Melinda Deckman Barbara Hargrove August 21, 2013 This is an approach used to increase the opportunity for all students to meet academic achievement standards through early identification of students whose academic and/or behavioral needs place them at risk. RTI ensures that resources and interventions are appropriately targeted to serve all struggling learners as early as possible through high–quality instruction. Data-based decision making: Critical educational decisions should be based on assessment results. Data should be carefully analyzed to determine why academic or behavioral problems exist. Universal screening: Universal screenings are assessments administered to all students to determine as early as possible which students are at risk of not meeting academic or behavioral benchmarks. Progress monitoring: Progress monitoring is a scientifically research-based practice that shows data about student growth over time. Progress monitoring should be used to determine the effectiveness of instruction and/or interventions. Fidelity of implementation: Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered. Fidelity must also address the integrity with which screening and progress monitoring procedures are completed. Is providing high-quality core instruction and behavioral supports by highly-qualified teachers. Analyzing student data and make recommendations Providing whole or small group differentiated instruction. Implementing scientifically research-based interventions and monitor progress regularly. SIT plans are not required at the Tier 1 level. Supports 80-90% of all students Provides small group targeted skill instruction that supplements and reinforces high-quality core instruction and/or behavioral expectations. Provides small group interventions in 6/12 wk cycles. Documents intervention and monitor progress. Supports 5-15% of all students. Interventions ranging from 6 to 12 weeks; minimal 90 minutes per week. Paper documentation should include graphs, charts, tutoring times, etc. Teachers will be trained on setting up Tier 2 Interventions in Skyward. Provides intense, individualized interventions in addition to core instruction delivered by highly trained staff. The intervention targets skill deficits. Provides intense, individualized intervention in 6/12 week cycles. Document interventions and monitor progress in SIT. 150 minutes per week in addition to core instruction weekly. Supports 1-5% of all students. This should be done as the last resort. SIT committee (Campus Based Intervention Team) with Assessment Personnel (LSSP or Diagnostician or Speech Therapist) and parent meet to discuss data and plan. There has to be data based on the deficits showing lack of progress even though RTI has been done with fidelty. This Tier 2 and 3 data should reflect at least 6-12 weeks of tutoring with graphs and charts supporting your case. Please note that these reports are not progress monitoring information. This is data to show their could be a need or improvement is happening. -TPRI and TEMI and Tejas LEE -District CBAs, Benchmarks, Fluency Tests -CSCOPE Unit Assessments; Six Week Grades -STAAR and STAAR LAT -DRA and EDL -Rubrics for Writing What Questions should I ask? -After reviewing math and reading data, select an area of deficit. -Student should be working on Waterford daily and should be receiving small group intervention from a staff member – total of minimum 30 minutes each day for 5 days a week. Small group intervention progress should be charted with time noted and data points/journaling (once a week) while Waterford will produce a report. Waterford Report Page 1 Waterford Report Page 2 www.easycbm.com is a great website for weekly progress monitoring –covers K-5. It is free and will produce charts when student does weekly tests. www.interventioncentral.org is a great website for weekly progress monitoring. It is free and has all types of items that you can use for weekly checkups. There is a special area that covers K-2 TEMI areas (3 of the 4). www.dibels.uoregon.edu is a free reading progress monitoring system. One way to document Progress Monitoring And Another Way STAR Early Literacy Reading Program Renaissance Math Teachers will be trained on these programs in the fall. Istation—TISD Universal Screening for Reading a. How did student perform on overall reading compared to other students his age? (normative sample) b.How did he perform on overall reading compared to other students in his class? c. How did he perform on overall reading compared to other students in his grade level? d.If it is a valid concern, is their supporting evidenceState assessment results, STAR testing, DRA, TPRI. Do not rely on district CBAs and Benchmarks as they are not standardized. e. f. g. h. i. Is he 2 or more years behind in Overall Reading or Text Fluency? If not, has he been retained? Look at Student Summary Handout. Is he making significant progress? Look at Trend Line. What is his area of strength and weakness? What area will you target for intervention? Teachers should use Priority Report to plan instruction. Expectation if that 100% of alerts are acknowledged in 10 days or less. Is he receiving computerized instruction on the Istation software for 90 minutes per week? (remember needs 150 minutes a week on TIER 3, so small group interventions with separate reporting should occur.) Most administrators like to see human intervention and not only computer time. k. If not using Istation lessons to deliver instruction, be sure interventions are consistent with target area. l. Is progressing monitoring using ISIP occurring on a weekly basis? If not, is there another method of weekly progress monitoring established? j. Istation Report Page 1 Istation Report Page 2 Student Diagnostic Report- key information to help work with student one-on-one Student Reading Report –tracks student progress from segment to segment. Student Progress Report –graphs results Student Action Report – tracks history, provides reading ranges, and offers teaching recommendations. Student Quiz Success Report Overview Report ◦ Identify student who are meeting suggested usage benchmarks as well as classroom goals. Students should be completing 2-3 lessons per week Students should be working towards passing a minimum of 70% of attempted lessons. Students should be working towards passing 100% of Target Lessons. ◦ Identify students who may need additional support. Students need to be using Learning Coach and Live Help appropriately. If failing lessons and not accessing Coach and Help, they may need guidance. For students with repeated office referrals, a first referral that is of significant concern or absences, behavioral RTI may need to be initiated. Assistant principal and School Counselor will be contact persons. Low incidence disabilities – significant signs of autism, deaf, blind, auditory impaired (depends on degree of hearing loss), medically fragile or significant medical concerns that interfere with educational progress will not follow RTI process. Parent request – if parent requests a referral, request must be considered by student intervention team. If campus data does not support need for referral (i.e,. Tiered interventions have not been delivered or student is responding to interventions), campus must issue a written statement informing parents that referral will not be initiated. See RTI manual for form. Your campus instructional coach (IC) is your go to person. She can help you set up programs and can help you with reports. Your diagnostician or LSSP –if you are not sure that you are on the right track ASK the person to look at your data collection up to this point. No need going through motions and then risk being turned down. Remember that “FIDELITY” is so important—if Johnny is suppose to be on Waterford daily he better be; if progress monitoring and tutoring charts are noted, they better exist or you are wasting your time and possibly hindering your student from getting extra help.