the response to intervention-title i collaborative process
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The Response to Intervention-Title I Collaborative Process. State Title I Directors Conference, September 15, 2008 Boise, Idaho Nancy Thomas Price, Response to Intervention Coordinator Idaho State Department of Education. Response to Intervention. - PowerPoint PPT PresentationTRANSCRIPT
The Response to Intervention-Title I
Collaborative Process
State Title I Directors Conference, September 15, 2008 Boise, Idaho
Nancy Thomas Price, Response to Intervention Coordinator
Idaho State Department of Education
Response to Intervention
• The practice of providing high quality instruction and interventions, matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying response data to important educational decisions. The RtI model should apply to general, remedial, and special education students, creating a well-integrated system of instruction/intervention guided by child outcome data.
Step 1
RTI• Collect and
analyze data from multiple sources.
Title I• Data is collected
on all students. Classroom teacher, Special Education staff, and Title 1 teachers all work together to screen students in multiple settings.
Step 2
RtI• Define the
problem, using objective, measurable terms.
Title 1• All school staff
meets to define the problem.
Step 3
RtI • Determine
current status and performance gap based on grade-level expectations.
Title 1• Using data,
determine what performance gaps exist and which students are eligible for Title 1, based on selection criteria.
Step 4
RtI• Create goals
based on grade-level expectations.
Title 1• Principals,
classroom teachers, Title I teachers, and Special Education staff all meet and work together to set goals for performance expectations
Step 5
RtI• Design
intervention plan, applying scientifically based instruction.
Title 1• All staff meet and work
together to formulate a plan on what strategies and instruction will occur in the classroom and what strategies and instruction will occur with Title I teachers during the additional time they spend with students whether using the in-class or pull-out method. Strategies and instruction must be based on scientifically based research. Resources are shared among all staff.
Step 6
RtI• Implement
intervention over a reasonable period of time.
Title1• Classroom teachers
implement interventions in the classroom. Title I teachers implement interventions during the time they spend with students. These interventions can be done using the in-class model of instruction or the pull-out model. All students should receive primary instruction from the classroom teacher and some may have a need for additional, supplemental instruction from Title I staff.
Step 7
RtI• Frequent
progress monitoring and data collection
Title 1• All staff work
together to frequently monitor student progress and collect data.
Step 8
RtI• Evaluate data
and determine progress toward meeting grade-level expectations.
Title 1• All school staff meet
together to evaluate school results as a whole. Classroom teachers, Title I, and Special Education staff meet to evaluate student performance by grade level.
Step 9
RtI• Make decisions
based on data to continue, fade out, discontinue or seek more intense interventions.
Title 1• Staff meet as a
whole and in small groups to determine future actions.
Continuum of School WideSupport
Primary PreventionUniversal
Tertiary Intensive
School and class wide instruction- Core program
Secondary Targeted
Intensified, validated intervention
Further intensified and individualized intervention
Progress monitoring
Strategic monitoring
Conclusion
In school wide programs, RtI integrates well with Title I. Resources, services,
and personnel are all used to the best advantage to support a
cohesive program that improves the educational opportunities for ALL students. Define roles carefully in
Targeted Assistance schools so that Title 1 staff serve those students
eligible for Title 1 services.
In Targeted Assistance Programs…
… Title 1 teachers are encouraged to collaborate with those managing the RtI process,
however need to comply with certain regulations of their Title
program and deliver the additional / supplemental
instruction for those students.
References
• Dr. Wayne G. Sanstead, State Superintendent, Bismarck ND
• http://www.wrightslaw.com/news/08/rti.fund.constraints.01.08.htm
• http://www.bruman.com/CM/Conferences/LMM_Response%20to%20Intervention_05.08.pdf