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Meeting Time

Meeting Time. RtI Meeting. First One. Where to Start?. Analysis of Assessment Plan. This is a review of all the information gathered when looking at the four domains: Environment Curriculum Instruction Learner Review everything to determine all factors impacting the student.

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Meeting Time

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Presentation Transcript

  1. Meeting Time

  2. RtI Meeting First One

  3. Where to Start?

  4. Analysis of Assessment Plan • This is a review of all the information gathered when looking at the four domains: • Environment • Curriculum • Instruction • Learner • Review everything to determine all factors impacting the student.

  5. What is the role of the team during this review? • The team needs to answer the following questions: • Have all factors that may be impacting the student’s learning been identified? • Is the correct area of need being addressed? • What seems to be working and what does not?

  6. From this point • Confirm the area of need that will be addressed • Identify any factors that need to be considered when developing the plan • Determine primary progress monitoring tool • Determine the student’s baseline • Calculate discrepancy between baseline and acceptable level of performance • Indicate standard • Make an informed statement as to why the problem is occurring • Make a prediction regarding intervention • Chart and set goal

  7. Documenting • Page two • Target Area: List area of focus: • Reading, Math, Behavior, etc. • Keep simple

  8. Documenting • Page Two • Indicate student’s baseline

  9. Documenting • Page two • Short Term Goal • Long Term Goal

  10. Documenting • Page two • Subtract baseline from goal to get difference

  11. Documenting • Page two • Indicate method for setting goal

  12. Examples Goal set using AIMSweb R-CBM • Goal set using AIMSweb Missing Numbers (MNM)

  13. What if there is not a CBM? • For behavior, you will need to develop a point system. • The point system will allow you to get a baseline and develop a goal. • For assistance, contact your school psychologist or a student support facilitator. • For most academic areas, there is a CBM. If having difficulty identifying one, contact your school psychologist or an instructional program facilitator.

  14. What’s the Difference Between Short and Long Term Goals

  15. Types of Goals • Short-term goals describe progress student is expected to make in a short period of time - during the intervention phase. Recommend: • Six Weeks • Nine Weeks • Twelve Weeks • Long-term goals describe progress student is expected to make in a year or half year - often associated with a program, sometimes with intervention phases

  16. Why is the Problem Occurring? • Make an informed statement as to why the problem is occurring. • This is done by looking at the components, domains, and/or function of the target area. • Go back and look at what was identified in the curriculum area of need on the Problem Analysis/Assessment Guide. • This is your hypothesis.

  17. Prediction and Goal Setting • Without goal setting, it is impossible to judge progress and determine effectiveness of intervention • Goal statements are based on baseline data • Written in specific and measurable terms

  18. Prediction • Make a prediction regarding intervention • By hypothesizing why the problem is occurring, you are able to make the prediction. • The prediction would be that intense interventions in the area identified as why the problem is occurring will make an improvement.

  19. Examples

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  24. Performance Goal • Chart and set goal • You take what you determine for your short term goal and why the problem is occurring and write a performance statement.

  25. Examples

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  27. Additional Things • Create a progress monitoring schedule, using the long-term goal. • A separate page two needs to be completed for each area of need.

  28. Remember • The progress monitoring data must be graphed. • A baseline point and benchmark point needs to be present. • An aimline needs to be drawn. • Students data points need to be graphed.

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