1. Response to Intervention: Tier 4 February 10, 2009 10:00 am Our session will start momentarily. While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the participants window Configure your microphone and speakers by going to: Tools – audio – audio setup wizard Confirm your connection speed by going to: Tools – preferences – connection speed

5. Type into Chat area here Use pull-down menu Use pull-down menu to send your message to: - this room - just the moderators - selected participant Please note: Please note: the moderator will see all messages sent … including private messages sent to individual participants.

6. Using Audio: When Someone Else is Talking

7. Questions and Answers There are two options for asking questions: 1. Type your question in the chat section. Make sure you send it to “this room” so that all can see your question. DOE personnel will respond to your question. 2. Raise your hand by clicking on the raise hand icon on the left side. We will activate your microphone for you to ask your question. (Only one person may talk at a time.)

8. Response to Intervention Process of aligning appropriate assessment with purposeful instruction for all students.

9. What is the problem? What does the data show? Why is this happening? Curriculum Issue? Instructional Issue? Student Issue? What is our plan? What are we going to do? What interventions are needed? How will we measure success? Implement the plan Who will do what, where, when, and how often? How will fidelity of implementation be determined? Did the plan work? What does the data show?

11. Tier 4: Specially-Designed Learning In addition to Tiers 1 through 3, targeted students participate in: –Specialized programs, methodologies, or instructional deliveries; and –Greater frequency of progress monitoring of student response to intervention(s).

12. Specially-Designed Learning Tier 4 does not represent a location for services but indicates a layer of interventions that may be provided in the general education class or in a separate setting.

13. Tier 4 {Specially-Designed Learning}  English to Speakers of Other Languages (ESOL) - Feb 20 @ 10:00 am  Gifted Education - March 3 @ 10:00 am  Special Education….Today’s Focus

14. Specially-Designed Learning Students with Disabilities (SWD) should receive Tier 4 instruction that is targeted and specialized to meet their needs.

15. Guiding Questions  Are only those students who need specially-designed instruction placed in specialized programs?  Are data collection and progress monitoring clearly defined?  Are goals for students clearly defined and measurable?  Are services and methodology distinctly different from those provided in the general education environment?  Is consideration given to ensuring placement in the least restrictive environment?  Who is responsible for the delivery, monitoring, and recording of the intervention results?

16. Research-based Practices  Best Evidence Encyclopedia http://www.bestevidence.org/ http://www.bestevidence.org/  What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ http://ies.ed.gov/ncee/wwc/

17. Common Myths and Fallacies RTI versus Special Education

18. True or False The intent of RTI is to lengthen the process by which struggling students are identified as having a disability.

19. True or False Students identified as having a disability may not receive Tier 2 and 3 interventions, as well.

20. True or False Local school districts must ensure that all students identified as having any area of disability had 12 weeks of prior interventions- first.

21. True or False Students must receive 12 weeks of Tier 3 interventions before being identified as having a specific learning disability (SLD).

22. True or False RTI does not affect students identified as having a speech disability. Speech therapists may provide interventions for students who are not identified as having a disability.

23. True or False Students identified as having a disability in one area should never receive interventions before determining eligibility in an additional area.

24. True or False After receiving appropriate instruction and prior interventions, it is a student’s “right” to be identified as having a disability.

25. True or False There is no real difference between a student who receives Tier 3 instruction and Tier 4 instruction.

26. True or False RTI is the fault of special education and will go away…if you wait long enough.

27. Additional Questions

28. Contact Information Zelphine Smith-Dixon, Ed.D. (zsmith@doe.k12.ga.us)zsmith@doe.k12.ga.us Lynn Holland (lholland@doe.k12.ga.us)lholland@doe.k12.ga.us John Wight (jwight@doe.k12.ga.us)jwight@doe.k12.ga.us Special Education: http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXC ImpMan