A multi tiered approach to instruction presentation

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A multi tiered approach to instruction presentation

  1. 1. A Multi-Tiered Approach to Instruction<br />Response to Instruction (RtI) Implementation<br />Fall 2011<br />
  2. 2. Why RtI?<br />No Child Left Behind requires research based instruction/interventions by general education teachers for at-risk students<br />Reading<br />Math<br />Behavior<br />
  3. 3. Mountain Brook’s Multi-Tiered Instruction Model<br />
  4. 4. Interventions vs. Accommodations<br />Interventions<br />Accommodations<br />Level the playing field<br />Are not designed to improve skills<br />Examples:<br />Preferential seating<br />Extended time on tests<br />Copy of class notes<br />Improve student skills<br />Scientific research based<br />Examples:<br />Small group instruction<br />Pre-teaching<br />Teachers should use appropriate accommodations for all students.<br />
  5. 5. Tier I (All Students)<br />General education teacher is responsible<br />Research based strategies/programs are implemented for all students <br />Essential standards are re-taught if needed<br />Enrichment activities are provided if needed<br />Differentiated instruction is required<br />Content, process, and product based on student need is scaffolded<br />Time to meet with small groups to address gaps in learning is set aside<br />
  6. 6. Tier II<br />General education teacher is responsible<br />Research based strategies/programs are implemented for identified students (different from Tier I program)<br />Formative assessments are used regularly<br />Identify students who need additional support<br />Target specific learning needs<br />Small group instruction occurs often<br />Provided by general education teacher<br />Directly targets a skill deficit<br />
  7. 7. Timely, Structured, Mandatory<br />Focus on the cause of the student’s struggle rather than the symptom (i.e. letter grade, disruptive behavior, etc.)<br />Analyze universal screening data (DIBELS, AIMSweb, document review, etc.) to identify students lacking prerequisite skills<br />Provide targeted support before delivering core instruction to identified students<br />This is more than just RETEACHING!<br />
  8. 8. Documentation for Tier II<br />Lesson plans for intervention listing date, students, time, and intervention<br />Behavior contracts with anecdotal notes (Ex. behavior charts)<br />Charts documenting daily interventions<br />Student self assessments to determine effectiveness of intervention over time<br />Documentation of parent notification<br />Etc.<br />
  9. 9. Tier III<br />Exact plan is determined by SST based on student needs<br />Academic Interventionist or SBR Teacher is responsible<br />SBR program guarantees intensive support<br />Intervention is provided in addition to core instruction and with greater intensity and time<br />Intervention is intensive, individualized, and based on a problem-solving approach<br />Progress is monitored to determine actual rate of improvement (ROI)<br />
  10. 10. Curriculum Based Measurement (CBM)<br />CBMwas initially developed more than 20 years ago by Stanley Denoand others at the University of Minnesota Institute for Research on Learning Disabilitiesto develop a reliable and valid measurement system for evaluating basic skills growth.<br />CBM is supported by 30 years of school-based research.<br />CBM is endorsed by the United States Department of Education as a method for assessing student progress. <br />
  11. 11. AIMSweb is a Curriculum Based Measurement<br />
  12. 12. Why CBM? <br />Direct measure of student performance<br />Correlates strongly with “best practices” for instruction and assessment<br />Correlates strongly with research-supported methods for assessment and intervention<br />Focus is on repeated measures of performance<br />
  13. 13. Rainbow Report<br />
  14. 14. The data helps educators answer three questions: <br />How are the majority of students progressing who receive general education instruction? (RTI-80% + 15%)<br />Who are the students who are at-risk of academic failure? (RTI- 5%)<br />How are the “high flyers” doing and are they progressing? <br />
  15. 15. When do I refer a student to Student Support Team (SST)?<br />When the documentation of intervention shows:<br />Student is not making progress in identified area of reading or math<br />Intervention for behavioral concern is not effective<br />Significant deficits in reading, math, or behavior identified by universal screeners<br />
  16. 16. Student Support Team (SST)<br />The SST is responsible for the decisions which ensure that:<br />students receive instruction and interventions matched to their identified needs, <br />appropriate progress monitoring tools are utilized to provide evidence of students’ response to instruction and intervention, and <br />progress monitoring data are used to make timely instructional decisions which maximize student outcomes.<br />
  17. 17. Structure of Student Support Teams<br />Elementary Teams<br />Counselor<br />General Education Teacher(s)<br />Presenting Teacher<br />Academic Interventionist<br />Reading Coach<br />Special Education Teacher<br />Administrator<br />Others as needed<br />Secondary Teams<br />Counselors<br />Administrator <br />Special Education Teacher<br />General Education Teacher<br />Others as needed<br />
  18. 18. Frequency and Duration of Meetings<br />Determined at the school level with a minimum of once monthly<br />Each referred student’s data should be reviewed by the SST monthly<br />
  19. 19. SST Responsibilities<br />1 - Ensures that screening data are gathered and utilized to verify Tier I instruction.<br />2 – Ensures that tiers of differentiated, scientific, research-based instruction and intervention are provided with consistency.<br />3 – Ensures that decisions are based on screening procedures, benchmark testing, and progress monitoring.<br />
  20. 20. SST Responsibilities<br />4 – Ensures that screening and assessment data are used in selecting individual student interventions.<br />5 – Ensures that an intervention plan includes measurable intervention goals.<br />6 – Ensures that appropriate progress monitoring tools are used.<br />7 – Ensures that student progress monitoring is conducted at a minimum of 2 times per month for each student in Tier III.<br />
  21. 21. SST Responsibilities<br />8 – Reviews progress monitoring data on a specified schedule.<br /> -Data should be graphed<br />-Goal ROI and Achieved ROI should be available for discussion<br />
  22. 22. SST Responsibilities<br />9 – Ensures that parents of students receiving Tier III intervention are provided with regular data-based intervention progress reports with report cards and mid-term progress reports.<br />10- Ensures that students transitioning out of Tier III are monitored to ensure continued success. <br />
  23. 23. How is SST different from BBSST?<br />It is NOT a plan of accommodations but a plan of interventions<br />Plan must include SBR programs/interventions for reading, math and behavior<br />Measurable goals must be included. Baseline score is determined<br />Desired score is identified<br />ROI is calculated: <br />Progress monitoring is on-going and reported to parents<br />

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