2013-2014Owingsville Elementary School September 9, 2012

RTI RegulationMisconceptions of RTIRTI Tiers and requirementsRequired paperwork and documentationQ&A

No longer response to intervention

“Really Terrific Instruction”

“Really Terrific Instruction” is

at all grade levelsincluding ACT.

1. Federal Law2. State Law3. District Plan and Procedures

     

      (3) The LEA shall ensure that:      (a) Prior to, or as a part of the referral process, the

child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel (regular education teacher); and

      (b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child’s parents.

707 KAR§ 3 (2)(3)(4)     

PLC1.What knowledge and skills should every student acquire as a result of this unit of instruction?2.How will we know when each student has acquired the essential knowledge and skills?3.How will we respond when some students do not learn?4.How will we respond when some students have clearly achieved the intended outcomes?

Formative Assessment•Differentiated Instruction•Flexible Grouping (that changes as needed)•Varied Teaching Strategies and Resources•Documentation – Data Driven Instruction•Pre & Post Assessments•Assessment FOR Learning

“Really Terrific Instruction” is relevant and/or research based documentation of strategies used and the progress or lack of progress the student has made over a period of time.

Reader for material - no Manipulatives - no Seated in close proximity to the teacher - no Scribe - no

“Really Terrific Instruction” is how you are instructing

the child.

Three-Tier Model of Interventions

All students Research-based Whole-group setting Universal screening w/

progress monitoring Students having difficulty

or knows the content are identified

Figure 1: Three-Tier Model of Interventions

Vision and Hearing Screening

Assessments from MAP

Formative Assessments

Work Samples State Assessment

Results All decisions are DATA

driven

Grade Level Teacher (Required) Other Teachers/Professionals (Special Education,

GT, Interventionist, SLP, etc.) Principal/Designee Parent Optional Members Community Stakeholders (Pathways, IMPACT,

etc.) District Office Representatives (RTI Director

and/or Special Education Director)

Gather your information Meet with SF team (parent present or notified)

Develop a plan of actionStudent begins Tier 2

Small group instruction (3-5) students

At least 3-4 days a week for 30 to 60 minutes additional instruction per week

Monitoring 1 time per week for 40-60 days of instruction

Child has mastered goals (Child moves back to Tier 1)

Child has made good progress (Continue in Tier 2 with updated interventions)

Child has not made adequate progress (Child moves to Tier 3)

Develop Tier 3 plan

No more than five students to a group Provided by an interventionist /content specialist Monitoring occurs at least one or two times per

week Instruction is very intense and a minimum of 30

minutes per day

Child has made adequate progress (Child moves back to Tier 2 or Tier 1)

Child has not made adequate progress (Child will be referred to Special Education by teacher)

Some students may go between Tier 1 and Tier 2 and never qualify for Special

Education or GT program. Some students may need more help then others

to master the targets and we must provide the instruction

Some students need to be constantly challenged to develop growth in content

Screen Vision and Hearing Language screening Motor screening

www.bath.kyschools.usDepartment – RtI houses most all needed documents and

resources