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Comprehensive Guide to the First RtI Meeting: Analyzing Assessment Plans for Student Success

This document serves as a comprehensive guide for conducting the first RtI meeting, focusing on the analysis of assessment plans based on four key domains: Environment, Curriculum, Instruction, and Learner. It emphasizes the role of the team in evaluating factors affecting student learning, identifying the area of need, and developing effective goals. Stakeholders are guided through setting short and long-term goals, utilizing baseline data to measure progress, and making informed predictions regarding interventions. This thorough analysis aims to enhance student outcomes by addressing critical components systematically.

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Comprehensive Guide to the First RtI Meeting: Analyzing Assessment Plans for Student Success

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  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

  20. Examples

  21. Examples

  22. Examples

  23. Examples

  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

  26. Examples

  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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