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MODULE 1 Getting Started with RtI

MODULE 1 Getting Started with RtI. Today’s Objectives. What is RtI and why it is here Consensus-building Preparation for 2010 Implementation: Three Tiers of Services Data Analysis Problem-Solving Three Teams Practical Activities. PS/RtI: Definition. RtI is the practice of :

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MODULE 1 Getting Started with RtI

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  1. MODULE 1Getting Started with RtI

  2. Today’s Objectives • What is RtI and why it is here • Consensus-building • Preparation for 2010 Implementation: • Three Tiers of Services • Data Analysis • Problem-Solving • Three Teams • Practical Activities

  3. PS/RtI: Definition • RtI is the practice of : (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005.

  4. Why is RtInow being adopted by schools? • Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004. • This Federal legislation provides the guidelines that schools must follow when identifying children for special education services. • Based on the changes in IDEIA 2004, the Florida Department of Education (FDOE) updated its regulations. The new FDOE regulations: • Explicitly ALLOW districts to use RtI to identify ESE students.

  5. Rationale for Using RtI • RtI is a way to help all students obtain the appropriate instruction and intervention to improve their academic process. • RtI allows students who struggle, but may not be eligible for ESE services, to receive support services that are based on their individual needs. • RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers.

  6. Rationale, continued • RtI prevents inappropriate identification of students for special education services. • Racial disproportionality is reduced in programs for students with learning disabilities, mental handicaps and emotional handicaps. • RtI is a means for those students who “fall between the cracks” to get the help they need.

  7. Goals of RtI in FloridaT i R – Thinking is Required • Identify students early. • Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner. • Modify instruction and implement evidenced-based interventions based on individual needs. • Make informed decisions about what resources are needed to ensure student success.

  8. A Shift in Thinking The central question is not: “What about the student is causing the performance discrepancy?” but “What about the interaction of the instruction, curriculum, environment, and learner should be altered so that students will learn?” This shift alters everything!

  9. Consensus SurveyActivity 1 • Complete survey individually – 5 minutes • Share and discuss discrepancies within your small group – 5 minutes • Whole group share and discussion – 10 minutes

  10. Providing high-quality instruction/intervention with aTiered Model of School Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports Tier 2: Targeted, Supplemental Interventions & Supports Tier 1: Core, Universal Instruction & Supports

  11. Tiers of Service Delivery Problem Identification I II Response to Intervention III Problem Analysis Intervention Design

  12. Data Collection and Analysis is the primary driver for research-based instruction and interventions RtI uses learning rate over time and level of performance to place students in appropriate instructional and intervention groups

  13. 120 110 SLD Three different students 100 Reading Level 90 ? 80 70 60 60 70 80 90 100 110 120 Intelligence MH

  14. What does the data show? Peers Benchmark Student

  15. What does the data show? Benchmark Peers Student

  16. Using the scientific method to make important educational decisions to guide instruction and interventions. Problem Solving

  17. Problem-Solving and the Tiers Are 75-80% of students at benchmark? Is an individual student at significant gap? • Tier 1 Services • Grade level, MESH team, Department, classroom • Tier 2 Services • Intervention class, AYP sub-group, other at-risk • Tier 3 Services • ASP pull-out, ESE push-in, at-risk

  18. Problem Solving Process –Florida’s Model Problem Identification What is the problem? Evaluate Did the plan work? Problem Analysis Why is it occurring? Develop and Implement Plan What can we do about it?

  19. Problem Solving/RtI… “The Scientific Method” Evaluate Intervention Effectiveness Monitor Progress Analyze the Problem Identify the Problem Implement Intervention Design Intervention J L Timeline

  20. Peers Benchmark Student

  21. School Leadership Team Members Function Provides vision for both academic and behavioral success Plan, implement and monitor the progress of school improvement Implement Response to Instruction/Intervention as a school-wide method of raising student achievement outcomes Systematically evaluates the school infrastructure, scheduling, personnel and curriculum resources, staff development, and procedures • Administrator(s) • Guidance Counselor/Service Professional • Instructional Coach(es) • Regular Education Teacher • Exceptional Education Teacher • Electives Teacher

  22. School Leadership Team • Reviews data to problem-solve Tier 1 academics and behavior • Examines progress monitoring data across Tiers for fidelity and effectiveness • Reviews scheduling and resources for innovation • Maps curriculum to enhance interventions

  23. Reviews data to problem-solve Tier 1 academics and behavior Percent Achieving Level 3 or Higher Expected Reading Level

  24. Core Reports Is the Grade Level healthy? Are we meeting the needs of our SUBGROUPS? Is the core meeting the needs of 80% of the students?

  25. Student Performance Report Is the Core Healthy?

  26. Student Performance ReportIs the Core Healthy?

  27. Teacher Data TeamsSecondary • Middle School • MESH team • All teachers through A3 input • High School • MESH team • Grade-level cohort • Department • All teachers through A3 input

  28. Tier 2 – System-driven or AYP-focused • Intervention reading and math classes • FCAT vs. FAIR • Fluidity • AYP Sub-groups focus • Targeted small group-focus • Who, when, where, what?

  29. Tier 1 and 2 - Objective and Subjective Criteria • Student scores <35% on latest FAIR • Studentscores <35% on latest district Math or Science assessments • Student receives three or more F’s on latest report card • Classroom Teacher identifies student at-risk of academic failure

  30. Individual Problem Solving Team • Formerly known as “CST” • Tier 3 interventions – one-on-one • Who, what, when, where? • ESE Referral • SLD, EBD, Language, Behavior

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