This document outlines an agenda for a presentation on Response to Intervention (RtI) and the transition to Multi-Tiered Systems of Support (MTSS). The presentation will define RtI and MTSS, discuss the rationale for moving from RtI to MTSS, and explore the three big ideas of MTSS: a multi-tiered service delivery model, data-based decision making, and a problem-solving process. Participants will engage in activities to understand myths and truths about RtI, uncover key points about MTSS, and discuss what assessment and support looks like at their schools. The goal is for participants to be able to describe RtI and MTSS and name the three big ideas of
Situation Analysis is an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their potential impact on the project. It is considered as a dimension of needs analysis, and can also be regarded as an aspect of evaluation." (Richards, 2001)
Developing an IEP for students with ADHD by Kate Carr-Fanning - HADD Irelandhaddireland
The golden rule when it comes to students with ADHD is to provide as much structure as possible - this is what an IEP does! IEP’s provide structure and support communication. We describe what an IEP is and how to create one. We look at the planning, writing and review.
Situation Analysis is an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their potential impact on the project. It is considered as a dimension of needs analysis, and can also be regarded as an aspect of evaluation." (Richards, 2001)
Developing an IEP for students with ADHD by Kate Carr-Fanning - HADD Irelandhaddireland
The golden rule when it comes to students with ADHD is to provide as much structure as possible - this is what an IEP does! IEP’s provide structure and support communication. We describe what an IEP is and how to create one. We look at the planning, writing and review.
Response To Intervention Paper
Response To Intervention
Response To Intervention In Education
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Response Post Assignment
Emotional Response Essay
Emergency Response Essay
Resume Reflection
How to Resolve Conflict Essay
Relationship Between RTI And Test LD Students
Summary: Response To Intervention
Summary: Response To Intervention
Informative Response Paper
Summary: Response To Intervention
Response To Feedback
Examples Of Response To Literature
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NOTES3 Tiers of Response to Intervention (RTI).pdf11262.docxvannagoforth
NOTES/3 Tiers of Response to Intervention (RTI).pdf
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 2/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 3/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 4/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 5/7
What’s Next
Get answers to FAQs about RTI.•
Read about the difference between RTI and MTSS.•
See a list of questions to ask your child’s school about the RTI
process.
•
About the Author
NOTES/A Systematic Approach to Implementing RTI in 3 HS's.pdf
Linking Research and Resources
for Better High Schools
A Systemic Approach to
Implementing Response
to Intervention in Three
Colorado High Schools
By Helen Duffy and Jenny Scala
National High School Center at the
American Institutes for Research
March 2012www.betterhighschools.org
1
betterhighschools.org
T H E C H A L L E N G E
T A K E A WA Y S
Create a coherent vision and structures
that support implementation:
Build effi cient data systems that provide
timely access to data:
Develop fl exible interventions:
Provide professional development:
I N T R O D U C T I O N
1
3
1 tiered
interventions
RTI
3
betterhighschools.org
2
B A C K G R O U N D
National High School Center Prior Work on RTI
Meeting the Needs of Signifi cantly Struggling
Learners in High School: A Look at Approaches to Tiered Intervention
Tiered Interventions in High Schools: Using Preliminary “Lessons
Learned” to Guide Ongoing Discussion
betterhighschools.org
3
THE NATIONAL CONTEXT FOR RTI
4
THE COLORADO CONTEXT
4
betterhighschools.org
4
5
Indicators of
School Readiness for RTI: A Self-Assessment Tool
all
6
5
6
Colorado has identifi ed six components that support implementation of RTI:
Leadership:
Problem Solving:
Curriculum and Instruction:
Assessment and Progress Monitoring:
Positive School Climate and Culture:
Family and Community Engagement:
betterhighschools.org
5
DISTRICT 189 BEGINS RTI
betterhighschools.org
6
AN EARLY PORTRAIT OF TIERED INTERVENTIONS AT THE HIGH SCHOOL LEVEL
District 189 Demographics:
betterhighschools.org
7
RTITHREE YEARS LATER
betterhighschools.org
8
Table 1. Student Demographics of Visited High Schools (2010–11)
betterhighschools.org
9
betterhighschools.org
10
“Lessons Learned”
A S P E C T S T H A T S U P P O R T I M P L E M E N T A T I O N O F R T I
LEADERSHIP
Leadership at the State Level
evaluation data-based
decision making
betterhighschools.org
11
Leadership at the District Level
betterhighs ...
The Swift at ISIS-SWIS User training is designed to be delivered by certified ISIS-SWIS facilitators as they prepare 2-4 school-level personnel to manage ISIS-SWIS accounts and monitor students who receive Tier III (individualized) supports.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Response To Intervention Paper
Response To Intervention
Response To Intervention In Education
Army Alc Phase 1 Essay example
Response Post Assignment
Emotional Response Essay
Emergency Response Essay
Resume Reflection
How to Resolve Conflict Essay
Relationship Between RTI And Test LD Students
Summary: Response To Intervention
Summary: Response To Intervention
Informative Response Paper
Summary: Response To Intervention
Response To Feedback
Examples Of Response To Literature
Argumentative Analysis: They Say I Say
Correct Response In Research
NOTES3 Tiers of Response to Intervention (RTI).pdf11262.docxvannagoforth
NOTES/3 Tiers of Response to Intervention (RTI).pdf
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 2/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 3/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 4/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 5/7
What’s Next
Get answers to FAQs about RTI.•
Read about the difference between RTI and MTSS.•
See a list of questions to ask your child’s school about the RTI
process.
•
About the Author
NOTES/A Systematic Approach to Implementing RTI in 3 HS's.pdf
Linking Research and Resources
for Better High Schools
A Systemic Approach to
Implementing Response
to Intervention in Three
Colorado High Schools
By Helen Duffy and Jenny Scala
National High School Center at the
American Institutes for Research
March 2012www.betterhighschools.org
1
betterhighschools.org
T H E C H A L L E N G E
T A K E A WA Y S
Create a coherent vision and structures
that support implementation:
Build effi cient data systems that provide
timely access to data:
Develop fl exible interventions:
Provide professional development:
I N T R O D U C T I O N
1
3
1 tiered
interventions
RTI
3
betterhighschools.org
2
B A C K G R O U N D
National High School Center Prior Work on RTI
Meeting the Needs of Signifi cantly Struggling
Learners in High School: A Look at Approaches to Tiered Intervention
Tiered Interventions in High Schools: Using Preliminary “Lessons
Learned” to Guide Ongoing Discussion
betterhighschools.org
3
THE NATIONAL CONTEXT FOR RTI
4
THE COLORADO CONTEXT
4
betterhighschools.org
4
5
Indicators of
School Readiness for RTI: A Self-Assessment Tool
all
6
5
6
Colorado has identifi ed six components that support implementation of RTI:
Leadership:
Problem Solving:
Curriculum and Instruction:
Assessment and Progress Monitoring:
Positive School Climate and Culture:
Family and Community Engagement:
betterhighschools.org
5
DISTRICT 189 BEGINS RTI
betterhighschools.org
6
AN EARLY PORTRAIT OF TIERED INTERVENTIONS AT THE HIGH SCHOOL LEVEL
District 189 Demographics:
betterhighschools.org
7
RTITHREE YEARS LATER
betterhighschools.org
8
Table 1. Student Demographics of Visited High Schools (2010–11)
betterhighschools.org
9
betterhighschools.org
10
“Lessons Learned”
A S P E C T S T H A T S U P P O R T I M P L E M E N T A T I O N O F R T I
LEADERSHIP
Leadership at the State Level
evaluation data-based
decision making
betterhighschools.org
11
Leadership at the District Level
betterhighs ...
The Swift at ISIS-SWIS User training is designed to be delivered by certified ISIS-SWIS facilitators as they prepare 2-4 school-level personnel to manage ISIS-SWIS accounts and monitor students who receive Tier III (individualized) supports.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
5. Agenda
Define Response to Intervention
RtI to Mulit Tiered System of Supports
(MTSS) Rationale
Define MTSS
Discuss 3 Big Ideas of MTSS
◦ Multi tiered service delivery model
◦ Data based decision making
◦ Problem solving process
6. Learning Goal
Participants will be able to describe
RtI and MTSS and name the 3 big
ideas of MTSS
Response to Intervention
Multi-Tiered System of Supports
7. How will we learn this?
Describing RtI and MTSS and anming
the 3 big ideas of MTSS through
discussions, examples, and activities.
8. Learning Goal: Participants will
be able to describe RtI and
MTSS, and name the 3 big ideas
of MTSS
4
3
2
1
0
1
2
3
4
9. RtI Myths or Truths
A statement will appear on the screen.
Participants will hold up their response
cards identify if they think the
statements are Myths (M) or Truths (T)
21. Uncovering the Truths: Jigsaw
Each group assigned a section of the
NASDE Myths and Truths document.
All group members read assigned
section, identify at least one key point
(truth) and bullet their responses on
an index card.
Groups choose a “recorder” to list all
truths (bullet form) on chart paper and
s designated “spokesperson” to share
with whole group.
23. What is RtI?
A practice of providing high quality
instruction and interventions matched
to student need, monitoring progress
frequently to make decisions about
changes in instruction or goals and
applying child response data to
important educational decisions.
NASDSE, 2006
National Association of State Directors of Special
Education
28. Multi-Tiered System of Supports
(MTSS)
Evidence based model of schooling
that uses data based problem solving.
Integrated instruction and intervention
delivered to students in varying
intenstities (multiple tiers) based on
need.
“Need-driven” decision making
focused on the success of ALL
students.
29. Why FL, Why Now????
The shift from RtI to MTSS…
Research based initiatives/efforts were
merged to form MTSS:
-A preventative, integrated data based
planning and problem solving system.
30. The Shift Cont.
MTSS reinforces a SYSTEM vs a
process that can sometimes be
confused with RtI
MTSS provides a structure/continuum
of supports for all students, while RtI is
often thought of in terms of “he’s going
through RtI” or “she’s in RtI”
31. Importance of Language…
In order to be clear and align ourselves
with the state…
MTSS will be the term used going
forward!
32. Core Principals of MTSS
We can effectively teach ALL children.
Intervene early
Use a multi tier model of service delivery
Use a problem solving model to make decisions
within a mult tier model.
Use scientific research based validated
intervention and instruction to the extent
available.
Monitor student progress to inform instruction.
Use data to make decisions. **A data based
decision regarding student response to
intervention is central to RtI practices.
Use assessment for screening, diagnostic, and
progress monitoring.
39. Tier 1 Characterized
Effective interventions must be built on
solid foundations of high quality core
instruction
School and district resources should be
directed first and foremost to improve
Tier 1 core instruction
Approximately 80% of students achieve
proficiency
Screening utilized with all students 3
times a year
We CANNOT intervene our way out of
core instructional problem(s)
40. Tier 1: Dig a Little Deeper…
What is your current core program(s)?
Do you know if it is validated by
scientifically-based research?
Thoughts to consider:
◦ How would you determine it’s scientifically
based?
◦ What does the research tell you about it’s
effectiveness?
◦ What kind of demographics or sample
population was included in the research?
◦ How does the sample population align with
your school population?
41. Tier 2 Characterized
For appx 20% of students
Core + Supplemental
Increasingly intensified services:
◦
◦
◦
◦
More time to practice
Focused/narrow skills or content
Direct instruction of content
Increase frequency of progress
monitoring (monthly or bi-weekly)
**provided as soon as a student is identified as
“at risk” through benchmark/screening
assessments
42. Tier 3 Characterized
For appx 5% of students
Core + Supplemental + Intensive
Individual Instruction
More frequent progress monitoring
(weekly)
Intensity Increases in:
◦
◦
◦
◦
Group Size (2 or 3 students or 1:1)
Time/duration
Frequency (days per week)
More individual explicit instruction, targeted
at appropriate level
43. Collaborative Learning Activity
Stand up, Partner Up, Share
Describe a type of support at your
school and where it would fit within
Multi Tiered Systems of Supports
44. Big Idea #2
Data Based Decision Making (DBDM)
An objective approach for using
assessment data for the purpose of
making educationally relevant
instructional decisions.
Promotes good instructional matching
Increases our likelihood of intervention
success
45. DBDM cont.
Decide what is important for student to
know
Teach what is important for students to
know
Keep track of how students are doing
Make changes according to the results
you collect
46. Decision Making Rubric
Are over 20% of
students
struggling?
Are between 5%
and 20% of
students
struggling?
Are 5% or fewer
students
struggling?
Skill needs will be
most efficiently
addressed during
Core/Content
Area Instruction;
examine delivery,
curriculum, &
environment for
needed
adaptations.
Develop small
group
intervention
Design
Individualized
Intervention
49. Problem Solving Process
Step 1:
What is the
problem?
Step 4:
Is it
working?
PSP
Step 3:
What are
we going to
do about it?
Step 2:
Why is it
occuring?
50. Assessment Answers
Questions!
Typical Questions
Assessments
Purpose
Screening
“First Alert”
Diagnostics
“In depth review”
Who needs extra
support?
How should groups be
formed? Which skills
need to be
emphasized?
Progress Monitoring
“Growth Charts”
Have we
accomplished our
goals for a student? A
class? A district?
What are the things to
Outcome
“Reaching our Goals”
Who is at risk?
Who needs close
monitoring?
What are a student’s
strengths &
weaknesses?
51. Assessment
What does it look like at my school?
◦ Create four door foldabel with your team
(table partners).
◦ Identify what assessment(s) are available
across the four types.
◦ Each team will review their foldable with
the whole group.
52. Why is Progress Monitoring the
KEY?
Improve student outcomes
Enhance motivation
Visual comparison of performance
Timely decisions about instruction
Determine intervention success
Comprehensive system of tiered supports that includes evidence-based instruction, universal screening, research based interventions matched to student needs, progress monitoring and data-based instructional decision making focused on positive student outcomes.
Comprehensive system of tiered supports that includes evidence based instruction, universal screening, research based interventions matched to student needs, progress monitoring and data based instructional decision making focused on positive student outcomes.