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BCSI Plan Overview

BCSI Plan Overview. 2013-2014. Owingsville Elementary School September 9, 2012. Today’s. RTI Regulation Misconceptions of RTI RTI Tiers and requirements Required paperwork and documentation Q&A. RTI. No longer response to intervention “ R eally T errific I nstruction”.

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BCSI Plan Overview

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  1. BCSI Plan Overview 2013-2014 Owingsville Elementary School September 9, 2012

  2. Today’s • RTI Regulation • Misconceptions of RTI • RTI Tiers and requirements • Required paperwork and documentation • Q&A

  3. RTI • No longer response to intervention • “Really Terrific Instruction”

  4. “Really Terrific Instruction” is at all grade levels including ACT.

  5. Why BCSI Plan?? • Federal Law • State Law • District Plan and Procedures

  6. Appropriate InstructionReferral (3) The LEA shall ensure that:       (a) Prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel (regular education teacher); and       (b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child’s parents. 707 KAR§ 3 (2)(3)(4)

  7. PLC’s and Common Formative Assessment will help “Really Terrific Instruction” fall into place by: • PLC • What knowledge and skills should every student acquire as a result of this unit of instruction? • How will we know when each student has acquired the essential knowledge and skills? • How will we respond when some students do not learn? • How will we respond when some students have clearly achieved the intended outcomes? • Formative Assessment • Differentiated Instruction • Flexible Grouping (that changes as needed) • Varied Teaching Strategies and Resources • Documentation – Data Driven Instruction • Pre & Post Assessments • Assessment FOR Learning

  8. Reminder: “Really Terrific Instruction” is relevant and/or research based documentation of strategies used and the progress or lack of progress the student has made over a period of time.

  9. Misconceptions

  10. RTI is an accommodation or modification. • Reader for material - no • Manipulatives - no • Seated in close proximity to the teacher - no • Scribe - no • “Really Terrific Instruction” • is how you are instructing • the child.

  11. Special Education Teachers are responsible.

  12. It is not a program.

  13. Three-Tier Model of Interventions

  14. Figure 1: Three-Tier Model of Interventions Core – Universal – School-wideTier 1 • All students • Research-based • Whole-group setting • Universal screening w/ progress monitoring • Students having difficulty or knows the content are identified

  15. Tier 1 is whole group instruction that is data-driven.

  16. Whole group instruction doesn’t work or student is not being challenged then what?

  17. What data/information have I gathered? • Vision and Hearing Screening • Assessments from MAP • Formative Assessments • Work Samples • State Assessment Results • All decisions are DATA driven

  18. Student Focus Team • Grade Level Teacher (Required) • Other Teachers/Professionals (Special Education, GT, Interventionist, SLP, etc.) • Principal/Designee • Parent Optional Members • Community Stakeholders (Pathways, IMPACT, etc.) • District Office Representatives (RTI Director and/or Special Education Director)

  19. Tier 1 Steps to move to Tier 2: • Gather your information • Meet with SF team (parent present or notified) • Develop a plan of action • Student begins Tier 2

  20. Tier Two Make-up • Small group instruction (3-5) students • At least 3-4 days a week for 30 to 60 minutes additional instruction per week • Monitoring 1 time per week for 40-60 days of instruction

  21. What does Tier 2 data indicate? • Child has mastered goals (Child moves back to Tier 1) • Child has made good progress (Continue in Tier 2 with updated interventions) • Child has not made adequate progress (Child moves to Tier 3)

  22. Develop Tier 3 plan

  23. Tier 3 Make-up • No more than five students to a group • Provided by an interventionist /content specialist • Monitoring occurs at least one or two times per week • Instruction is very intense and a minimum of 30 minutes per day

  24. Tier 3 team will meet to determine next steps. • Child has made adequate progress (Child moves back to Tier 2 or Tier 1) • Child has not made adequate progress (Child will be referred to Special Education by teacher)

  25. Progress of Students • Some students may go between Tier 1 and Tier 2 and never qualify for Special Education or GT program. • Some students may need more help then others to master the targets and we must provide the instruction • Some students need to be constantly challenged to develop growth in content

  26. Documentation

  27. First: • Screen Vision and Hearing • Language screening • Motor screening

  28. Overview of BCSI Documents:

  29. Really Terrific Instruction will ensure all children are learning!!!!

  30. Website : www.bath.kyschools.us Department – RtI houses most all needed documents and resources

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