Presentation on theme: "RTI Levels Schools must organize their interventions into levels of increasing intensity. Three Tiers – Tier I, II, III Higher the need of the student."— Presentation transcript:
RTI Levels Schools must organize their interventions into levels of increasing intensity. Three Tiers – Tier I, II, III Higher the need of the student = increased amount on support and monitoring TIER II STRATEGIC MONITOR Assess at-risk students or other students of concern monthly and monitor the effectiveness of instructional changes TIER III PROGRESS MONITOR Monitor progress frequently towards individualized goals for at-risk students or ‘best practice’ IEP goals for students receiving special services TIER I BENCHMARK Assess all students three times per year for universal screening (early identification), general education progress monitoring, and AYP accountability
Tier I Tier I = Students not considered to be at risk Instruction - Classroom teachers plan/implement 90 minutes of core reading instruction in which students are actively participating in reading activities. Reading activities are clearly defined and ensure that student are (focus will be on reading at the primary levels for this presentation) : Receiving direct instruction and guided practice in the National Reading Panels five key areas - phonemic awareness, phonics, vocabulary, comprehension, and fluency. Provided with materials at their instructional level. Instruction is differentiated and the reading program is balanced. Provided necessary supports to keep students actively and successfully engaged. Assessment - AIMSweb Benchmarks: September, January, May *Teachers also use a variety of more informal assessments to guide instruction at all tiers.
Tier II Tier II = Students with some risk Instruction - Same as Tier I. Assessment - AIMSweb Benchmarks (3/year – same as Tier I) Progress monitoring - Some higher risk students in Tier II may have strategic monitoring (e.g., bi-weekly or once per month assessment using AIMSweb progress monitoring). Some ‘diagnostic’ (see tier 3) assessment may be conducted. Intervention - In addition to 90 minutes of core reading instruction, students considered at risk will receive 30 – 40 minutes of additional direct instruction using evidence-based interventions. These interventions may occur as a part of compensatory reading and/or other AIS programs as long as the components are evidence-based.
Tier III Tier III = Students considered be at High risk for significant, chronic difficulties Instruction/Interventions - Interventions, accommodations and modifications for Tier III students are more intense than Tier II students. At Tier III, students may have an IEP or building plan. Some Tier III students may have needs that require special education teacher support. Instructional decisions (e.g., modifying/changing instruction when student fails to progress) are based on continuous progress monitoring. When students fail to progress, after multiple documented and monitored attempts to address difficulties, a comprehensive multidisciplinary team evaluation (for initial referrals) or change of program should be considered Assessment - AIMSweb Benchmarks: September, January, May Progress monitoring - High risk students are assessed on a weekly basis using progress monitoring ‘probes’. Diagnostic assessment - Assessments that help to identify student difficulties related to the problem (e.g., language, phonological awareness, specific skill deficits, attention, behavioral/emotional difficulties).
Resources http://www.aimsweb.comhttp://www.aimsweb.com - Aimsweb website offers assessment and training materials + CBM and RTI information http://www.fcrr.org/http://www.fcrr.org/ - Florida Center for Reading Research http://www.interventioncentral.orghttp://www.interventioncentral.org – Jim Wright’s website http://www.studentprogress.org/http://www.studentprogress.org/ - National Center on Student Progress Monitoring from US Office of Special Education programs http://www.ldonline.org/article/11498http://www.ldonline.org/article/11498 - National Joint Committee on Learning Disabilities document http://www.nrcld.org/topics/rti.htmlhttp://www.nrcld.org/topics/rti.html - National Research Center on Learning Disabilities http://www.fcrr.org/science/sciencePresentationsTorgesen.htmhttp://www.fcrr.org/science/sciencePresentationsTorgesen.htm - Presentation by Dr. Joe Torgesen http://www.educationevolving.org/pdf/Response_to_Intervention.pdfhttp://www.educationevolving.org/pdf/Response_to_Intervention.pdf - Education Evolving document http://www.reading.org/downloads/resources/IDEA_RTI_report.pdfhttp://www.reading.org/downloads/resources/IDEA_RTI_report.pdf - International Reading Association document http://www.k12.wa.us/SpecialEd/pubdocs/RTI/rti_parent_guide.pdfhttp://www.k12.wa.us/SpecialEd/pubdocs/RTI/rti_parent_guide.pdf - NCLD Parent Guide http://www.nasdse.org/documents/RtI%20Order%20Form.pdfhttp://www.nasdse.org/documents/RtI%20Order%20Form.pdf – NASDSE document Kemp, K. & Eaton, M. A. (2008). RTI: The classroom connection for literacy. Dude Publishing. Port Chester, NY. Wright, J. (2007). RTI Toolkit: A practical guide for school. Dude Publishing. Port Chester, NY.