RtI 101 Part A: The Basics of Assessment and Tiered Instruction.
20
RtI 101 Part A: The Basics of Assessment and Tiered Instruction
-
Upload
leslie-parrish -
Category
Documents
-
view
214 -
download
0
Transcript of RtI 101 Part A: The Basics of Assessment and Tiered Instruction.
RtI 101 Part A: The Basics of Assessment and Tiered
Instruction
Learning Goals for Today
• We will distinguish among:– screening, diagnostic, and progress monitoring
assessments– the four tiers of instruction
Group Norms
• We will work collaboratively• When there is a need for clarification,
we will ask a question• We will respect that we have different
levels of knowledge of the RtI framework
• We will be honest
According to NCDPI…
RtI is:“The practice of providing high-quality instruction matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.”
Response to Intervention Policy Considerations and Implementation,National Association of State Directors of Special Education, Inc.
CMS Vision for RtI Every CMS school will have the four essential
components of RtI embedded in the culture: • a school-wide, multi-level instructional and
behavioral system for preventing school failure• screening• progress monitoring• data-based decision making for
– instruction, movement within the multi-level system, and disability identification (in accordance with state law).
(NCRTI, April 2010)
Mission
• Work as collaborative teams to support one another with minimizing the risks for long-term negative learning outcomes for CMS students as guided by the Eight Core Principles of RtI.
1. We can effectively teach all children.
2. We will intervene early.
3. We will use a multi-tiered model of service delivery.
4. We will use a problem-solving model to make decisions within a multi-tiered model
5. We will use scientific, research-based, validated intervention and instruction to the extent available.
6. We will monitor student progress to inform instruction.
7. We will use data to make decisions. 8. We will use assessment for screening, diagnosis, and
progress monitoring.
Adapted from NASDSE and CASE White Paper on RtI, May 2006, p. 3
Eight Core Principles of RtI
34.1334.13
13.592.14
13.59.13 2.14
.13
95.44
60 80 90 100 11070 120
Intelligence Quotient Score
60
70
90
80
100
110
120
Achievement Score
IDSLD
Three different students
Regular Education
We will intervene early.
• Screener• Read #1a on second page
“assessment that is characterized by providing quick, repeatable testing of age-appropriate critical skills”
(NRCLD, School Wide Screening, August 2006)
We will intervene early.
• Diagnosis• Read #1b on second page
• DAR• Assessments with programs• CORE• Investigating deeper into DIBELS and other
assessments
Strategic 48%
Intensive 4%
On-Target 48%
Fall Screening Results
Strategic 48%
Intensive 4%
On-Target 48%
•Screening 3x/year•Differentiated instruction in the core curriculum •Progress monitoring of grade level skills•Assessment of intervention using decision making protocol
= Tier I
Primary Level of PreventionTIER I
Differentiated Core Instruction
Strategic 48%
Intensive 4%
•Scientific Research-based Intervention strategies/resources, matched to student need, targeting specific skills•Flexible grouping•Skill-based progress monitoring (every 1-2 weeks)•Assessment of intervention using decision making protocol = Tier I = Tier II
Secondary Level of PreventionTIER II
Strategic Instruction for Students with Difficulties (Differentiated Core + More)
On-Target 48%
Strategic 48%
Intensive 4%•Plan with Intervention Team to increase intensity
• Duration; Resources; Monitoring; Group size
•Scientific Research-based explicit instruction with a systematic design•Progress monitor weekly•Assessment of intervention using decision making protocol
=Tier 1
= Tier II
= Tier III
Tertiary Level of PreventionTIER III
Strategic Instruction for Students with Persistent/Significant Difficulties(Differentiated Core + More + More)
On-Target 48%
Strategic 48%
Intensive 4%•Referral to Exceptional Children•Plan with IEP team to increase intensity
• Duration; Resources; Monitoring; Group size
•Explicit instruction with a systematic design•Progress monitor weekly•Serviced by professionals with qualifications to serve students with disabilities•Assessment of intervention using decision making protocol =Tier 1
= Tier II
= Tier III
= Tier IV
Tertiary Level of PreventionTIER IV
Strategic Instruction for Students with Disabilities(Differentiated Core + More³)
On-Target 48%
18
Step I. What’s the problem?
Is this an individual student problem or a larger systemic problem?
adapted from:
Heartland AEA 11, Improving Children’s Educational Results
Determine adaptations needed and whole develop group intervention
Are >20% of
students struggling?
Are between
5% and 20% of
Are <5% of
Develop small group
intervention
Define the problem
students struggling?
students struggling?
Decision Making Rubric
Define the problem
Develop individualized
intervention
Define the problem
Examine instruction, curriculum,
and environment
Examine instruction, curriculum,
environment, and learner
Examine instruction, curriculum,
environment, and learner
RtI Support Resources
• www.corestandards.org• http://pdsupport.cmswiki.wikispaces.net/• www.rti4success.org • http://www.corelearn.com/• http://centeroninstruction.org• www.interventioncentral.org• www.fcrr.org• www.easycbm.com• www.freereading.net• https://dibels.uoregon.edu/resources.php
Contact Information
Jolena James-Szanton
RtI Management [email protected]
Edwin Wilson
RtI Behavior [email protected]
Lauren Seidman
RtI Implementation [email protected]
