior referrals, etc) will receive Targeted intervention (Tier 2) and progress will be monitored every 2-3 weeks, at a minimum.
![Page 71: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/71.jpg)
Deficit: Big 5 of Reading
• Phonemic Awareness • Phonics• Fluency• Vocabulary• Comprehension
Intervention• Program from
Protocol• Time• Design• Delivery
Matching Intervention to Need
![Page 72: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/72.jpg)
Classroom Data
![Page 73: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/73.jpg)
Intervention NeedsBenchmark Strategic Intensive
ILG 1 ILG 2 ILG 3 ILG 4 ILG 5A ILG 5B ILG 6A ILG 6B
Instructional Learning Groups ILGBenchmark Fluency Strategic Fluency Intensive Fluency ILG1= Theme Test 90% and above ILG4=95% Accuracy ILG6A=95% AccuracyILG2= Theme Test 70%-89% ILG5A=80- 95% Accuracy ILG6B=Below 95% AccuracyILG3= Theme Test Below 70% ILG5B=Below 80% Accuracy*Check Accuracy *Check Comp. with Theme Test for Groups 4 and 5
![Page 74: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/74.jpg)
Intervention NeedsBenchmark Strategic Intensive
ILG 1 ILG 2 ILG 3 ILG 4 ILG 5A ILG 5B ILG 6A ILG 6B
Jerri Troiano Lilia Bodie Kenya Krider Allan Leep Kathrine Bergevin Javier Farhat Katy Freshwater Julio Nicosia
Javier Carnley Kenya Capito Cody Filippone Earnestine Quandt Clayton Yule Lenore Limbaugh Nelson Loiacono Benita Kennemer
Allan Pursell Selena Kam Jamie Yelvington Kelly Janik Jamie Heras Edwina Hosier Nannie Berney
Sofia Thistle Javier Delorey Darryl Reider Nita Jamar
Darryl Selders Steve Berenbaum
Lance Scotto
Instructional Learning Groups ILGBenchmark Fluency Strategic Fluency Intensive Fluency ILG1= Theme Test 90% and above ILG4=95% Accuracy ILG6A=95% AccuracyILG2= Theme Test 70%-89% ILG5A=80- 95% Accuracy ILG6B=Below 95% AccuracyILG3= Theme Test Below 70% ILG5B=Below 80% Accuracy*Check Accuracy *Check Comp. with Theme Test for Groups 4 and 5
![Page 75: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/75.jpg)
![Page 76: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/76.jpg)
Don’t forget the paperwork!
![Page 77: Effective Teaming: The Hardest Part of an RTI System](https://reader036.fdocuments.in/reader036/viewer/2022062315/5681610e550346895dd0650d/html5/thumbnails/77.jpg)
Ah Ha’s and Questions