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Implementing a Comprehensive RTI Framework for Data-Driven Decision Making in CISD

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9 diapositives · 235 Views · Jul 18, 2014

This document outlines a preventative framework for Response to Intervention (RTI) in CISD, emphasizing the importance of a collaborative team consisting of administrators, counselors, and special education teachers. The team’s objectives include identifying students needing assistance and determining suitable interventions. It discusses screening processes to identify at-risk students and emphasizes the significance of data-driven decision making through progress monitoring. The framework proposes a multi-level prevention system with high-quality instruction, evidence-based interventions, and individualized strategies for students who do not respond to tiered interventions.

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Implementing a Comprehensive RTI Framework for Data-Driven Decision Making in CISD
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  1. RTI – A Preventative Framework for CISD

  2. The National Model

  3. Data-Based Decision Making • Our team should/must consist of the following people: Administrator Counselor CIT Special Education Teachers

  4. What is the teams job? Instruction – identify students who need assistance (with what?), what type of instruction/intervention is needed and determine duration and intensity Identify whether students are responding/not responding to interventions To determine if evaluation Special ed/dyslexia etc is warranted Look at data – What kind and how much? Progress monitoring – What do you look at? Progress Monitoring Serve as a problem solving panel of experts

  5. Screening • Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.

  6. Questions for Group • What universal screeners do we use currently and do they meet our needs? Screening Tools • Are we using them to direct students into the RTI process? • Are these different for each campus, level?

  7. Multi-Level Prevention System • What is the difference between an intervention, accommodation, and modification? • No longer tiers but levels Primary : high quality core instruction (Is this happening/How do we know?) Secondary: evidence-based interventions of moderate intensity (What are they? Do teachers know what they are? Are they consistent in CISD? What does moderate intensity mean? Tertiary: individualized intervention of increased intensity for students who do not respond to secondary interventions (What are they? How are they different from secondary? What is increased intensity? How long do these interventions last? Intervention Tools

  8. Progress Monitoring • is used to assess students’academic performance, to quantify a student rate of improvement or responsiveness to intervention, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. • Progress monitoring

  9. Questions for the Group • What do we use to program monitor? • Does it look different at different levels? • Do our teachers have the assessments in order to effectively do this? If not, how do we get them?