RtI Best Practices for Henderson Elementary Scenario 3


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RtI Best Practices for creating and implementing solid RtI goals, intervention plans, progress monitoring, and documentation.

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RtI Best Practices for Henderson Elementary Scenario 3

  1. 1. created by Heidi Veal RTI BEST PRACTICES
  2. 2. RTI: PREVENTION IS THE BEST MEDICINE  The  Early intervention to promote success is critical to future school achievement. created by Heidi Veal best way to address problems is to prevent them before they happen.
  3. 3. CORE CHARACTERISTICS OF RTI  Responsibility of general education  Uses research based materials & instructional  Addresses both academics & behavior  Uses a problem-solving model  Analyses multiple data sources  Monitoring of student progress over time to determine the effectiveness of both instruction & interventions created by Heidi Veal best practices
  4. 4. 100% COLLEGE READY: TIER 1  ALL Tier 2 Tier 1 o created by Heidi Veal Tier 3 students experiencing high quality core curriculum, instructional practices & behavioral supports  Document via teacher’s monitoring notebook  Decision making based on universal screening (iStation, TEMI, MAP)
  5. 5. 10%-15% STRATEGIC INTERVENTION: TIER 2  Identified Tier 2 Tier 1 created by Heidi Veal Tier 3 student with marked difficulties, not responding to Tier 1  Meeting a student on their instructional level, NOT re-teaching  Requires setting a targeted learning goal  Weekly: 30 minutes of intervention instruction in small group  Documentation of targeted intervention/s and progress monitoring  Uses progress monitoring (pgm) to inform decisions
  6. 6. 1%-5% INTENSIVE INTERVENTION: TIER 3  Deepest Tier 2 Tier 1 created by Heidi Veal Tier 3 level of support within the gen. ed. Setting  Requires documentation on a weekly basis  Increased intensity (90 minutes time & 3:1 ratio) of targeted interventions  Intervene with approved research based interventions  Close progress monitoring after every 90 minutes of intervention to drive decisions
  7. 7. HENDERSON’S NUMBERS TODAY Tier 2 Tier 3 Kinder 13% 0.9% 1st 32% 8% 2nd 38% 33% 3rd 41% 22% 4th 24% 25% 5th 39% 19% created by Heidi Veal Grade
  8. 8. UNIVERSAL SCREENERS TRIGGER STRATEGIC INTERVENTION BOY - Fall  Math: TEMI for K, 1st, and 2nd {24%ile or below}  Reading: 1st Gr Istation Overall Score {T2= 196-209; T3= 195 or below} & Spanish DRA  Math & Reading: MAP for 2nd, 3rd, 4th, and 5th {T2= 20%ile-40%ile; T3= 19%ile or below}  created by Heidi Veal MOY - Winter  Math: TEMI for K, 1st, and 2nd {T2= 9%ile - 24%ile; T3= 8%ile or below}  Reading: 1st Gr Istation Overall Score {T2= 206-223; T3= 205 or below} & Spanish DRA  Math & Reading: MAP for 2nd, 3rd, 4th, and 5th {T2= 20%ile-59%ile; T3= 19%ile or below 
  9. 9. RTI PROBLEM SOLVING Keeping Students at the Center created by Heidi Veal 1. Define the Problem: use data to identify the most significant area/s of concern 2. Develop a Plan & Set Goal/s (specify intervention, assessment/pgm, and responsible staff) 3. Implement & Monitor the Plan 4. Evaluate the Plan’s Effectiveness (response to intervention)
  10. 10. Goal setting happens in the context of developing a DeepIntervention Plan. “Assessment, instruction, and meaningful outcomes for students must be aligned.” created by Heidi Veal MEASURABLE GOALS Use student data to identify the most critical weakness; academic and/or behavioral.  Use specific SE’s to word goals; use vertically aligned SE’s.  It should be measurable in terms of frequency, rate, duration, and/or intensity.  Limit goals to no more than 2.  Remember the goal is where we want the student to grow towards. “TARGET” 
  11. 11. Frame:  (student Example goal: The student will increase reading fluency to 120 words per minute as measured by 2nd grade level Texas Treasures fluency probes administered on a biweekly basis until Nov. 15, 2013. created by Heidi Veal name) will (academic SE or behavior) at/to (rate of achievement) as measured by (PGM probe) administered on (frequency ex. weekly basis or bi-weekly basis) until (end of PGM cycle). MEASURABLE GOALS  Goal
  12. 12. GRADE LEVEL VS. INSTRUCTIONAL LEVEL created by Heidi Veal
  13. 13. INTERVENTION RESOURCES Reading TEMI (K-2, and 3rd too)  Go Math!  Intervention Lessons in Forethought  First Steps Activities  Envision Interventions (in the black box with the turquoise lid)  AIMS Lessons on the shared drive (common folder, math, elem.)  Problem Solvers (2-4)  created by Heidi Veal Computer Based (iStation)  Read Naturally  Guided Reading  Comprehension Tool Kit  Reading Recovery Best Practices  Reading A-Z  Reader’s Theater  Texas Treasures teacher intervention resources & Triumphs materials  Math
  14. 14. INTERVENTION RESOURCES CONTINUED Writing/Spelling Social Skill Instruction  Tough Kids Toolbox  Safe & Civil Schools Behavior Intervention Encyclopedia by Dr. Sprick  Behavior Contracts/Positive Behavior Support  Boy’s Town Posters  created by Heidi Veal Individualized Spalding Instruction  Computer Based (Istation & Core5)  Guided Writing  Behavior
  15. 15. PROGRESS MONITORING (PROBING) Options And then… Running Records  Fluency Probes  Math Quick Checks  Fact Fluency  Behavior Charts/Tally  15 Minute Behavior Monitoring  Rubric Scoring  Morrison McCall Lists  “More Numbers, Less Words” created by Heidi Veal Istation (Demand Testing) o AIMS Web Probes o TEMI AIM Checks o Teksing Towards Taks o
  16. 16. RTI DOCUMENTATION EXPECTATIONS • RtI Form in Aware created by Heidi Veal
  17. 17. RTI DOCUMENTATION EXPECTATIONS • PGM Log created by Heidi Veal
  18. 18. RTI DOCUMENTATION EXPECTATIONS • • • created by Heidi Veal • RtI Form in Aware RtI Spreadsheet on the Caldwell Portal (in RtI folder) TEMI Spreadsheet Additional Paperwork as needed/required
  19. 19. RTI DOCUMENTATION EXPECTATIONS • • TEMI Spreadsheet Istation (free typed, press Intervention Delivered Button too) Additional Paperwork as needed/required created by Heidi Veal •