© 2013 university of texas system/texas education agency using collaborative instructional log...
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3 Key components of RTI © 2013 University of Texas System/Texas Education Agency All students receive high-quality core content area instruction. All students are screened to identify those who are making adequate grade-level progress and those who are falling behind and at risk for learning difficulties. At-risk students are provided with immediate, evidence-based intervention instruction. At-risk students’ progress is monitored frequently to ensure the intervention is meeting their needs. Professional development is provided to educators to enhance the instruction and intervention they provide.TRANSCRIPT
© 2013 University of Texas System/Texas Education Agency
Using Collaborative Instructional Log information to develop an Individual Transition Plan
Pamela Bell, Ph.D.Texas Transition ConferenceAustin, Texas February 21, 2013
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The Building RtI Capacity ProjectFunded by the Texas Education Agency to:• Develop and disseminate resources to facilitate
RtI implementation in Texas schools• Partner with Education Service Center (ESC)
RtI Liaisons to provide professional development to educators
• Maintain the Web site: buildingRTI.utexas.org
© 2013 University of Texas System/Texas Education Agency
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Key components of RTI
© 2013 University of Texas System/Texas Education Agency
• All students receive high-quality core content area instruction.
• All students are screened to identify those who are making adequate grade-level progress and those who are falling behind and at risk for learning difficulties.
• At-risk students are provided with immediate, evidence-based intervention instruction.
• At-risk students’ progress is monitored frequently to ensure the intervention is meeting their needs.
• Professional development is provided to educators to enhance the instruction and intervention they provide.
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A Four-Legged Stool for RTI
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Definition of RTI
© 2012 University of Texas System/Texas Education Agency
“RTI is the practice of
From: National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.
(1) providing high-quality instruction/intervention matched to student needs and
(2) using learning rate over time and level of performance to
(3) make important education decisions. These three components of RTI are essential.”
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Differentiated instruction IS NOT:– Using only whole-class instruction
– Using small groups that never change
– Using the same reading text with all students
– Using the same independent seatwork assignments for the entire class
Differentiated instruction IS:– Using assessment data to plan
instruction and group students
– Teaching targeted, small groups
– Using flexible grouping (changing group membership based on student progress, interests, and needs)
– Matching instructional materials to student ability
– Tailoring instruction to address student needs
RTI instruction = Differentiated instruction
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Key elements of Tier I instruction
• Core content area instruction that focuses on the grade-specific essential components
• Research-based instructional practices
• Systematic assessment of ALL students three times per year
• Ongoing professional development to provide teachers with the necessary tools to ensure every student receives high-quality instruction
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High-Quality Intervention• Targets struggling learners (e.g., identified by
assessments given three times per year) • Includes additional, targeted instruction in the
essential components that have the highest impact on student learning
• Involves frequent progress monitoring (e.g., every 2 weeks) to see that learning gaps are closing
• Uses assessment data to inform instruction (e.g., grouping, planning/delivering effective lessons, scaffolding instruction)
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Teachers intensify intervention when students do not respond adequately
• Scaffold student learning through additional time for direct, explicit intervention instruction
• Increase opportunities for students to respond and receive immediate corrective feedback
• Increase opportunities for students to practice to automaticity
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Collaborative Instructional Log
• Facilitates communication among educators who work with a student
• Documents an intervention plan and student’s responses over time
• Includes short term goals and strategies taught
• Provides progress monitoring data
© 2011 University of Texas System/Texas Education Agency
11© 2011 University of Texas System/Texas Education Agency
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Review RTI information for Transition IEPWith your partner, study Marie’s Collaborative Instructional Log:• Identify information that will inform planning for transition• Identify ways the form could be modified to capture transition planning considerations
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Use RTI information to develop proposed Transition IEP goalsWith your partner, use Marie’s Collaborative Instructional Log information to develop a proposed Transition IEP goal
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Project Team Contact Information
Pamela Bell, [email protected]
Desirée [email protected]
Kathleen [email protected]
© 2011 University of Texas System/Texas Education Agency