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RTI² Overview

RTI² Overview. 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

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RTI² Overview

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  1. RTI² Overview

  2. 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?

  3. A multi-tiered, layered instructional approach that identifies problems first, and then brings increasingly intense interventions to students who do not respond • Making instructional decisions based on data • Integrating multiple programs with general education • Providing relevant data for SLD identification • Primary goal: Improving academic outcomes for all students Response to Intervention is...

  4. Only 21% of adults in TN have a college degree Tennessee’s Competitiveness TN ranks 46thin 4th grade math and 41st in 4th grade reading nationally 54% of new jobs will require post-secondary education Our transition to Common Core Standards is central to strengthening Tennessee’s competitiveness Only 16% of high school seniors in TN are college ready Source: “Projections of Jobs and Education Requirements Through 2018” (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT

  5. A systematic and data-based method for addressing academic concerns: • identifying • defining& • resolving Brown-Chidsey & Steege (2010) What is RTI2?

  6. Components of RTI2 • High-quality instruction • Frequent assessmentof academic skills • Data-baseddecision making Brown-Chidsey & Steege (2010) RTI2 is a general education initiative….

  7. Define the Problem • Develop an Assessment Plan • Analyze the Assessment Plan Results • Develop an Intervention Plan • Analyze the Results of Implementation • Determine Next Steps Implement Plan Progress Monitor • At each tier within RTI2, a problem solving model is employed to make decisions Problem Identification Plan Evaluation Problem Analysis Problem Solving

  8. Basic Reading Skills (letters, letter sounds, decode) • Reading Comprehension • Reading fluency • Written expression • Math calculation • Math reasoning (problem solving) Areas of Deficit

  9. TN RTI² Model

  10. ALL students receive research-based, high quality, general education instruction that incorporates ongoing universal screening and ongoing assessment to inform instruction.

  11. 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.

  12. 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.

  13. 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

  14. Tier I – Core Instruction • Should 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

  15. Tier II – Targeted Intervention • Should 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

  16. Tier III – Targeted Intervention • Should 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

  17. Consider possible need for Special Education referral after 22 weeks of intervention.

  18. SLD Standards

  19. Tier III Replacement Decisions/Special Education

  20. One of the Evaluation Standards for SLD: • “The team must determine that underachievement is not primarily the result of: • Visual, Motor or Hearing Disability • Intellectual Disability • Emotional Disturbance • Cultural Factors • Environmental or Economic Factors • Limited English Proficiency • Excessive Absenteeism (if more than 23%, must continue intervention until % improves) Specific Learning Disabilities

  21. General Guidelines

  22. No intervention is effective if it does not involve the academic skill itself (must read, do math, and write) • The longer intervention is delayed, the slower the response (on average) and the greater the need for intensity • Intervention begins in the general education classroom • Progress should be assessed at all levels • The new TN RTI² Framework is scheduled to take effect July 1, 2014. General Guidelines

  23. Requirements

  24. Universal Screening • Tier I • Tier II and Tier III • Progress Monitoring • District and School RTI² Teams • Fidelity of Implementation • Parent Contact/Communication • Highly Trained Personnel What is Required?

  25. 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

  26. Tier I “Core instruction will be provided to ALL students using grade-level Common Core State Standards in ELA and Mathematics.” RTI² Manual

  27. Tier II “Tiered interventions will be provided in addition tothe 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

  28. 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

  29. Progress Monitoring “Progress Monitoring will occur in the specific area of deficit at the frequency described in the RTI² Manual.” RTI² Manual

  30. 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

  31. 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

  32. 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

  33. 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.” RTI² Manual

  34. Specific Situations

  35. 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 2nd Grade Scenario

  36. 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 3rd Grade Scenario

  37. 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 5th Grade Scenario

  38. 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 6th Grade Scenario

  39. Resources

  40. TNcore.org

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