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Rti implementation

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RTI implementation

RTI implementation

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    • 1. RTI
Model
    • 2. RTI
ModelCreated
by
Molly
M.
Carl
    • 3. RTI
ModelCreated
by
Molly
M.
Carl ED
670
    • 4. RTI
ModelCreated
by
Molly
M.
Carl ED
670 Prof.
Schultz
    • 5. RTI
ModelCreated
by
Molly
M.
Carl ED
670 Prof.
Schultz 7‐19‐2010
    • 6. IntroducBon
    • 7. IntroducBon• InformaBon
gathered
through
staff
survey
indicates
that
there
 is
an
imminent
need
for
the
organizaBon
and
implementaBon
 of
mulBple
high‐quality
(research‐based)
assessment
tools
to
 be
used
in
order
to
provide
staff
with
data
regarding
student
 progress.

    • 8. IntroducBon• InformaBon
gathered
through
staff
survey
indicates
that
there
 is
an
imminent
need
for
the
organizaBon
and
implementaBon
 of
mulBple
high‐quality
(research‐based)
assessment
tools
to
 be
used
in
order
to
provide
staff
with
data
regarding
student
 progress.
• As
a
school
we
will
conBnue
to
implement
an
RTI
(Response
to
 IntervenBon)
program
kindergarten
to
fiQh
grade.
    • 9. IntroducBon• InformaBon
gathered
through
staff
survey
indicates
that
there
 is
an
imminent
need
for
the
organizaBon
and
implementaBon
 of
mulBple
high‐quality
(research‐based)
assessment
tools
to
 be
used
in
order
to
provide
staff
with
data
regarding
student
 progress.
• As
a
school
we
will
conBnue
to
implement
an
RTI
(Response
to
 IntervenBon)
program
kindergarten
to
fiQh
grade.• RTI
provides
for
the
use
of
common
assessments

amongst
the
 grade‐level(s)
.
Subsequently
it
provides
for
professional
 conversaBon
and
sharing
of
ideas
and
curricular
tools.
    • 10. ImplementaBon
Plan:
Internal
    • 11. ImplementaBon
Plan:
InternalObjec&ve:
    • 12. ImplementaBon
Plan:
InternalObjec&ve:
IdenBfy
the
needs
of
each
individual
learner
by
training
staff
to
implement
and
analyze
relevant
assessments
in
order
to
gain
a
complete
picture
of
the
learning
needs
of
each
student.

    • 13. ImplementaBon
Plan:
InternalObjec&ve:
IdenBfy
the
needs
of
each
individual
learner
by
training
staff
to
implement
and
analyze
relevant
assessments
in
order
to
gain
a
complete
picture
of
the
learning
needs
of
each
student.
Ac&on:
    • 14. ImplementaBon
Plan:
InternalObjec&ve:
IdenBfy
the
needs
of
each
individual
learner
by
training
staff
to
implement
and
analyze
relevant
assessments
in
order
to
gain
a
complete
picture
of
the
learning
needs
of
each
student.
Ac&on:Provide
all
school
staff
with
training
that
answers
the
following
quesBons:
    • 15. ImplementaBon
Plan:
InternalObjec&ve:
IdenBfy
the
needs
of
each
individual
learner
by
training
staff
to
implement
and
analyze
relevant
assessments
in
order
to
gain
a
complete
picture
of
the
learning
needs
of
each
student.
Ac&on:Provide
all
school
staff
with
training
that
answers
the
following
quesBons:•What
will
RTI
look
like
in
our
building
in
years
to
come?
    • 16. ImplementaBon
Plan:
InternalObjec&ve:
IdenBfy
the
needs
of
each
individual
learner
by
training
staff
to
implement
and
analyze
relevant
assessments
in
order
to
gain
a
complete
picture
of
the
learning
needs
of
each
student.
Ac&on:Provide
all
school
staff
with
training
that
answers
the
following
quesBons:•What
will
RTI
look
like
in
our
building
in
years
to
come?•What
assessments
are
going
to
be
used
to
idenBfy
struggling
learners?

    • 17. ImplementaBon
Plan:
InternalObjec&ve:
IdenBfy
the
needs
of
each
individual
learner
by
training
staff
to
implement
and
analyze
relevant
assessments
in
order
to
gain
a
complete
picture
of
the
learning
needs
of
each
student.
Ac&on:Provide
all
school
staff
with
training
that
answers
the
following
quesBons:•What
will
RTI
look
like
in
our
building
in
years
to
come?•What
assessments
are
going
to
be
used
to
idenBfy
struggling
learners?
Accountability:

    • 18. ImplementaBon
Plan:
InternalObjec&ve:
IdenBfy
the
needs
of
each
individual
learner
by
training
staff
to
implement
and
analyze
relevant
assessments
in
order
to
gain
a
complete
picture
of
the
learning
needs
of
each
student.
Ac&on:Provide
all
school
staff
with
training
that
answers
the
following
quesBons:•What
will
RTI
look
like
in
our
building
in
years
to
come?•What
assessments
are
going
to
be
used
to
idenBfy
struggling
learners?
Accountability:
Teachers
will
be
held
responsible
for
documenBng
student
progress
three
Bmes
per
year
using
the
appropriate
assessments
as
idenBfied
for
their
grade‐level
by
administraBon.

    • 19. Example
of
staff
communicaBon Dear
Teachers
and
Staff, Outlined
is
a
calendar
of
events
with
specific
data
regarding
the
topics
that
will
be
discussed
at
 our
upcoming
professional
development
on
RTI.
Day
1:
 Day
2:
Meet
8:30
am‐
RTI
Overview Meet
8:30‐
Q&A
un&l
9:00•Examine
the
vision
and
mission
of
our
schools
RTI
program 9:00‐
DIBELS
data
analysis
•Define
RTI •All
staff
will
analyze
DIBELS
data
in
order
to
clarify
*
Answer
quesBons
about
implementaBon misconcepBons
and
gain
confidence
using
this
informaBon
to
Lunch idenBfy
specified
learner
needs.12:30‐
Discovery
Educa&on
Training Lunch*Staff
introducBon
to
online
assessments 12:30‐
Breakout
sessions*
PracBce
analyzing
data
and
using
the
tools
DE
provides
to
 *Sessions
will
be
divided
into
the
following
groups:
K,
1‐2,
3‐4,
help
students. 5‐6,
7‐8 *Each
group
will
examine
DIBELS
comprehension
data
relevant
 to
the
grade
level(s)
they
instruct. Please
feel
free
to
contact
me
with
any
quesBons
or
concerns.
 Thank
you, Molly
Carl
    • 20. ImplementaBon
Plan:
External
    • 21. ImplementaBon
Plan:
External• Provide
parents
with
a
le`er
that
outlines
the
changes
they
will
see
 in
the
school
building
and
the
specifics
of
the
new
RTI
program
that
 they
may
hear
about
from
their
students.
It
will
also
explain
 documentaBon
and
data
that
may
come
home
to
parents
so
that
 they
are
aware
of
the
relevance
of
these

documents
before
they
see
 them.


    • 22. ImplementaBon
Plan:
External• Provide
parents
with
a
le`er
that
outlines
the
changes
they
will
see
 in
the
school
building
and
the
specifics
of
the
new
RTI
program
that
 they
may
hear
about
from
their
students.
It
will
also
explain
 documentaBon
and
data
that
may
come
home
to
parents
so
that
 they
are
aware
of
the
relevance
of
these

documents
before
they
see
 them.

• Once
the
RTI
program
is
up
and
running
there
would
be
an
 opportunity
to
engage
other
stakeholders
by
providing
data
that
 details
student
improvements
to
the
local
media
as
well
as
sharing
 the
success
of
student
groups
with
board
members.
    • 23. Example
of
external
communicaBon
 Dear
Parents, As
the
school
year
kicks
off
we
would
like
to
share
some
exciBng
news
about
an
amazing
program
called
RTI
 (Response
to
IntervenBon)
that
we
are
going
to
be
conBnuing
to
use
to
help
our
students
grow
as
readers.
 
Response
to
IntervenBon
or
RTI
is
a
way
to
individualize
your
student’s
school
experience.
By
using
data
that
is
 collected
three
Bmes
per
year
and
combining
it
with
data
that
is
collected
bi‐monthly,
or
weekly,
teachers
are
able
 to
pinpoint
areas
that
students
excel
and
areas
that

are
in
need
of
reinforcement.
By
idenBfying
these
areas
early
 on,
students
are
able
to
receive
intense
instrucBon
and
remain
on
the
pathway
to
success.

Please
keep
an
eye
out
 for
more
detailed
descripBons
of
your
child’s
RTI
experience.
You
may
find
that
you
receive
a
variety
of
test
scores
 and
data
that
come
home.
Your
child’s
teacher
will
send
home
explanaBons,
but
if
you
ever
have
a
quesBon
please
 don’t
hesitate
to
ask.

We
are
excited
to
share
your
student’s
success
with
you!
 Please
feel
free
to
contact
me
at
any
Bme
with
quesBons
and/or
comments.
I
greatly
appreciate
the
support
 you
provide
at
home. 
 
 
 
 
 Your
partner
in
educaBon, 
 
 
 
 
 Molly
M.
Carl
    • 24. Our
School’s
RTI
Vision
and
Mission
    • 25. Our
School’s
RTI
Vision
and
Mission RTI
Vision:
    • 26. Our
School’s
RTI
Vision
and
Mission RTI
Vision:Provide
rigorous
instrucBon
tailored
to
individual
 learning
needs
in
order
to
provide
an
opBmal
 environment
for
all
students
to
succeed.
    • 27. Our
School’s
RTI
Vision
and
Mission RTI
Vision:Provide
rigorous
instrucBon
tailored
to
individual
 learning
needs
in
order
to
provide
an
opBmal
 environment
for
all
students
to
succeed. RTI
Mission:
    • 28. Our
School’s
RTI
Vision
and
Mission RTI
Vision:Provide
rigorous
instrucBon
tailored
to
individual
 learning
needs
in
order
to
provide
an
opBmal
 environment
for
all
students
to
succeed. RTI
Mission: UBlize
high
quality,
research
based
assessments
 and
instrucBonal
strategies
to
best
meet
the
 needs
of
every
learner.
    • 29. Think
Bme…
    • 30. Think
Bme…• Visualize:
If
you
could
have
an
ouhit
custom
 made
to
fit
you
what
would
it
look
like?
Turn
to
 your
neighbor
and
tell
them
what
it
would
look
 like
in
1
minute.

    • 31. Think
Bme…• Visualize:
If
you
could
have
an
ouhit
custom
 made
to
fit
you
what
would
it
look
like?
Turn
to
 your
neighbor
and
tell
them
what
it
would
look
 like
in
1
minute.
• No
two
people
are
exactly
the
same.
We
don’t
 just
desire
variaBons,
we
need
them
to
have
an
 opBmal
experience.
    • 32. RTI-It’s
not
a
foreign
language.
    • 33. RTI-It’s
not
a
foreign
language. What
is
it?
    • 34. RTI- It’s
not
a
foreign
language. What
is
it?• Response
to
IntervenBon
is
a
flexible
program
designed
to
provide
students
with
the
help
they
 need
as
individuals.

    • 35. RTI- It’s
not
a
foreign
language. What
is
it?• Response
to
IntervenBon
is
a
flexible
program
designed
to
provide
students
with
the
help
they
 need
as
individuals.
• This
program
(or
a
similar
format)
has
been
around
for
decades.
In
2004
the
IDEA
statute
provided
 it
as
an
opBon
to
schools
in
the
course
of
idenBfying
a
student
with
SLD.
This
will
not,
however,
be
 the
program’s
primary
use
here
at
our
school.
Instead
this
program
will
be
used
to
remediate
any
 learner
who
displays
a
need
for
intervenBon
through
universal
assessment.
These
students
will
be
 general
educaBon
students
who
may
or
may
not
need/receive
the
help
of
Title
1
staff.
Special
 educaBon
students
will
be
engaged
by
special
educaBon
instructors
at
the
Bme
of
RTI.
    • 36. RTI- It’s
not
a
foreign
language. What
is
it?• Response
to
IntervenBon
is
a
flexible
program
designed
to
provide
students
with
the
help
they
 need
as
individuals.
• This
program
(or
a
similar
format)
has
been
around
for
decades.
In
2004
the
IDEA
statute
provided
 it
as
an
opBon
to
schools
in
the
course
of
idenBfying
a
student
with
SLD.
This
will
not,
however,
be
 the
program’s
primary
use
here
at
our
school.
Instead
this
program
will
be
used
to
remediate
any
 learner
who
displays
a
need
for
intervenBon
through
universal
assessment.
These
students
will
be
 general
educaBon
students
who
may
or
may
not
need/receive
the
help
of
Title
1
staff.
Special
 educaBon
students
will
be
engaged
by
special
educaBon
instructors
at
the
Bme
of
RTI.• According
to
W.
David
Tilly
III,
PhD,
Coordinator
of
Assessment
Services,
Heartland
Area
Educa?on
 Agency,
Johnston,
Iowa
    • 37. RTI- It’s
not
a
foreign
language. What
is
it?• Response
to
IntervenBon
is
a
flexible
program
designed
to
provide
students
with
the
help
they
 need
as
individuals.
• This
program
(or
a
similar
format)
has
been
around
for
decades.
In
2004
the
IDEA
statute
provided
 it
as
an
opBon
to
schools
in
the
course
of
idenBfying
a
student
with
SLD.
This
will
not,
however,
be
 the
program’s
primary
use
here
at
our
school.
Instead
this
program
will
be
used
to
remediate
any
 learner
who
displays
a
need
for
intervenBon
through
universal
assessment.
These
students
will
be
 general
educaBon
students
who
may
or
may
not
need/receive
the
help
of
Title
1
staff.
Special
 educaBon
students
will
be
engaged
by
special
educaBon
instructors
at
the
Bme
of
RTI.• According
to
W.
David
Tilly
III,
PhD,
Coordinator
of
Assessment
Services,
Heartland
Area
Educa?on
 Agency,
Johnston,
Iowa RTI,
stated
simply,
has
three
general
components:
    • 38. RTI- It’s
not
a
foreign
language. What
is
it?• Response
to
IntervenBon
is
a
flexible
program
designed
to
provide
students
with
the
help
they
 need
as
individuals.
• This
program
(or
a
similar
format)
has
been
around
for
decades.
In
2004
the
IDEA
statute
provided
 it
as
an
opBon
to
schools
in
the
course
of
idenBfying
a
student
with
SLD.
This
will
not,
however,
be
 the
program’s
primary
use
here
at
our
school.
Instead
this
program
will
be
used
to
remediate
any
 learner
who
displays
a
need
for
intervenBon
through
universal
assessment.
These
students
will
be
 general
educaBon
students
who
may
or
may
not
need/receive
the
help
of
Title
1
staff.
Special
 educaBon
students
will
be
engaged
by
special
educaBon
instructors
at
the
Bme
of
RTI.• According
to
W.
David
Tilly
III,
PhD,
Coordinator
of
Assessment
Services,
Heartland
Area
Educa?on
 Agency,
Johnston,
Iowa RTI,
stated
simply,
has
three
general
components: (1)
it
is
a
logical
structure
for
allocaBng
precious
instrucBonal
resources
efficiently
and
targeBng
 them
specifically
to
student
needs—all
student
needs
    • 39. RTI- It’s
not
a
foreign
language. What
is
it?• Response
to
IntervenBon
is
a
flexible
program
designed
to
provide
students
with
the
help
they
 need
as
individuals.
• This
program
(or
a
similar
format)
has
been
around
for
decades.
In
2004
the
IDEA
statute
provided
 it
as
an
opBon
to
schools
in
the
course
of
idenBfying
a
student
with
SLD.
This
will
not,
however,
be
 the
program’s
primary
use
here
at
our
school.
Instead
this
program
will
be
used
to
remediate
any
 learner
who
displays
a
need
for
intervenBon
through
universal
assessment.
These
students
will
be
 general
educaBon
students
who
may
or
may
not
need/receive
the
help
of
Title
1
staff.
Special
 educaBon
students
will
be
engaged
by
special
educaBon
instructors
at
the
Bme
of
RTI.• According
to
W.
David
Tilly
III,
PhD,
Coordinator
of
Assessment
Services,
Heartland
Area
Educa?on
 Agency,
Johnston,
Iowa RTI,
stated
simply,
has
three
general
components: (1)
it
is
a
logical
structure
for
allocaBng
precious
instrucBonal
resources
efficiently
and
targeBng
 them
specifically
to
student
needs—all
student
needs 
(2)
it
is
a
commitment
to
use
the
best
findings
from
our
current
and
emerging
knowledge
base
 (scienBfic
research)
as
we
go
about
our
instrucBon;
and
    • 40. RTI- It’s
not
a
foreign
language. What
is
it?• Response
to
IntervenBon
is
a
flexible
program
designed
to
provide
students
with
the
help
they
 need
as
individuals.
• This
program
(or
a
similar
format)
has
been
around
for
decades.
In
2004
the
IDEA
statute
provided
 it
as
an
opBon
to
schools
in
the
course
of
idenBfying
a
student
with
SLD.
This
will
not,
however,
be
 the
program’s
primary
use
here
at
our
school.
Instead
this
program
will
be
used
to
remediate
any
 learner
who
displays
a
need
for
intervenBon
through
universal
assessment.
These
students
will
be
 general
educaBon
students
who
may
or
may
not
need/receive
the
help
of
Title
1
staff.
Special
 educaBon
students
will
be
engaged
by
special
educaBon
instructors
at
the
Bme
of
RTI.• According
to
W.
David
Tilly
III,
PhD,
Coordinator
of
Assessment
Services,
Heartland
Area
Educa?on
 Agency,
Johnston,
Iowa RTI,
stated
simply,
has
three
general
components: (1)
it
is
a
logical
structure
for
allocaBng
precious
instrucBonal
resources
efficiently
and
targeBng
 them
specifically
to
student
needs—all
student
needs 
(2)
it
is
a
commitment
to
use
the
best
findings
from
our
current
and
emerging
knowledge
base
 (scienBfic
research)
as
we
go
about
our
instrucBon;
and 
(3)
it
is
a
commitment
to
use
a
logical,
decision‐making
framework
to
guide
our
instrucBon
(this
 has
been
variously
referred
to
as
data‐based
decision
making
or
the
problem
solving
method).
    • 41. 1
    • 42. 1 It
is
a
logical
structure
for
alloca&ng
precious
instruc&onal
resources
efficiently
and
targe&ng
them
specifically
to
student
needs—all
student
 needs.
    • 43. 1 It
is
a
logical
structure
for
alloca&ng
precious
instruc&onal
resources
 efficiently
and
targe&ng
them
specifically
to
student
needs—all
student
 needs.• As
a
school
we
want
to
use
staff,
curriculum,
and
Bme
as
efficiently
as
 possible.

    • 44. 1 It
is
a
logical
structure
for
alloca&ng
precious
instruc&onal
resources
 efficiently
and
targe&ng
them
specifically
to
student
needs—all
student
 needs.• As
a
school
we
want
to
use
staff,
curriculum,
and
Bme
as
efficiently
as
 possible.
• IdenBfying
the
specific
areas
of
strength
and
weakness
that
each
student
 has
allows
us
to
pool
resources
and
best
instruct
the
learner
at
his/her
 level.
    • 45. 1 It
is
a
logical
structure
for
alloca&ng
precious
instruc&onal
resources
 efficiently
and
targe&ng
them
specifically
to
student
needs—all
student
 needs.• As
a
school
we
want
to
use
staff,
curriculum,
and
Bme
as
efficiently
as
 possible.
• IdenBfying
the
specific
areas
of
strength
and
weakness
that
each
student
 has
allows
us
to
pool
resources
and
best
instruct
the
learner
at
his/her
 level.• Every
student
has
strengths
and
weaknesses.
Through
data
analysis
we
are
 able
to
understand
our
learners
and
provide
them
with
early
intervenBons
 in
areas
that
they
struggle
personally.

By
involving
mulBple
staff
we
 increase
our
knowledge
base,
our
curricular
resource
base,
and
our
 instrucBonal
availability.
Each
of
these
has
the
potenBal
to
increase
student
 learning.
    • 46. Think
Bme…
    • 47. Think
Bme…• Think
of
one
curriculum
resource
you
have
 shared
with
a
colleague.
Who
benefi`ed
from
 your
sharing?

    • 48. Think
Bme…• Think
of
one
curriculum
resource
you
have
 shared
with
a
colleague.
Who
benefi`ed
from
 your
sharing?
• The
students!
    • 49. 2
    • 50. 2It
is
a
commitment
to
use
the
best
findings
from
our
current
and
emerging
 knowledge
base
(scien&fic
research)
as
we
go
about
our
instruc&on.
    • 51. 2It
is
a
commitment
to
use
the
best
findings
from
our
current
and
emerging
 knowledge
base
(scien&fic
research)
as
we
go
about
our
instruc&on.
    • 52. 2 It
is
a
commitment
to
use
the
best
findings
from
our
current
and
emerging
 knowledge
base
(scien&fic
research)
as
we
go
about
our
instruc&on.• As
teachers
develop
their
own
personal
understanding
of
best
pracBces
and
 educaBonal
theory,
RTI
becomes
a
plahorm
that
allows
them
to
share
their
 knowledge.
    • 53. 2 It
is
a
commitment
to
use
the
best
findings
from
our
current
and
emerging
 knowledge
base
(scien&fic
research)
as
we
go
about
our
instruc&on.• As
teachers
develop
their
own
personal
understanding
of
best
pracBces
and
 educaBonal
theory,
RTI
becomes
a
plahorm
that
allows
them
to
share
their
 knowledge.• As
a
school
we
have
selected
tools
that
are
research
based
and
designed
 for
opBmal
student
success.
By
sharing
these
tools
and
exploring
opBons
 for
curricular
implementaBon
we
become
a
stronger
educaBonal
team.
    • 54. 2 It
is
a
commitment
to
use
the
best
findings
from
our
current
and
emerging
 knowledge
base
(scien&fic
research)
as
we
go
about
our
instruc&on.• As
teachers
develop
their
own
personal
understanding
of
best
pracBces
and
 educaBonal
theory,
RTI
becomes
a
plahorm
that
allows
them
to
share
their
 knowledge.• As
a
school
we
have
selected
tools
that
are
research
based
and
designed
 for
opBmal
student
success.
By
sharing
these
tools
and
exploring
opBons
 for
curricular
implementaBon
we
become
a
stronger
educaBonal
team.• 
Sharing
ideas
between
grade‐levels,
with
experts
such
as
the
OT,
speech‐ pathologist,
and
reading
intervenBonist
allows
teachers
to
expand
their
 repertoire
of
educaBonal
tools
in
order
to
ensure
student
success.
    • 55. 3
    • 56. 3 It
is
a
commitment
to
use
a
logical,
decision‐making
framework
to
guide
our
instruc&on
(this
has
been
variously
referred
to
as
data‐based
decision
 making
or
the
problem
solving
method).
    • 57. 3 It
is
a
commitment
to
use
a
logical,
decision‐making
framework
to
guide
our
instruc&on
(this
has
been
variously
referred
to
as
data‐based
decision
 making
or
the
problem
solving
method).
    • 58. 3 It
is
a
commitment
to
use
a
logical,
decision‐making
framework
to
guide
 our
instruc&on
(this
has
been
variously
referred
to
as
data‐based
decision
 making
or
the
problem
solving
method).• Through
the
uBlizaBon
of
research
based
assessments
such
as
the
NWEA
 and
DIBELS
we
are
able
to
provide
students
with
relevant
feedback
 concerning
their
progress.

    • 59. 3 It
is
a
commitment
to
use
a
logical,
decision‐making
framework
to
guide
 our
instruc&on
(this
has
been
variously
referred
to
as
data‐based
decision
 making
or
the
problem
solving
method).• Through
the
uBlizaBon
of
research
based
assessments
such
as
the
NWEA
 and
DIBELS
we
are
able
to
provide
students
with
relevant
feedback
 concerning
their
progress.
• As
educators
we
can
use
the
informaBon
that
the
data
tells
us
to
make
 important
choices
regarding
student
grouping,
group
focus
topics,
and
to
 set
individual
student
goals.

    • 60. 3 It
is
a
commitment
to
use
a
logical,
decision‐making
framework
to
guide
 our
instruc&on
(this
has
been
variously
referred
to
as
data‐based
decision
 making
or
the
problem
solving
method).• Through
the
uBlizaBon
of
research
based
assessments
such
as
the
NWEA
 and
DIBELS
we
are
able
to
provide
students
with
relevant
feedback
 concerning
their
progress.
• As
educators
we
can
use
the
informaBon
that
the
data
tells
us
to
make
 important
choices
regarding
student
grouping,
group
focus
topics,
and
to
 set
individual
student
goals.
• Students
will
be
assessed
universally
(everyone)
three
Bmes
per
year,
as
 well
as
having
bi‐monthly
assessments
that
will
track
progress
and
further
 explore
the
strengths
and
weaknesses
of
each
individual.
    • 61. 3 It
is
a
commitment
to
use
a
logical,
decision‐making
framework
to
guide
 our
instruc&on
(this
has
been
variously
referred
to
as
data‐based
decision
 making
or
the
problem
solving
method).• Through
the
uBlizaBon
of
research
based
assessments
such
as
the
NWEA
 and
DIBELS
we
are
able
to
provide
students
with
relevant
feedback
 concerning
their
progress.
• As
educators
we
can
use
the
informaBon
that
the
data
tells
us
to
make
 important
choices
regarding
student
grouping,
group
focus
topics,
and
to
 set
individual
student
goals.
• Students
will
be
assessed
universally
(everyone)
three
Bmes
per
year,
as
 well
as
having
bi‐monthly
assessments
that
will
track
progress
and
further
 explore
the
strengths
and
weaknesses
of
each
individual.• By
allowing
the
data
to
drive
instrucBon
we
are
creaBng
an
environment
 that
promotes
the
highest
level
of
achievement
for
every
student.


    • 62. Think
Bme…
    • 63. Think
Bme…• Take
two
minutes
to
discuss
any
new
ideas
that
 you
have
about
RTI
with
a
neighbor.
If
you
 come
up
with
a
quesBon
please
feel
free
to
 share
it
with
the
group
when
we
convene.
    • 64. Think
Bme…• Take
two
minutes
to
discuss
any
new
ideas
that
 you
have
about
RTI
with
a
neighbor.
If
you
 come
up
with
a
quesBon
please
feel
free
to
 share
it
with
the
group
when
we
convene.• 
QuesBons???
    • 65. How
will
this
look?
    • 66. How
will
this
look?• Our
building
will
implement
RTI
five
days
a
week.
    • 67. How
will
this
look?• Our
building
will
implement
RTI
five
days
a
week.• Students
who
are
idenBfied
LD,
those
seeing
the
 reading
intervenBonist,
and
those
who
are
 idenBfied
as
needing
reinforcement
in
a
parBcular
 reading
skill,
will
meet
in
small
groups
for
30
 minutes
of
intense
reading
instrucBon.
    • 68. How
will
this
look?• Our
building
will
implement
RTI
five
days
a
week.• Students
who
are
idenBfied
LD,
those
seeing
the
 reading
intervenBonist,
and
those
who
are
 idenBfied
as
needing
reinforcement
in
a
parBcular
 reading
skill,
will
meet
in
small
groups
for
30
 minutes
of
intense
reading
instrucBon.• Students
remaining
in
the
classroom
will
 experience
small
groups
and
guided
reading
with
a
 parapro.


    • 69. How
will
this
look?• Our
building
will
implement
RTI
five
days
a
week.• Students
who
are
idenBfied
LD,
those
seeing
the
 reading
intervenBonist,
and
those
who
are
 idenBfied
as
needing
reinforcement
in
a
parBcular
 reading
skill,
will
meet
in
small
groups
for
30
 minutes
of
intense
reading
instrucBon.• Students
remaining
in
the
classroom
will
 experience
small
groups
and
guided
reading
with
a
 parapro.

• All
students
are
grouped
based
on
data
available

    • 70. Think
Bme…
    • 71. Think
Bme…• Consider
the
obstacles
you
can
think
of
to
 successful
implementaBon.
    • 72. Think
Bme…• Consider
the
obstacles
you
can
think
of
to
 successful
implementaBon.• Hand
up,
stand
up,
walk
around
the
room.

    • 73. Think
Bme…• Consider
the
obstacles
you
can
think
of
to
 successful
implementaBon.• Hand
up,
stand
up,
walk
around
the
room.
• Hi‐five
the
person
closest
to
you
when
I
say
 stop.
    • 74. Think
Bme…• Consider
the
obstacles
you
can
think
of
to
 successful
implementaBon.• Hand
up,
stand
up,
walk
around
the
room.
• Hi‐five
the
person
closest
to
you
when
I
say
 stop.• Share
obstacles
and
discuss
strategies
for
 reducing
problemaBc
situaBons.
    • 75. What
assessments
are
we
going
to
use?

    • 76. What
assessments
are
we
going
to
use?
• PASI/
PSI:
The
Phonological
Awareness
Screener
for
IntervenBon
(PASI)
and
the
 Phonics
Screener
for
IntervenBon
(PSI)
are
tools
that
are
designed
to
assess
student
 achievement.
The
results
show
strengths
and
deficits
so
that
educators
are
able
to
 easily
target
areas
of
need
for
any
parBcular
student
and
address
them.
    • 77. What
assessments
are
we
going
to
use?
• PASI/
PSI:
The
Phonological
Awareness
Screener
for
IntervenBon
(PASI)
and
the
 Phonics
Screener
for
IntervenBon
(PSI)
are
tools
that
are
designed
to
assess
student
 achievement.
The
results
show
strengths
and
deficits
so
that
educators
are
able
to
 easily
target
areas
of
need
for
any
parBcular
student
and
address
them.
    • 78. What
assessments
are
we
going
to
use?
• PASI/
PSI:
The
Phonological
Awareness
Screener
for
IntervenBon
(PASI)
and
the
 Phonics
Screener
for
IntervenBon
(PSI)
are
tools
that
are
designed
to
assess
student
 achievement.
The
results
show
strengths
and
deficits
so
that
educators
are
able
to
 easily
target
areas
of
need
for
any
parBcular
student
and
address
them.• DE
Assessments:
Discovery
EducaBon
has
developed
computerized
assessments
 that
are
based
on
the
Common
Core
Standards.
The
assessments
generate
easy
to
 read
reports
and
are
followed
by
recommendaBons
and
resources
that
allow
 educators
to
address
individual
needs.
    • 79. What
assessments
are
we
going
to
use?
• PASI/
PSI:
The
Phonological
Awareness
Screener
for
IntervenBon
(PASI)
and
the
 Phonics
Screener
for
IntervenBon
(PSI)
are
tools
that
are
designed
to
assess
student
 achievement.
The
results
show
strengths
and
deficits
so
that
educators
are
able
to
 easily
target
areas
of
need
for
any
parBcular
student
and
address
them.• DE
Assessments:
Discovery
EducaBon
has
developed
computerized
assessments
 that
are
based
on
the
Common
Core
Standards.
The
assessments
generate
easy
to
 read
reports
and
are
followed
by
recommendaBons
and
resources
that
allow
 educators
to
address
individual
needs.
    • 80. What
assessments
are
we
going
to
use?
• PASI/
PSI:
The
Phonological
Awareness
Screener
for
IntervenBon
(PASI)
and
the
 Phonics
Screener
for
IntervenBon
(PSI)
are
tools
that
are
designed
to
assess
student
 achievement.
The
results
show
strengths
and
deficits
so
that
educators
are
able
to
 easily
target
areas
of
need
for
any
parBcular
student
and
address
them.• DE
Assessments:
Discovery
EducaBon
has
developed
computerized
assessments
 that
are
based
on
the
Common
Core
Standards.
The
assessments
generate
easy
to
 read
reports
and
are
followed
by
recommendaBons
and
resources
that
allow
 educators
to
address
individual
needs.• DIBELS:
The
Dynamic
Indicators
of
Basic
Early
Literacy
Skills
(DIBELS)
are
a
set
of
 procedures
and
measures
for
assessing
the
acquisiBon
of
early
literacy
skills
from
 kindergarten
through
sixth
grade.
They
are
designed
to
be
short
(one
minute)
 fluency
measures
used
to
regularly
monitor
the
development
of
early
literacy
and
 early
reading
skills.
    • 81. What
assessments
are
we
going
to
use?
• PASI/
PSI:
The
Phonological
Awareness
Screener
for
IntervenBon
(PASI)
and
the
 Phonics
Screener
for
IntervenBon
(PSI)
are
tools
that
are
designed
to
assess
student
 achievement.
The
results
show
strengths
and
deficits
so
that
educators
are
able
to
 easily
target
areas
of
need
for
any
parBcular
student
and
address
them.• DE
Assessments:
Discovery
EducaBon
has
developed
computerized
assessments
 that
are
based
on
the
Common
Core
Standards.
The
assessments
generate
easy
to
 read
reports
and
are
followed
by
recommendaBons
and
resources
that
allow
 educators
to
address
individual
needs.• DIBELS:
The
Dynamic
Indicators
of
Basic
Early
Literacy
Skills
(DIBELS)
are
a
set
of
 procedures
and
measures
for
assessing
the
acquisiBon
of
early
literacy
skills
from
 kindergarten
through
sixth
grade.
They
are
designed
to
be
short
(one
minute)
 fluency
measures
used
to
regularly
monitor
the
development
of
early
literacy
and
 early
reading
skills.
    • 82. What
assessments
are
we
going
to
use?
• PASI/
PSI:
The
Phonological
Awareness
Screener
for
IntervenBon
(PASI)
and
the
 Phonics
Screener
for
IntervenBon
(PSI)
are
tools
that
are
designed
to
assess
student
 achievement.
The
results
show
strengths
and
deficits
so
that
educators
are
able
to
 easily
target
areas
of
need
for
any
parBcular
student
and
address
them.• DE
Assessments:
Discovery
EducaBon
has
developed
computerized
assessments
 that
are
based
on
the
Common
Core
Standards.
The
assessments
generate
easy
to
 read
reports
and
are
followed
by
recommendaBons
and
resources
that
allow
 educators
to
address
individual
needs.• DIBELS:
The
Dynamic
Indicators
of
Basic
Early
Literacy
Skills
(DIBELS)
are
a
set
of
 procedures
and
measures
for
assessing
the
acquisiBon
of
early
literacy
skills
from
 kindergarten
through
sixth
grade.
They
are
designed
to
be
short
(one
minute)
 fluency
measures
used
to
regularly
monitor
the
development
of
early
literacy
and
 early
reading
skills.• AddiBonal
informaBon
and
training
will
be
presented
on
each
of
these
as
well
as

    • 83. ParBng
thought:The
road
to
success
is
do`ed
with
many
tempBng
parking
places.

~Author
Unknown…we
will
keep
on
driving
unBl
we
reach
the
desBnaBon
of
student
success!