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RTI OVERVIEW for ALCOA CITY SCHOOLS

RTI OVERVIEW for ALCOA CITY SCHOOLS . Winter 2014. ALL Means ALL. The RTI.2 framework integrates Common Core State Standards, assessment, early intervention, and accountability for at-risk students in the belief that ALL students can learn. Policy Change.

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RTI OVERVIEW for ALCOA CITY SCHOOLS

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  1. RTI OVERVIEWforALCOA CITY SCHOOLS Winter 2014

  2. ALL Means ALL • The RTI.2 framework integrates Common Core State Standards, assessment, early intervention, and accountability for at-risk students in the belief that ALL students can learn.

  3. Policy Change As of July 1, 2014, RTI.2 will be the sole criteria by which a student may be identified as having a Specific Learning Disability (SLD) in the state of Tennessee.

  4. RTI.2 Is: • A process for coordinating high quality service delivery in schools. • A layered instructional approach that prevents problems first, and then brings increasingly intense interventions to students who don’t respond. • Making instructional decisions based on data. • A way to integrate ALL programs with general education. • Providing relevant data for SLD identification and for instructional programming.

  5. The PRIMARY GOAL OF RTI.2 is to improve academic (and behavioral) outcomes for ALL students by eliminating discrepancies between actual and expected performance.

  6. RTI.2 - TIER I (80-85%) • Tier I – ALL students participate in high quality, general education instruction using Common Core Standards. • Must have ongoing screening, and ongoing assessment to inform and change instruction. • Teach, assess, monitor and adjust!!

  7. Tier I – Recommended Instructional Times • ELA: • K-2/150 minutes • 3-5/90 minutes • 6-12/55 minutes traditional/90 minutes block • MATH: • K-1/ 60 minutes • 2/75 minutes • 3-5/ 90 minutes • 6-12/ 55 minutes traditional/90 minutes block

  8. RTI.2 - Tier II (10-15% ) • Tier II – In addition to Tier I: • Interventions are provided to students that fall below the 25% on the universal screening and are struggling academically. • Students are provided instruction based on their specific area of deficit and progress monitoring occurs. • This must occur at a minimum of 30 minutes EACH day in addition to core instruction. This must be small group instruction. • This may be sufficient to meet their needs. Some students may stay in Tier II and continue until no longer needed. • Special education students may be placed in Tier II for intervention. (This may not be an IEP provided service)

  9. RTI.2 - Tier III (3-5%) • Tier III – In addition to Tier I, students who have not made significant progress in Tier II are provided a more intense intervention in their specific area of deficit. These students fall below the 10% on the screening. • Progress monitoring continues. • 45-60 minutes of explicit instruction daily, in small groups. This must be more intense than Tier II. • This intervention may meet the needs of these students and they may continue this instruction for any period to time. • Remember: Intervention changes must occur before looking to move a student to more intense intervention OR before making a referral to SPED.

  10. RTI.2 – (Tier IV)-Special Education Special Education Is the MOST INTENSE intervention the school can provide.

  11. Areas of Deficit- How special education will provide intervention • Basic Reading Skills (letters, letter sounds, decode) • Reading Comprehension • Reading Fluency • Written Expression • Math Calculation • Math Reasoning (problem Solving)

  12. District and School I – Teams • The District has established an I-Team that meets periodically to discuss RTI issues at the school level and assist the school leaders in the decision making process. • The primary goal of the School I-Team is to ensure the success of all students through high quality instruction, data analysis, and intervention. This team meets regularly (once every 4.5 weeks at a minimum) to develop the school RTI.2 plan and examine progress (data) to determine next steps for implementation.

  13. Fidelity of Implementation • Fidelity monitoring will occur at each level of RTI.2. • Fidelity monitoring occurs at Tier I through on-going teacher evaluations to ensure that high quality instruction is being provided in all classrooms around common core instruction. • Fidelity of Tier II/III must occur at each building through principal, other leaders, and central office staff. • The purpose of fidelity monitoring is to ensure that interventions are implemented appropriately by the protocols of each established program, and that these interventions are being implemented consistently (according to time guidelines). • Fidelity monitoring must occur at least 3times / grading period. This monitoring should focus on individual students to ensure they are receiving the intervention as prescribed by the I-Team.

  14. At All Tiers • District and school I-Teams fully functional • Universal Screenings (3 times / year) • Assessments (on-going and progress monitoring) • Follow recommended instructional time • Parent involvement • Effective, evidence-based programs withprofessional development • Fidelity monitoring

  15. RTI Resources • www.tn.gov/education • www.tnspdg.com • www.tncore.org • http://state.rti4success.org • http://nichcy.org

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