Dr. Kelley

Share LiveText Assignment Discuss at table (rubric, typed AIP, student assessments):  The assessment tools you used.  What you learned.  What you decided to do to assist the student.  How these tools may be helpful when you are in the classroom.

Make a 3-Column Chart-  1-What do you already know about RTI?  2-What do you already know about FAIR?  3-What do you already know about differentiation? Talk with a peer and add to your columns throughout today’s class.

 Means: Response to Intervention p. 16  When Individuals with Disabilities Education Act- IDEA (2004) was reauthorized Congress sought to reduce # of students referred for special education by requiring states to initiate at least a three-step system prior to a referral (although many districts may use more).

 Goal-increase the number of intervention and prevention opportunities available to students (before they fail), thus decreasing the number of students incorrectly identified for Special Education and/or other services. Goal of RTI- pp

6 Related to Language Arts: 1. Oral Expression 2. Listening Comprehension 3. Written Expression 4. Basic Reading Skills 5. Fluency 6. Reading Comprehension 8 Areas as a Basis for Learning Disabilities, IDEA 2004 p. 17

 Discrepancy Model has been ineffective.  “Wait until they fail” approach.  Too many students mislabeled.  Instruction was not differed to meet needs of student (student was viewed as issue, not instruction). P. 17

 Define- What is the problem?  Analyze- Why is it happening?  Implement- What are we going to do about it?  Evaluate- Is it working?

 Tier I  Consists of core curriculum in classroom.  Is the initial instruction by classroom teacher (like 90 minute reading block).  Student is monitored (for progress). If the student has little to no progress, then

 In addition to Tier 1.  Can be in class or out of class, but usually small group. Supplemental instruction referred to as targeted and strategic intervention.  Different from Tier 1.  Title I funds can be used for this as well as Special Ed funds. Again if student has little to no progress, then Tier 2

 Comprehensive and intensive customized instruction different from and in addition to Tier 1 and Tier 2.  Typically one-on-one intervention.  A decision-making team (like a Student Study) reviews progress to determine if student needs to be referred for special education. Tier 3

 rti.org/flMod/threeTierModel.htm rti.org/flMod/threeTierModel.htm Three Tier Model in Florida

 Florida  Assessments for  Instruction in  Reading

 Broad Screen/Progress Monitoring Tool= Tier 1 (all students)  Broad Diagnostic Inventory = Tier 1 (all) and 2, sometimes 3 (vocabulary)  Targeted Diagnostic Inventory= Tier 2 and 3 (some, those scoring yellow or red on Broad Screen)  On-Going Progress Monitoring= Tier 2 and 3 (only some)

 Broad Screen- Letter naming & sounds, phonemic awareness, and word reading; 3-5 minutes; result is Probability of Success Score (green, red, yellow)  Broad Diagnostic- listening comprehension, reading comprehension, vocabulary and spelling (grade 2 only); minutes per task; timing occurs ◦ There is a 10% Stop Rule ◦ 2_webinar_handouts.pdf 2_webinar_handouts.pdf

 Broad Screen-Computer-based, adaptive comprehension assessment (except maze) designed to determine Probability of Success on FCAT (red, yellow, green) ◦ Standard score ◦ Percentile rank ◦ Lexile score ◦ Ability score ◦ Content area scores ◦ cher%20Webinar_3-5-handouts.pdf cher%20Webinar_3-5-handouts.pdf

Set of tasks to more precisely indicate areas of instructional need based upon performance on Broad Screen.  Text Reading Efficiency (mazes and fluency) ◦ Maze- 2- three minute grade-level passages, student chooses cloze items embedded in text ◦ Fluency- accuracy, speed and gist-level comprehension  Computer-based Word Analysis (spelling) minute adaptive ◦ See sample

 K-2 Tasks- letter name and sound knowledge (K), phonemic awareness (K & 1), word building (K & 1), and oral reading fluency (1 & 2).  3-5 Tasks- oral reading fluency (3-5) on paper, computer-based mazes (3-12).

 If we had been differentiating instruction all along, RTI would not be needed, and perhaps not even FAIR.

 Engaging students in respectful tasks  Requires flexible grouping  Based on ongoing assessment  Requires adjusting instruction (content, process, or product) based on student readiness, interest, and learning profile.

 Know student strengths and weaknesses (review files, assessments, etc…)  Be aware of student motivation  Be cognizant of learning profile/styles  Employ various grouping techniques  Develop effective lessons based on the above  Utilize effective classroom management

 Instruction- high quality, research-based  Responsive- differentiated to student needs  Assessment- knowledgeable assessor  Collaboration- all stakeholders, including parents.  Systematic & Comprehensive  Expertise IRA Guiding Principles for Teachers Implementing RTI p. 17

 Still have questions visit  Review Your 3-Column Chart