Owingsville Elementary School September 9, 2012

 RTI Regulation  Misconceptions of RTI  RTI Tiers and requirements  Required paperwork and documentation  Q&A

 No longer response to intervention  “Really Terrific Instruction”

“Really Terrific Instruction” is at all grade levels including ACT.

1. Federal Law 2. State Law 3. District Plan and Procedures

Appropriate Instruction Referral (3) The LEA shall ensure that: (a) Prior to, or as a part of the referral process, the child is provided appropriate, relevant research- based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel (regular education teacher); and (b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child’s parents. 707 KAR § 3 (2)(3)(4)

PLC 1.What knowledge and skills should every student acquire as a result of this unit of instruction? 2.How will we know when each student has acquired the essential knowledge and skills? 3.How will we respond when some students do not learn? 4.How will we respond when some students have clearly achieved the intended outcomes? Formative Assessment Differentiated Instruction Flexible Grouping (that changes as needed) Varied Teaching Strategies and Resources Documentation – Data Driven Instruction Pre & Post Assessments Assessment FOR Learnin g

“ R eally T errific I nstruction” is relevant and/or research based documentation of strategies used and the progress or lack of progress the student has made over a period of time.

 Reader for material - no  Manipulatives - no  Seated in close proximity to the teacher - no  Scribe - no  “Really Terrific Instruction”  is how you are instructing  the child.

Three-Tier Model of Interventions

 All students  Research-based  Whole-group setting  Universal screening w/ progress monitoring  Students having difficulty or knows the content are identified Figure 1: Three-Tier Model of Interventions

Tier 1 is whole group instruction that is data-driven.

 Vision and Hearing Screening  Assessments from MAP  Formative Assessments  Work Samples  State Assessment Results  All decisions are DATA driven

 Grade Level Teacher (Required)  Other Teachers/Professionals (Special Education, GT, Interventionist, SLP, etc.)  Principal/Designee  Parent Optional Members  Community Stakeholders (Pathways, IMPACT, etc.)  District Office Representatives (RTI Director and/or Special Education Director)

 Gather your information  Meet with SF team (parent present or notified)  Develop a plan of action  Student begins Tier 2

 Small group instruction (3-5) students  At least 3-4 days a week for 30 to 60 minutes additional instruction per week  Monitoring 1 time per week for days of instruction

 Child has mastered goals (Child moves back to Tier 1)  Child has made good progress (Continue in Tier 2 with updated interventions)  Child has not made adequate progress (Child moves to Tier 3)

Develop Tier 3 plan

 No more than five students to a group  Provided by an interventionist /content specialist  Monitoring occurs at least one or two times per week  Instruction is very intense and a minimum of 30 minutes per day

 Child has made adequate progress (Child moves back to Tier 2 or Tier 1)  Child has not made adequate progress (Child will be referred to Special Education by teacher)

 Some students may go between Tier 1 and Tier 2 and never qualify for Special Education or GT program.  Some students may need more help then others to master the targets and we must provide the instruction  Some students need to be constantly challenged to develop growth in content

 Screen Vision and Hearing  Language screening  Motor screening

Department – RtI houses most all needed documents and resources