RED 4519- RTI, FAIR and Differentiation

1. RED 4519- RTI, FAIR and Differentiation Dr. Kelley

2. Share LiveText Assignment Discuss at table (rubric, typed AIP, student assessments): • The assessment tools you used. • What you learned. • What you decided to do to assist the student. • How these tools may be helpful when you are in the classroom.

3. What is RTI? What is FAIR? What is Differentiation? Make a 3-Column Chart- • 1-What do you already know about RTI? • 2-What do you already know about FAIR? • 3-What do you already know about differentiation? Talk with a peer and add to your columns throughout today’s class.

4. RTI Defined • Means: Response to Intervention p. 16 • When Individuals with Disabilities Education Act- IDEA (2004) was reauthorized Congress sought to reduce # of students referred for special education by requiring states to initiate at least a three-step system prior to a referral (although many districts may use more).

5. Goal of RTI- pp. 16-17 • Goal-increase the number of intervention and prevention opportunities available to students (before they fail), thus decreasing the number of students incorrectly identified for Special Education and/or other services.

6. 8 Areas as a Basis for Learning Disabilities, IDEA 2004 p. 17 6 Related to Language Arts: • Oral Expression • Listening Comprehension • Written Expression • Basic Reading Skills • Fluency • Reading Comprehension

7. Why RTI? • Discrepancy Model has been ineffective. • “Wait until they fail” approach. • Too many students mislabeled. • Instruction was not differed to meet needs of student (student was viewed as issue, not instruction).P. 17

8. RTI follows Problem Solving Process- Review pp. 18-19 • Define- What is the problem? • Analyze- Why is it happening? • Implement- What are we going to do about it? • Evaluate- Is it working?

9. Three Tiers: Most Common Model • Tier I • Consists of core curriculum in classroom. • Is the initial instruction by classroom teacher (like 90 minute reading block). • Student is monitored (for progress). If the student has little to no progress, then

10. Tier 2 • In addition to Tier 1. • Can be in class or out of class, but usually small group. Supplemental instruction referred to as targeted and strategic intervention. • Different from Tier 1. • Title I funds can be used for this as well as Special Ed funds. Again if student has little to no progress, then

11. Tier 3 • Comprehensive and intensive customized instruction different from and in addition to Tier 1 and Tier 2. • Typically one-on-one intervention. • A decision-making team (like a Student Study) reviews progress to determine if student needs to be referred for special education.

12. Three Tier Model in Florida • http://www.florida-rti.org/flMod/threeTierModel.htm

13. How fair is FAIR? • Florida • Assessments for • Instruction in • Reading

14. FAIR Assessments and Relationship to RTI • Broad Screen/Progress Monitoring Tool= Tier 1(all students) • Broad Diagnostic Inventory = Tier 1(all) and 2, sometimes 3 (vocabulary) • Targeted Diagnostic Inventory= Tier 2 and 3 (some, those scoring yellow or red on Broad Screen) • On-Going Progress Monitoring= Tier 2 and 3 (only some)

15. K-2: On Paper and Scripted • Broad Screen- Letter naming & sounds, phonemic awareness, and word reading; 3-5 minutes; result is Probability of Success Score (green, red, yellow) • Broad Diagnostic- listening comprehension, reading comprehension, vocabulary and spelling (grade 2 only); 10-15 minutes per task; timing occurs • There is a 10% Stop Rule • http://www.fcrr.net/files/K-2_webinar_handouts.pdf

16. 3-12 Computer Administered (3x a year) • Broad Screen-Computer-based, adaptive comprehension assessment (except maze) designed to determine Probability of Success on FCAT (red, yellow, green) • Standard score • Percentile rank • Lexile score • Ability score • Content area scores • http://www.fcrr.org/FAIR/FAIR%20Powerpoints/Teacher%20Webinar_3-5-handouts.pdf

17. Targeted Diagnostic 3-12 (3x a year) Set of tasks to more precisely indicate areas of instructional need based upon performance on Broad Screen. • Text Reading Efficiency (mazes and fluency) • Maze- 2- three minute grade-level passages, student chooses cloze items embedded in text • Fluency- accuracy, speed and gist-level comprehension • Computer-based Word Analysis (spelling)- 5-15 minute adaptive • See sample http://www.fcrr.org/FAIR/index.shtm

18. Ongoing Progress Monitoring K-12 (as needed) • K-2 Tasks- letter name and sound knowledge (K), phonemic awareness (K & 1), word building (K & 1), and oral reading fluency (1 & 2). • 3-5 Tasks- oral reading fluency (3-5) on paper, computer-based mazes (3-12).

19. Interestingly… • If we had been differentiating instruction all along, RTI would not be needed, and perhaps not even FAIR.

20. Reviewing Differentiation • Engaging students in respectful tasks • Requires flexible grouping • Based on ongoing assessment • Requires adjusting instruction (content, process, or product) based on student readiness, interest, and learning profile.

21. Classroom Applications: What do I need to know? • Know student strengths and weaknesses (review files, assessments, etc…) • Be aware of student motivation • Be cognizant of learning profile/styles • Employ various grouping techniques • Develop effective lessons based on the above • Utilize effective classroom management

22. IRA Guiding Principles for Teachers Implementing RTI p. 17 • Instruction- high quality, research-based • Responsive- differentiated to student needs • Assessment- knowledgeable assessor • Collaboration- all stakeholders, including parents. • Systematic & Comprehensive • Expertise

23. Review Your 3-Column Chart • Still have questions visit • http://www.florida-rti.org/