1. Owingsville Elementary School September 9, 2012
BCSI Plan Overview
Owingsville Elementary School September 9, 2012

2. Today’s RTI Regulation Misconceptions of RTI
RTI Tiers and requirements
Required paperwork and documentation
Q&A

3. RTI
No longer response to intervention
“Really Terrific
Instruction”

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

5. Why BCSI Plan??
Federal Law
State Law
District Plan and Procedures

6. 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) 6

7. PLC’s and Common Formative Assessment will help “Really Terrific Instruction” fall into place by:
What knowledge and skills should every student acquire as a result of this unit of instruction?
How will we know when each student has acquired the essential knowledge and skills?
How will we respond when some students do not learn?
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 Learning

8. Reminder:
“Really Terrific Instruction” 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.

9. Misconceptions

10. RTI is an accommodation or modification.
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.

11. Special Education Teachers are responsible.

12. It is a program.

13. Three-Tier Model of Interventions

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

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

16. Whole group instruction doesn’t work or student is not being challenged then what?

17. What data/information have I gathered?
Vision and Hearing Screening
Assessments from MAP
Formative Assessments
Work Samples
State Assessment Results
All decisions are DATA driven

18. Student Focus Team 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)

19. Tier 1 Steps to move to Tier 2:
Gather your information
Meet with SF team (parent present or notified)
Develop a plan of action
Student begins Tier 2

20. Tier Two Make-up 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

21. What does Tier 2 data indicate?
Child has mastered goals (Child moves back to Tier 1)
Child has made good progress (Continue in Tier with updated interventions)
Child has not made adequate progress (Child moves to Tier 3)

22. Develop Tier 3 plan

23. Tier 3 Make-up 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

24. Tier 3 team will meet to determine next steps.
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)

25. Progress of Students 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

26. Documentation

27. First:
Screen Vision and Hearing
Language screening
Motor screening

28. Overview of BCSI Documents:

29. Really Terrific Instruction will ensure all children are learning!!!!

30. Website :
Department – RtI houses most all needed documents and resources