RTI: RED FOLDER

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RTI RED FOLDER

• Vermilion
• Parish

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What is RTI

• RTI is the practice of
• Providing high-quality instruction and
  intervention matched to student need
• Frequent progress monitoring to make decisions
  about changes in instruction or goals and
• Applying child response data to make important
  educational decisions

Sandy Holloway,Gina Johnson Rebecca LeBlanc
St. Charles Elem. School
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RTI should be applied to decisions in general,
remedial, special education

• Child outcome data are essential to
• Making accurate decisions about instruction and
  interventions
• Making early identification/intervention with
  academics and behavioral problems
• Preventing unnecessary and excessive
  identification of students with disabilities
• Determining individual educational programs

Sandy Holloway,Gina Johnson Rebecca LeBlanc
St. Charles Elem. School
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Advantages of RTI Approach

• Provides instructional assistance in a timely
  fashion (e.g., NOT a wait-to-fail model)
• Helps ensure a students poor academic
  performance is not due to poor instruction or
  inappropriate curriculum
• Informs teacher and improves instruction because
  assessment data are collected and closely linked
  to interventions

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Core Principles of RTI

• We can effectively teach ALL children
• Intervene early
• Use a multi-tier model of service delivery
• Use a problem-solving method to decisions within
  a multi-tier model
• Use research-based scientifically validated
  interventions and instruction to the extent
  available
• Monitor student progress to inform instruction
• Use assessments for 3 purposes
• Screening all students K-6
• Use diagnostics to determine what children can
  and cannot do
• in important academic/behavioral domains
• Progress monitoring to determine if interventions
  are producing
• desired results

Diane S. Brown, Ph.D Vondra D. Etienne, M.ED
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Screening for ALL

• Students in grades K-6
• DIBELS all students three times a year

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Diagnostics

• Beginning and Advanced Decoding Survey
• Quick Phonics Screener
• Sigh Word Inventory
• GORT Gray Oral Reading Test
• ERDA Early Reading Diagnostic Assessment
• TOLD Test of Language Development
• CTOPP Comprehensive Test of Phonological
  
  
  
  
• Processing

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Progress Monitoring

• One skill every 3 weeks in grades K-3
• Working on a standardized protocol to use in
  grades 4-10

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Organizing and Conducting Screening

• District Assessment Team Pupil Appraisal,
  coaches, speech therapist, resource teachers,
  interventionist, district personnel
• Team enters school and assess student in one day

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Data Management

• School level personnel reviews DIBELS booklets
• School level personnel enter data
• Print reports

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Data Analysis

• Review classwide assessment
• Verify the problem
• Select students to receive interventions
• Plan for and implement intervention
• Progress monitor

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Adequate Progress

• If a student makes significant progress he/she
  exits interventions
• If a student makes adequate progress he/she
  remains in intervention
• If a student doesnt make adequate progress
  he/she moves to Tier III

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Inadequate Progress
Weekly Growth Rate for CBM Passage Reading Fluency
Fuchs, L.S., Fuchs, D. Hamlet, C.L. Walzut
German, G. (1993)
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The FITT principle(student with inadequate
progress)

• Increase the frequency of the intervention
  sessions.
• Increase the intensity of the intervention.
• Increase the time spent on intervention.
• Increase the number of times on the same
  intervention (Repetition of the lesson)

Lisa A. Moore, Ph.D, Chief Consultant
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What does intensive reading intervention mean?

• Very small groups
• Increased dosage
• Appropriate curriculum and effective instruction
• Instruction targeted to student needs
• Constant monitoring
• A sense of urgency
• Collaboration among teachers

Carolyn Denton, April 1,2008
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Inadequate Progress in Tier II Whats Next?

• The child receives 12 weeks of intensive, focused
  instruction.
• The student is unable to make adequate progress.
• The student is referred to the SBLC Support Team.
• The SBLC Support Team develops an action plan and
  identifies additional data to be obtained.

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Larry
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Inadequate Progress in Tier III

• If the student is unable to make progress after
  receiving intensive intervention the student
  returns to the SBLC Support Team for further
  review and recommendation.
• Evaluation
• Dyslexia Screening
• 504
• Continue intensive intervention

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Summary

• Universal Screening
• 3 Tier Model
• Tier I Core Program Research Proven
• Tier II Supplemental Instruction/Intervention
• Tier III Intensive Intervention
• Progress Monitoring
• Inadequate Progress
• Adequate Progress
• Student Action Plan
• Student Services

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QUESTIONS??