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RtI

RtI. Response to Intervention Response to Instruction. Classroom Management. Expectations/Employment Guide/PLC/Standards Rules/Procedures (2) Wiki/Unit Plans/Lesson Plans Medical Plans/504 Plans/Sped/At-Risk Assessments/Grading Differentiated Learning/Task Analysis

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RtI

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  1. RtI Response to Intervention Response to Instruction

  2. Classroom Management • Expectations/Employment Guide/PLC/Standards • Rules/Procedures (2) • Wiki/Unit Plans/Lesson Plans • Medical Plans/504 Plans/Sped/At-Risk • Assessments/Grading • Differentiated Learning/Task Analysis • Today: RtI/First Two Days • 11/14/2013 - PBIS/Tribes/Love & Logic/Reflection #3 due • 11/14/2013 - Autism & Unique Behaviors/Reflection #4 due • 11/21/2013 - Communication/Professional Goals/ • Lesson Plan Share (Wiki/Manual due) • 12/5/2013 - Final Assessment & Reflection

  3. Numerous applications………..

  4. Task Analysis Write down all the steps it takes you to prepare a bowl of cereal. Yumtastic Cereal Bowl of Doom!!!

  5. RtI – Response to Intervention/Instruction 1. Designed to provide early, effective assistance to students who are having difficulty learning. 2. Designed to function as one part of a data-based process of identifying learning disabilities

  6. Why was RtI implemented?[1] • HR 1350, Improving Education Results for Children with Disabilities Act of 2003 • (A) Certain of the categories of disability that allow students to qualify for benefits under the IDEA have not been scientifically established and, as a result, some children who do not have actual learning disabilities are classified as having disabilities under that Act. • (B.) Nearly one in eight students is now labeled as disabled. • (C) Over one-half of those students are classified as having learning and behavioral challenges. [1] J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009

  7. PL 108 446 IDEA 2004 • Changed how to identify children with specific learning disabilities. • IDEA 2004 says schools “shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.” (Section 1414(b)) [1] J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009

  8. Current Wisconsin Model for Specific Learning Disability (SLD)

  9. Classroom achievement • looking for severe delays • Oral expression • Listening comprehension. • Written expression. • Basic reading skill. • Reading comprehension. • Mathematical calculation. • Mathematical reasoning.

  10. Information processing deficit • a pattern of severe problems with • storage • organization • acquisition • retrieval • expression, • manipulation of information

  11. In the explanation and commentary to the IDEA 2004 regulations, the U. S. Department of Education “strongly recommends” that schools use a response to intervention model that …uses a process based on systematic assessment of the student’s response to high quality, research-based general education instruction…that incorporate response to a research-based intervention… Identification models that incorporate response to intervention represent a shift in special education toward the goals of better achievement and behavioral outcomes for students identified with SLD…” [1] J. Randall Davidson, Ed.D.. Educational Consultant, PPT dated 11/14/2009

  12. RTI follows the following core assumptions[1]: • Our educational system can effectively teach all children • Early interventionis critical to preventing problems from getting out of control • Implementation of a multi-tiered service delivery modelis necessary • A problem solving model should be used to make decisions between tiers • Research based interventionsshould be implemented to the extent possible • Progress monitoring must be implemented to inform instruction • Data should drive decision making. [1]National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: NASDSE, Inc.

  13. Key Characteristics of RtI • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differential curriculum-based interventions • Continuous monitoring of student performance • Benchmark/Outcome assessment

  14. RtI Pyramid

  15. Primary Level • Teaching that meets Core Standards • Teaching that ignites students’ interests • Assessment that measures learning • Monitoring of student success and needs

  16. Secondary Level (RtI) • Recommended by grade level team/school psychologist • Small group or one-to-one interventions • Must be documented, 10 weeks (varies) • Include baseline and subsequent assessments • Research-based http://www.rti4success.org/ www.interventioncentral.org

  17. Beal City, Michigan

  18. Gen Ed teachers do the RtIs. Tier 1 is research-based classroom instruction and assistance. If this helps student, it will need to continue the next year until gap is closed.

  19. Tier 2 is research-based small group instruction. • 30 min/3 x week/10 weeks. • Document, document, document. • Assess, assess, assess. • Must keep detailed records.

  20. Tier 3 • One to one • 30 min/5x week/10-20 weeks • Researched-based • Spotless record keeping • Fidelity checks

  21. What you will be doing… • Monitor/assess within your classroom • Teach using research-based methods • Identify students that struggle • Provide assistance when students are not doing well • Report to administration • Be involved in RtI as designated by administrative team Pick a card!!!

  22. Re-visit Chapter 4: The First Two Days • Green Cards: Planning for a good beginning (pg. 65) • Red Cards: Activities on the 1st Day of Classes (pg. 68) • Orange Cards: The Second Day of Classes ( pg. 73) Read and determine the key points of the reading and write the points on the white board.

  23. Applying what you knowCase Study 4.1 (Pg. 75) • Green Cards: 1st Day • Red Cards: 2nd Day • Orange Cards: 3rd Day • What are her rules; how does she share these with the class? • Describe her organizational skills. • Consider Cunningham’s lesson plans… • How does this instructor ignite student learning? • How does she bring forward background knowledge? • Describe the homework? • What does she do to assist students?

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