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Required Elements:

Required Elements:. Universal Screening Tier I Tier II and Tier III Progress Monitoring District and School RTI² Teams Fidelity of Implementation Parent Contact/Communication Highly trained personnel. Map backwards: Skill specific universal screeners will measure:.

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Required Elements:

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  1. Required Elements: • Universal Screening • Tier I • Tier II and Tier III • Progress Monitoring • District and School RTI² Teams • Fidelity of Implementation • Parent Contact/Communication • Highly trained personnel

  2. Map backwards: Skill specific universal screeners will measure: • Basic Reading Skills (letters, letter sounds, phonological awareness decode) • Reading Comprehension • Reading fluency • Written expression • Math calculation • Math reasoning (problem solving)

  3. Guidance for Universal Screeners: • Skill-Based • Nationally Normed • Easy to Administer • Limited Impact on Instructional Time • Compares Apples to Apples (Alternate Assessment Reliability) • Explicitly Measures each Skill Area • Peer Reviewed in Special Education Journals (given we are using to potentially identify students for LD) Note: If a district uses a standards-based screener then a survey level assessment must be completed to identify skills deficit before Tier II intervention. In the model, Tier II is skills-based not remediation on standards. Progress monitoring must be skill-based and measure specific area of need and intervention taking place.

  4. Tier I - Instruction • Classroom instruction for all - Common Core State Standards • Research shows 80-85% of students will respond to Tier I • Recommended Instructional Time • ELA: K-2/150 min; 3-5/90 min; 6-12/55 traditional 90 block • Math: K-1/60 min; 2/75min; 3-5/90 min; 6-12/55 traditional 90 block • Fidelity Monitoring (Team, Student Data, etc…) • Universal Screener (K-8, recommended 9-12)(students below 25% go to Tier II)

  5. Reteaching/Remediation VS. Intervention Reteaching/Remediation Intervention Tier II/III/Special Education Intervention Goal is provide research based interventions aligned to specific skill deficit(s) as identified by a universal screener. Skills Based Assessment: Skills based universal screener aligned to area(s) of deficit Skills based Progress Monitoring specific to area(s) of deficit Formative assessment Tier I-Common Core Standards • Goal is to reteach standards that students are struggling with rather than specific skill deficits. These are your “bubble kids”. • Differentiation in Core instruction. This does not mean teaching on a lower standard. This mean using materials that meet the student need. Standards Based Assessment: • Benchmark Assessment • Summative Assessment • Formative Assessment

  6. Tier II - Intervention • High quality research based intervention in specific area of deficit • 30 minutes of explicit instruction daily, small groups (scheduled outside of core instruction) • Survey-Level assessment- “deeper dive” when needed (process to determine the basic skill area of deficit) • Progress Monitor occurs every 1-2 weeks in the specific area of deficit (district decision) • Collect data points, determine patterns, track individual students • Fidelity Monitoring • Rate of Improvement • Taught by highly trained personnel

  7. Tier III - Intervention • High quality research based intervention in specific area of deficit (more intensive than Tier II) • 45-60 minutes of explicit instruction daily, small groups • Survey-Level assessment- “deeper dive” when needed (process to determine the basic skill area of deficit) • Progress Monitor (every 1-2 weeks in area of deficit) • Collect data points, determine patterns, track individuals • Fidelity Monitoring • Rate of Improvement • Taught by highly trained personnel

  8. Specific Learning Disability Definition:

  9. Tier II, Tier III or Sp.ed Intervention : Core Instruction Plus A skill specific intervention

  10. Special Education Intervention for a student with a Specific Learning Disability:Is…. Is Not: • In addition to core instruction provided by general ed. teacher • The most intense intervention • Specific to the area of deficit/need • Research based • Provided by trained professional • Monitored to measure student progress • Based on data to determine appropriate interventions and services • a place to put students that struggle • One size fits all • based on a standard • Tutoring • The only intervention available

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