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RTI Its not Rocket Science, but it is MAGIC. Einsteins Definition of Insanity: Doing the same thing over and over again, expecting a different result.

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Presentation on theme: "RTI Its not Rocket Science, but it is MAGIC. Einsteins Definition of Insanity: Doing the same thing over and over again, expecting a different result."— Presentation transcript:

1 RTI Its not Rocket Science, but it is MAGIC

2 Einsteins Definition of Insanity: Doing the same thing over and over again, expecting a different result.

3 The Birth of RTI Discrepancy Model for EC determination does not work, as it is a wait to fail approach. NCLB and Re-authorization of IDEA support RTI in that it is proactive rather than reactive.

4 The Fundamentals Data – mCLASS, AIMSweb, K-2 Assessment, IRIs, Dolch Words, Teacher-made tests…… + The Problem-Solving Model = Data Driven Instruction = Data Driven Instruction

5 Simply Put……. Hmmm, all of my students just failed this test. What am I going to do now?

6 I think I will re-teach this material in a different way. Ahhh, thats better!

7 Just a Name….. What's in a name? That which we call a rose by any other name would smell as sweet. William Shakespeare RTI is just a name…. RTI is just a name…. You can call it…. Mr. Bargers BIG old Mr. Bargers BIG old tent revival! tent revival!

8 80% Rule 80% of our students should be successful with just the core instruction. AIMSweb 2 nd Grade – Reading CBM One School –

9 mCLASS – DIBELS Grade Level Reports One School –

10 No automatics…. A child who shows up in the red, is not automatically put in the tiered process. That child is simply put That child is simply put on our radar (assuming the 80% rule is met).

11 Prior to Tier One…. Use solid core instruction with differentiation for struggling students.

12 Take Advantage of Opportunities to Practice Skills. Like on the way to the bus……. OR On the way to the water fountain

13 That Might Be Enough… But Maybe It Isnt….. If all of your data (mCLASS, AIMSweb, IRIs, Teacher made assessments, etc.) indicate the child is still struggling, THEN, you might enter him/her into the tiered process.

14 But First….. We need to find out where the child fell off the train.

15 It is pointless to attempt to drill skills into a child at a level beyond his capability. It will only frustrate the child even further.

16 For Example…. A 4th Grader: If every indicator we have says this child is totally lost, we need to go back and assess the child on the Early Literacy skills, then go from there.

17 Once We Know Where To Start, We Can Determine Our Direction You are here

18 Telling the Story Around the 4th millennium BC, the complexity of trade and administration outgrew the power of memory, and writing became a more dependable method of recording and presenting transactions in a permanent form. From Wikipedia on the History of the Written Word.

19 Because Memory Doesnt Always Serve Us Well…. And because there are 10 million Attorneys out there just looking for a lawsuit…. we have to do the paperwork……. we have to do the paperwork…….

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23 A Word About PEPs

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26 Tier I Strategies/Interventions Regular Classroom Instruction Differentiation FCRR games or activities – the quick hit on specific skill deficits

27 Tier Movement Decisions In AIMSweb, 3 consecutive or 4 total data points indicate a possible change of intervention (depending on trend line) In AIMSweb, 3 consecutive or 4 total data points indicate a possible change of intervention (depending on trend line) In mClass, the program will prompt you for some sort of change (intervention or tier) In mClass, the program will prompt you for some sort of change (intervention or tier) A child should be in a tier a minimum of 8 – 12 weeks A child should be in a tier a minimum of 8 – 12 weeks It could take years for some It could take years for some A team will make the decision to change tiers A team will make the decision to change tiers

28 AIMSweb Graph

29 mCLASS Graph

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34 Tier II Strategies/Interventions Regular Classroom Instruction Regular Classroom Instruction Differentiation Differentiation FCRR games/activities FCRR games/activities With the addition of: Small group, skill specific instruction 2-3 times per week for minutes each session, (during scheduled intervention/enrichment time) using more programmatic intervention such as Sonday, Letterland Intervention, Wilson, etc… Small group, skill specific instruction 2-3 times per week for minutes each session, (during scheduled intervention/enrichment time) using more programmatic intervention such as Sonday, Letterland Intervention, Wilson, etc…

35 Tier III Strategies/Interventions SST involvement to make Tier III determination SST involvement to make Tier III determination SST drives process at this point SST drives process at this point Highest level of intervention in the RE process Highest level of intervention in the RE process Strategies/Interventions increase in intensity, duration and/or frequency Strategies/Interventions increase in intensity, duration and/or frequency

36 Tier III Regular Classroom Instruction Regular Classroom Instruction Differentiation Differentiation FCRR games/activities FCRR games/activities Small group and/or one on one instruction on specific skill deficits 5 days/week for 30 minutes each session, or could be up to 5 days/week for two 30 minutes sessions per day (during scheduled intervention/enrichment time). Small group and/or one on one instruction on specific skill deficits 5 days/week for 30 minutes each session, or could be up to 5 days/week for two 30 minutes sessions per day (during scheduled intervention/enrichment time). Perhaps the addition of another intervention Perhaps the addition of another intervention

37 Tier IV In Catawba County, Tier IV is a referral to MDT, as we will have exhausted all of our RE resources.

38 Where To Find The Paperwork

39 Where the Rubber Meets the Road The Data

40 What does this tell us? AIMSweb AIMSweb

41 mCLASS

42 The Heart of the Matter…

43 The Big Kahuna! If we will use the data to help us drive instruction, weCAN make a difference!!! Thats the MAGIC!


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