RtI is a… Reauthorization of IDEA If a student is not performing as expected academically and/or behaviorally, we will change what We are doing until we find what works. ( prior to referral) System which utilizes a multi-tiered problem solving approach.
RtI is a… Shared Responsibility This is about the success of each and every student This is about collaboration and shared responsibility at the classroom, school, district, and community level
RtI is a… WWay of knowing if what we are currently doing in the classroom and/or with district support services is working or not through collaborative efforts
Core features of RtI High Quality Classroom Instruction Research-based instruction Classroom performance Universal Screening
Core Features of RtI Continuous Progress Monitoring Researched-Based interventions Progress Monitoring during interventions Fidelity Measures
IDEA Reauthorization (12/3/04) Improved Academic Achievement for ALL Students in the district Assist in Disability Determinations
Identification of LD Historically Now “felt need” Data Discrepancy Response to IQ/Achievement interventions “wait to fail” Early intervention Zero services All serviced Deficits emphasized Opportunity for improved learning emphasized Disproportionality Culturally responsive Kid teams Systemic multi-tiered approach
PProgress Monitoring Three times per year for all students Weekly/Biweekly for all students who are performing below grade level and who are receiving intervention.
A Change in School Culture When a child is struggling with learning, a referral for special education can only be made if they did not respond to Tier 1 and Tier 2 interventions. Intervention should begin in the early months of kindergarten.
New approach to referrals and identification for special education. Now we will be asking: Does the student’s academic performance lag behind the performance of others in spite of the fact that he has received high quality instruction delivered consistently and accurately?
Building Teams will identify universal interventions that are already available for students and determine additional interventions that may be appropriate. Three Tiers of RtI Tier 1 Universal Tier 2 Secondary Tier 3 Tertiary
Building Teams Dynamic membership Collaborative problem solving Measurable research-based interventions Classroom teachers Principals Curriculum coordinators Pupil Services Instructional support ESL School nurse Special education
Tiered Intervention Model Tertiary interventions intensive in nature for a few students with significant needs Tier 3 Secondary interventions for some students based on needs/research-based Tier 2 Universal interventions available for all students begins in the general classroom Tier 1 Tier 3 1-5% Tier 2 5-10% Tier 1 80-85%
Principles of RtI identified by Wisconsin DPI RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior. RtI supports and provides value to the use of multiple assessments to inform instructional practices. RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practice.
Next Steps for WAWM AArticulate what we are currently doing at each site DDefine and describe what the core features look like in WAWM DDefine, develop, describe assessment CCoordination between Pupil Services and Instructional Services DDevelop a staff development timeline IImplement Collaborative Support Intervention (CSI) Team model
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