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MTSS/RTI for SLD: Essential Components & Franklin Pierce District Wide Systems

Learn about screening, interventions, progress monitoring, data-based decisions in MTSS/RTI for SLD. Franklin Pierce guidelines, example SLD addendum report.

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MTSS/RTI for SLD: Essential Components & Franklin Pierce District Wide Systems

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  1. MTSS / RTI for Sld 10/18/18 WSASP

  2. MTSS / RTI for SLD MTSS RTI for sld • Today we’ll review essential components and Franklin Pierce’s District Wide Systems • Screening • Interventions • Progress Monitoring • Data Based Decisions • WAC • Franklin Pierce Guidelines • Example SLD addendum report

  3. MTSS • Response to Intervention (RTI) = Multi Tiered System of Support (MTSS) • Encompasses gen ed, lap, special education • 3 Tiers based on data • Greater need  greater support • Evidence based interventions • Progress monitoring / fluid movement among tiers

  4. Franklin pierce Data/student meeting structure • Data meetings/Checkpoint days • 2-3 times per year • Mini meetings/PLC rotations/Tier 2/3 meetings • Weekly/monthly • SST/PST • By referral (teacher, data meetings) • Referral meetings • Data driven • Teacher referrals (less common) • Parent referrals

  5. MTSS Essential Component 1: Screening (pg. 3-4) • Screening/Benchmarking/Benchmark Screening/Universal Screening • The process of administering brief measures (probes) to ALL students in a grade at the beginning, middle and end of the school year. The same or parallel probes are used at each administration and the measures are always at the students’ grade-placement level. • Purpose: to identify students that may be at risk in reading/math, and in need of additional support. • 80% rule (core instruction) • Recommendation- use a screening measure that has been researched and approved for universal screening (NCII) General Outcome Measure (GOM): Unlike mastery measures, assessments that include a wide range of skills likely to be taught over the course of the year. GOMs are used to screen and measure general reading or math progress over time.

  6. Screening reminders • Universal screening probes are not to be used for practice, homework or otherwise • Practicing with probes compromises validity of screening scores • Screening probes are NEVER to be used or viewed except by screening administration team

  7. Fastbridge Screening Measures Reading math • CBM- grades 1-5 • Comp Efficiency- grades 2-5 • Early Reading (K-1) • Math Automaticity (grades 1-3) • CBM Math CAP (grades 2-5) • Early math (K-1) Fastbridge measures and scores can not be compared to aimsweb.

  8. Identifying students for Tiered support / Norm Comparisons

  9. MTSS Essential Component 2: Interventions (pg. 23-24) • Evidence based • Increased intensity with Tiers • Curriculum • Time • Group size • Instructor • Location is flexible and based on needs/resources. Could occur in classroom, LAP, or resource room. • Based on data (screening, historical, in program etc.)

  10. MTSS Essential Component 3: Progress monitoring (pg. 25)

  11. Goal setting (pg. 26)

  12. MTSS Essential component 4: Data based decision making (pg. 38-40) • 4 points above/below trendline  notify someone • PLC time • SST • Case manager • Red flag- if this continues, the team may need to collect further data and adjust instruction/intervention supports as needed • Instructional strategies • Differentiation • Error Analysis/Diagnostic

  13. RTI for SLD

  14. SLD Eligibility using RTI (WAC 392-172A-03055) • Must RULE OUT as primary reason for disability; • A visual, hearing or motor disability • Intellectual disability • Emotional disturbance • Cultural factors • Environmental or economic factors • Limited English Proficiency • Lack of Appropriate Instruction in Reading and Math • Must ENSURE • Student given scientific, evidence based interventions with fidelity • Data-based documentation of repeated assessments of achievement • Student progress has been shared with parents

  15. RTI Dual Discrepancy • Performance Discrepancy: student does not achieve adequately (below 10th percentile) in; • Benchmark assessments (compared to same age peers) • Local/national norms • Progress discrepancy: student does not improve at an adequate rate compared to same age peers (50th percentile ROI) • Appropriate intervention • Appropriate progress monitoring measure and goal

  16. RTI Criteria • Exclusionary criteria • Vision/hearing • Intellectual disability • Emotional disability • Cultural factors • Environmental factors • Limited English Proficiency • Lack of appropriate instruction • Inclusionary Criteria • Two or more evidence based interventions, delivered with fidelity • Data based documentation of repeated assessments of achievement • Progress shared with parents

  17. Other things to consider • Other eligibility categories • Comprehensive evaluation team must evaluate in all areas of concern or suspected disability • Consider assessments that may the team help guide instruction • Progress towards goals

  18. SLD addendum report Performance discrepancyIntervention data

  19. SLD addendum reportsProgress discrepancyIn program assessment data

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