rti² overview response to intervention? rti² is not......just a special education...
TRANSCRIPT
RTI² Overview
Response to Intervention?
RTI² is NOT......Just a special education initiative...Only for students with disabilities...Only for beginning reading...A way of reducing costs or eliminating
special education or the LD category...This year’s reform or a short-term
implementation based on “RTI in a Box”...A way to fix schools with weak core
instruction
Response to Intervention is...
A multi-tiered, layered instructionalapproach that identifies problems first,and then brings increasingly intense
interventions to students who do not respondMaking instructional decisions based on dataIntegrating multiple programs with general
educationProviding relevant data for SLD identificationPrimary goal: Improving academic outcomes for
all students
Our transition to Common Core Standards is central to strengthening Tennessee’s competitiveness
Source: “Projections of Jobs and Education Requirements Through 2018” (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT
Tennessee’s Competitiveness
Only 21% of adults in TN have a college degree
TN ranks 46th in 4th grade math and 41st in 4th grade reading nationally
54% of new jobs will require post-secondary education
Only 16% of high school seniors in TN are college ready
What is RTI2?
A systematic and data-based method for addressing academic concerns:
◦identifying◦defining &◦resolving
Brown-Chidsey & Steege (2010)
RTI2 is a general education initiative….
Components of RTI2
◦High-quality instruction ◦Frequent assessment of academic skills
◦Data-based decision making
Brown-Chidsey & Steege (2010)
Problem SolvingAt each tier within RTI2, a problem solving model
is employed to make decisions
• Analyze the Results of
Implementation• Determine Next
Steps
• Analyze the Assessment Plan
Results• Develop an
Intervention Plan
• Define the Problem• Develop an Assessment Plan
Implement PlanProgress Monitor
Problem Identification
Problem AnalysisPlan Evaluation
Areas of Deficit
Basic Reading Skills (letters, letter sounds, decode)
Reading ComprehensionReading fluencyWritten expressionMath calculationMath reasoning (problem solving)
TN RTI² Model
ALL students receive research-based, high
quality, general education instruction that
incorporates ongoing universal screening and ongoing assessment to
inform instruction.
In addition to Tier I, interventions are provided to students that fall below the 25th percentile on universal
screening and are struggling academically. Research-based interventions will be provided
to students within their specific area(s) of deficit.
These students are progress monitored every other week using a tool that is sensitive to change in area of deficit and that provides a Rate of
Improvement (ROI) specific to the individual deficit.
In addition to Tier I and Tier II, increasingly intensive
interventions are provided to students that have not made significant progress in Tier II,
are 1.5-2.0 grade levels behind or are below the 10th percentile. Research-based
interventions will be provided to students within their
specific area(s) of deficit. These students are progress monitored every other week using a tool that is sensitive to change in area of deficit and that provides a Rate of
Improvement (ROI) specific to the individual deficit.
Based on Universal Screening results, all students fit one of these categories:
• Does NOT meet grade-level expectations
• Ready for grade-level instruction
• Exceeds advanced expectations
Tier I – Core InstructionShould be meeting the needs of 80 – 85% of the students.
• High quality instruction• Data-driven• High quality prof. dev. And
support
Based on ongoing assessment, students will fit into one of three categories:• Does not meet grade-level
expectations• Meets grade-level
expectations• Exceeds grade-level
expectations
Tier II – Targeted InterventionShould be meeting the needs of 10-15% of the students.
• For struggling and advanced students
• Additional time• High quality, matched to
area of need• Highly trained personnel• 12 weeks minimum
Based on progress monitoring, students will fit into one of two categories:• Does not meet grade-level
expectations• Meets grade-level
expectations
Tier III – Targeted InterventionShould be meeting the needs of 3-5% of the students.
• For small % who have received Tier I and II
• Most intensive, matched to area of need
• Highly trained personnel• 15 weeks minimum
Based on progress monitoring, students will fit into one of two categories:• Does not make significant
progress• Makes significant progress
Consider possible need for Special Education referral after 22 weeks of intervention.
SLD Standards
Tier III Replacement Decisions/Special Education
Specific Learning Disabilities
One of the Evaluation Standards for SLD:“The team must determine that
underachievement is not primarily the result of:Visual, Motor or Hearing DisabilityIntellectual DisabilityEmotional DisturbanceCultural FactorsEnvironmental or Economic FactorsLimited English ProficiencyExcessive Absenteeism (if more than 23%,
must continue intervention until % improves)
General Guidelines
General Guidelines
No intervention is effective if itdoes not involve the academicskill itself (must read, do math,and write)
The longer intervention is delayed, the slower the response (on average) and the
greater the need for intensityIntervention begins in the general education
classroomProgress should be assessed at all levelsThe new TN RTI² Framework is scheduled to
take effect July 1, 2014.
Requirements
What is Required?
Universal ScreeningTier ITier II and Tier IIIProgress MonitoringDistrict and School RTI² TeamsFidelity of ImplementationParent Contact/CommunicationHighly Trained Personnel
RTI² Manual
Universal Screening
“The Universal Screening tool will be skills-based and provide national norms. It will be administered 3 times a year for grades K-8.”
RTI² Manual
Tier I
“Core instruction will be provided to ALL students using grade-level Common Core State Standards in ELA and Mathematics.”
RTI² Manual
Tier II
“Tiered interventions will be provided in addition to the core instruction provided at Tier I. Interventions will be research-based and will address a student’s area of deficit. They will be provided within the time frames described in the RTI² Manual.”
RTI² Manual
Tier III
“Students at this level receive daily, intensive, small group, or individual intervention targeting specific area(s) of deficit, which are more intense than interventions received in Tier II.”
RTI² Manual
Progress Monitoring
“Progress Monitoring will occur in the specific area of deficit at the frequency described in the RTI² Manual.”
RTI² Manual
District and School RTI² Teams
“District and School RTI² Teams will meet every 4.5 weeks at a minimum to make data-based decisions that inform instruction/ intervention.”
RTI² Manual
Fidelity of Implementation
“Fidelity monitoring is the systematic monitoring by a responsible instructional leader to determine the extent to which the delivery of an intervention adheres to the protocols or program models as originally developed.”
RTI² Manual
Parent Contact/Communication
“Parents will be notified of student progress. Parent contact is an essential component of RTI² and reinforces the culture of collaboration.”
RTI² Manual
Highly Trained Personnel
“Highly trained personnel will provide interventions. Highly-trained personnel are those who are adequately trained to deliver the selected intervention as intended with fidelity.”
Specific Situations
2nd Grade Scenario
According to his progress monitoring data, Cole, a 2nd grade student, is not making the necessary gains in order to meet grade-level expectations by the end of the year,. He is receiving Tier II fluency intervention.
At the November RTI² Support Team Meeting, what changes would you suggests to Cole’s instructional needs?
TAKE TWO – TURN – AND TALK
3rd Grade Scenario
In February the RTI² Support Team discussed Malik, a 3rd grade student who is not making the necessary gains in Math in order to meet grade-level expectations by the end of the year, according to progress monitoring data collected from Sept. – Jan.
What changes would you suggest to the Team?
TAKE TWO – TURN – AND TALK
5th Grade Scenario
Sarah, a 5th grade student, is making progress in Tier II but not enough to close the achievement gap. She is not on track to meet grade level expectations in oral reading fluency.
When the RTI² Support Team meets in February, what would you suggest?
TAKE TWO – TURN – AND TALK
6th Grade Scenario
Jackson, a 6th grade student, is making adequate progress in Tier II according to the progress monitoring data collected for first half of the year. He is on track to meet his end of the year goal.
At the mid-year RTI² Support Team Meeting, what suggestions would you have for the team?
TAKE TWO – TURN – AND TALK
Resources
TNcore.org
Conclusion
Have a Great Day
To Teachers That See THE Awesome:
Kid President
“What are YOU teaching the World?”