RtI 101 Part A: The Basics of Assessment and Tiered Instruction

Learning Goals for Today We will distinguish among: –screening, diagnostic, and progress monitoring assessments –the four tiers of instruction

Group Norms We will work collaboratively When there is a need for clarification, we will ask a question We will respect that we have different levels of knowledge of the RtI framework We will be honest

According to NCDPI… RtI is: “The practice of providing high-quality instruction matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.” Response to Intervention Policy Considerations and Implementation, National Association of State Directors of Special Education, Inc.

CMS Vision for RtI Every CMS school will have the four essential components of RtI embedded in the culture: a school-wide, multi-level instructional and behavioral system for preventing school failure screening progress monitoring data-based decision making for –instruction, movement within the multi-level system, and disability identification (in accordance with state law). (NCRTI, April 2010)

Mission Work as collaborative teams to support one another with minimizing the risks for long-term negative learning outcomes for CMS students as guided by the Eight Core Principles of RtI.

1.We can effectively teach all children. 2.We will intervene early. 3.We will use a multi-tiered model of service delivery. 4.We will use a problem-solving model to make decisions within a multi-tiered model 5.We will use scientific, research-based, validated intervention and instruction to the extent available. 6.We will monitor student progress to inform instruction. 7.We will use data to make decisions. 8.We will use assessment for screening, diagnosis, and progress monitoring. Adapted from NASDSE and CASE White Paper on RtI, May 2006, p. 3 Eight Core Principles of RtI

Intelligence Quotient Score Achievement Score ID SLD Three different students Regular Education

We will intervene early. Screener Read #1a on second page “assessment that is characterized by providing quick, repeatable testing of age-appropriate critical skills” (NRCLD, School Wide Screening, August 2006)

We will intervene early. Diagnosis Read #1b on second page DAR Assessments with programs CORE Investigating deeper into DIBELS and other assessments

Strategic 48% Intensive 4% On-Target 48% Fall Screening Results

Strategic 48% Intensive 4% On-Target 48% Screening 3x/year Differentiated instruction in the core curriculumDifferentiated Progress monitoring of grade level skills Assessment of intervention using decision making protocol = Tier I Primary Level of Prevention TIER I Differentiated Core Instruction

Strategic 48% Intensive 4% Scientific Research-based Intervention strategies/resources, matched to student need, targeting specific skillsScientific Research-based Intervention Flexible grouping Skill-based progress monitoring (every 1-2 weeks) Assessment of intervention using decision making protocol = Tier I = Tier II Secondary Level of Prevention TIER II Strategic Instruction for Students with Difficulties (Differentiated Core + More) On-Target 48%

Intervention A planned adjustment of instruction, curriculum, and/or environment for the purposes of altering a student’s targeted behavior

Strategic 48% Intensive 4% Plan with Intervention Team to increase intensity Duration; Resources; Monitoring; Group size Scientific Research-based explicit instruction with a systematic design Progress monitor weekly Assessment of intervention using decision making protocol =Tier 1 = Tier II = Tier III Tertiary Level of Prevention TIER III Strategic Instruction for Students with Persistent/Significant Difficulties (Differentiated Core + More + More) On-Target 48%

Strategic 48% Intensive 4% Referral to Exceptional Children Plan with IEP team to increase intensity Duration; Resources; Monitoring; Group size Explicit instruction with a systematic design Progress monitor weekly Serviced by professionals with qualifications to serve students with disabilities Assessment of intervention using decision making protocol =Tier 1 = Tier II = Tier III = Tier IV Tertiary Level of Prevention TIER IV Strategic Instruction for Students with Disabilities (Differentiated Core + More³) On-Target 48%

18 Step I. What’s the problem? Is this an individual student problem or a larger systemic problem? adapted from: Heartland AEA 11, Improving Children’s Educational Results Determine adaptations needed and whole develop group intervention Are >20% of students struggling? Are between 5% and 20% of Are <5% of Develop small group intervention Define the problem students struggling? Decision Making Rubric Define the problem Develop individualized intervention Define the problem Examine instruction, curriculum, and environment Examine instruction, curriculum, environment, and learner

RtI Support Resources

Contact Information Jolena James-Szanton RtI Management Coordinator Edwin Wilson RtI Behavior Coordinator Lauren Seidman RtI Implementation Coordinator