Rti Fact Meeting 2 10


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  • All students receive the best possible instruction in the general education classroom. Differentiated curriculum with evidence-based instructional methods
  • Ongoing student assessment . Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time. Advantages: Focused on academic skills, not presumed deficits, Focus on learning not current achievement, eliminates costly and time consuming testing, reduces false positives in testing. No longer the “wait to fail model” for identifying students with learning disabilities
  • Like the nurses eye chart
  • Progress monitoring is both formal and informal -formative assessments for key concepts to determine immediate instructional adjustment -regular assessment on specific skills
  • Not a unit test. CBM’s show skills and are used to show deficits and growth in a general sense. During Tier 2 it helps determine if interventios are successful or if changes are needed
  • Curriculum maps aligned to NYS curriculum, reading series for ELA, Six traits, 4 square, ELA/reading blocks in grade 6, Push in writing in grade 6 SRI, Star reading and math, leveled readers, ability grouping Team meetings on curriculum/instruction and students PBIS behavior matrices, classroom matrices Trainings/Class meetings on rules
  • Needs more frequent monitoring, not delivered by the “regular teacher” Involves collaboration with gen. ed and spec. ed. Academic Lit. Support (tiered approach), Math AIS, AAC, Academic support, MSIT team, Read 180, conferences Achievement testing Behavioral Team meetings, use of Time out, referrals, counselors, student centered conferences, daily and weekly sheets, BASQ
  • Special ed referral, 504 plans FBA/BIP, ALP placement, Long term suspension
  • Rti Fact Meeting 2 10

    1. 1. A brief introduction to the faculty of DMS
    2. 2. <ul><li>A proactive model for identifying students who are having difficulties with academic achievement and behavior </li></ul><ul><ul><li>Aligned with high-quality, scientifically based classroom instruction . </li></ul></ul><ul><ul><li>Utilizes progress monitoring </li></ul></ul><ul><ul><li>Provides for tiers of evidence based intervention </li></ul></ul><ul><ul><li>Collects data on the success of the interventions </li></ul></ul>
    3. 3. <ul><li>Focuses on the concept of meeting the needs of all students </li></ul><ul><li>Meets Mandates </li></ul><ul><ul><li>IDEA </li></ul></ul><ul><ul><li>NCLB </li></ul></ul><ul><ul><li>Reading First </li></ul></ul>
    4. 4. <ul><li>A multi-tiered approach using: </li></ul><ul><ul><li>High quality research based curriculum and instruction </li></ul></ul><ul><ul><li>Teachers that are active in student assessment, with universal screening for identification of possible at-risk students </li></ul></ul><ul><ul><li>Universal and Individual monitoring </li></ul></ul><ul><ul><li>Research based interventions </li></ul></ul><ul><ul><li>Interventions that are done with fidelity </li></ul></ul>
    5. 5. <ul><li>Universal Screening </li></ul><ul><ul><li>Identifies students who are at risk in regards to specific skills and may need more in-depth assessment </li></ul></ul><ul><ul><li>Given 3 times per year </li></ul></ul>
    6. 6. <ul><li>Progress Monitoring </li></ul><ul><ul><li>Determines if students are benefiting from the instructional program </li></ul></ul><ul><ul><ul><li>Helps create a more effective instructional program, Repeated measurement of academic performance </li></ul></ul></ul><ul><ul><ul><li>Drives instruction </li></ul></ul></ul><ul><ul><ul><li>Used to </li></ul></ul></ul><ul><ul><ul><ul><li>estimate rates of improvement, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Identify students who are not demonstrating adequate progress </li></ul></ul></ul></ul><ul><ul><ul><ul><li>compare the efficacy of different forms of instruction to design more effective, individualized instruction. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Guarantee fidelity of data and instruction </li></ul></ul></ul></ul>
    7. 7. <ul><li>Curriculum Based Measures </li></ul><ul><ul><li>Assesses skills needed for curriculum </li></ul></ul><ul><ul><li>Used by the entire grade level within a specific curriculum for consistency </li></ul></ul><ul><ul><li>Are diagnostic in nature </li></ul></ul>
    8. 8. <ul><li>The tiers apply to both student behavior and academics </li></ul>Tier 1-all students Tier 2 Tier 3
    9. 9. <ul><li>The most important level </li></ul><ul><ul><li>Impacts all students </li></ul></ul><ul><ul><li>Aligned curriculum </li></ul></ul><ul><ul><li>High quality instruction </li></ul></ul><ul><ul><li>Foundation for other levels </li></ul></ul><ul><ul><li>Must include universal screening </li></ul></ul><ul><ul><li>A highly integrated system </li></ul></ul>
    10. 10. <ul><li>For identified students </li></ul><ul><ul><li>Students at risk of “failing” despite Tier 1 </li></ul></ul><ul><ul><li>Uses evidence based strategies that focus on deficits </li></ul></ul><ul><ul><li>Strategies are in addition to Tier 1 </li></ul></ul><ul><ul><li>Can include small group instruction </li></ul></ul><ul><ul><li>Uses a team problem solving approach as well as standard protocols and instruction to remediate skill deficits </li></ul></ul>
    11. 11. <ul><li>Serves the neediest of students </li></ul><ul><ul><li>Can include referral to special education or special programs </li></ul></ul><ul><ul><li>Based on growth and achievement, not grades </li></ul></ul>
    12. 12. <ul><li>Next faculty meeting will focus on 2 questions: </li></ul><ul><ul><li>Where do we stand with RtI? </li></ul></ul><ul><ul><li>How we currently intervene on behalf of struggling students? </li></ul></ul><ul><li>Complete and turn in the “ticket out”—Name at least 3 areas within your classroom that students need (or have needed) interventions in. They can be behavioral or academic. </li></ul>
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