Presentation on theme: "TESOL Presentation March 2010. RTI is about “Systems Change” It is not a program. It is not strictly an alternative method of SLD determination. It IS."— Presentation transcript:
RTI is about “Systems Change” It is not a program. It is not strictly an alternative method of SLD determination. It IS a restructuring of current instructional practices based on years of research in the field. Then special education regulations allow for that structure to be used in the identification of SLD.
What’s the General Ed/Special Ed Connection ? Tennessee Reading Policy (State Board Policy 3.104, 2005) (go to Tennessee State Board of Education Policies) recommends use of a three- tiered reading model. “To ensure the prevention and correction of reading difficulties as well as improving reading instruction for all students, districts and schools must adopt a three-tier reading model for reading instruction.”
The Special Ed/Reading First Connection The same body of research used for Reading First with basically the same recommendations. Numbers of Tiers may vary, but basics do not: Scientifically-based Delivered with fidelity Interventions/Differentiated Instruction Progress monitoring and data-based decision- making
Special Ed/RTI Facts RTI is not mandated by special education. RTI may be used to identify SLD if that school district has an approved plan. Progress monitoring, exposure to high- quality instruction, differentiated instruction, and interventions prior to referral are required as part of the evaluation process for any child being considered for the SLD category. Not just in systems with RTI plans.
Something we tend to forget when a child is being considered for Special Education: Prior to referral for special education services attempts should be made to meet the needs of that student in the general education setting. This includes delivering high quality instruction, monitoring progress, delivering interventions in an effort to meet that child’s needs prior to referring to special education.
RTI is here because… Too many students being identified as LD Ongoing questions about discrepancy formula Referral process didn’t have enough teeth to it – No longer individual decision; team decision NOW – has to be data-driven, have to really think about other issues: “Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (from Federal Definition of LD)
Learning Disability inability to read, do math Affects learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
POPULATIONNumber of Students Percentage of Limited English Proficient Percentage of Hispanic students Bells Elementary 39015.1%23.8% Crockett County 1,7333.9%11.8% Tennessee 930,5253.5%5.2%
RTI Tier 2 Tier 2 is 30 minutes in addition to the two hours reading block with an RTI interventionist. Small groups that include ELLs and others. Determined by universal screening (BCS uses AimWeb)
ELL & RTI 73% of grades K-3 ELLs - Tier 2 intervention. 29% of ELLs in grades 4-5 - Tier 2 intervention.
Students in these groups work on core areas of instruction to promote reading accomplishments whether they are ELLs or not. phonemic awareness phonics fluency vocabulary comprehension
Tier 3 If, after no less than 8 weeks of Tier 2 intervention, the student makes limited progress according to benchmark test and mastery test, the BESTeam and parent will consider: Continue with Tier 2 for another 8 weeks; or Move into Tier 3 with 60 minutes of intensive instruction in a small group setting for no less than 6 weeks.
ESL Teacher’s Role Advocate ELLs are to be fully included in all parts of RTI and fully in ESL. Assist general education teachers with differentiated instruction (techniques and materials) for ELLs. Assist interventionists with insights to ELLs. Be at the team meetings for the ELLs that are needing intervention.
For More Information Contact Kandy Smith, SIG School Consultant firstname.lastname@example.org Anita Kail, ELL Instructor, Bells Elementary School email@example.com Veronica McDonald, Director of Program Improvement, Division of Special Education Veronica.McDonald@tn.gov Melanie Patton, Director of Assessment Services, Division of Special Education Melanie.Patton@tn.gov