Mix and Mingle RtI, ESOL and Data Teams Presented by: Tracy Boyles, Stacey Jones and Marianne Mitchell

Objectives RtI process Where the ESOL student fits within the RtI process Identify how Data Teams work simultaneously with the RtI process Meet your expectations

Response to Intervention A multi-tier approach, based on research, indicating many students respond to high quality instruction/intervention and therefore may not need special education or other services. Doug Fuchs, Professor of Special Education at Vanderbilt University’s Peabody College What is it?

Tier 1 Performance Based Instruction Screening and Group Intervention

Tier 1 What all students receive Standards based curriculum Performance based instruction Research based practices Differentiated instruction Effective classroom management Progress monitoring and problem solving

Tier 1 Performance Based Instruction Screening and Group Intervention Tier 2 Targeted Intervention 80% remain in Tier 1 & 2

Tier 2 Targeted Interventions Interventions in the general ed. setting Opportunities to increase exposure Tailored to student needs Designed for flexible groupings, some small groups Frequent progress monitoring and data analysis

Tier 1 Performance Based Instruction Screening and Group Intervention Tier 2 Targeted Intervention Tier 3 Intensive Interventions And Comprehensive Evaluation 15% of students

A more individualized problem solving model District initiatives used, interventions and strategies are documented Most likely includes longer term interventions More in depth assessment, formative assessments, and data analysis Tier 3 Intensive Interventions Comprehensive Evaluations

Tier 1 Performance Based Instruction Screening and Group Intervention Tier 2 Targeted Intervention Tier 3 Intensive Interventions And Comprehensive Evaluation Tier 4 Specialized Instruction 5%

Specialized programs, methodologies, or instructional deliveries. Gifted education, ESOL and special education. Layer of interventions Tier 4 Specialized Instruction

RtI - FYI RtI process is fluid Research based instruction Continuous progress monitoring Research based interventions Fidelity measures- interventions implemented as intended and with consistency Academics and Behavior

Tier 1: Performance Based Instruction Screening and Group Intervention Tier 2: Targeted Interventions Tier 3 Intensive Interventions And Comprehensive Evaluation Tier 4 Specialized Instruction ESOL students qualify for Tier 4 interventions based on language

Making the Connection Mix and Mingle Activity

Data Team Process Step One: Chart your data Step Two: Analyze (Strengths and Weaknesses) Step Three: Set Goal Step Four: Instructional Strategies Step Five: Chart Post Data/Analyze Results

Tier 1: Performance Based Instruction Screening and Group Intervention Tier 2: Targeted Interventions Tier 4 Specialized Instruction Data Teams Tier 3 Intensive Interventions And Comprehensive Evaluation

Progress Monitoring Frequent sampling of student performance and the effectiveness of instruction To measure academic, social or behavioral performance Must be directly related to the targeted problem Can be done at specified intervals (i.e., daily, weekly, biweekly, etc.) Data plotted/graphed in a visual display that allows the team to see the effects of the intervention

It is critical that educators view RtI …. as a general education initiative! CDE Exceptional Student Services Unit, 2006 RtI

Fulfills two main purposes: Assess student academic progress Evaluate effectiveness of intervention Progress Monitoring

After Instruction I

Investigating Questions: Analyzing the Post Data What do the indicate? What do the results indicate? Overall, were the successful? Overall, were the strategies successful? How did the students perform? How did the at-risk students perform? Who may need to continue on in the Who may need to continue on in the RtI process?

Making the Connection

After Instruction II

Investigating Questions: Analyzing the Post Data What do the indicate? What do the results indicate? Overall, were the successful? Overall, were the strategies successful? How did the students perform? How did the at-risk students perform? Who may need to continue on in the Who may need to continue on in the RtI process?

Resources for RtI