Presentation on theme: "Today’s Objectives What is RtI and why it is here – Consensus-building Preparation for 2010 Implementation: – Three Tiers of Services – Data Analysis."— Presentation transcript:
Today’s Objectives What is RtI and why it is here – Consensus-building Preparation for 2010 Implementation: – Three Tiers of Services – Data Analysis – Problem-Solving – Three Teams Practical Activities
PS/RtI: Definition RtI is the practice of : (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005.
Why is RtI now being adopted by schools? Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004. This Federal legislation provides the guidelines that schools must follow when identifying children for special education services. Based on the changes in IDEIA 2004, the Florida Department of Education (FDOE) updated its regulations. The new FDOE regulations: Explicitly ALLOW districts to use RtI to identify ESE students.
Rationale for Using RtI RtI is a way to help all students obtain the appropriate instruction and intervention to improve their academic process. RtI allows students who struggle, but may not be eligible for ESE services, to receive support services that are based on their individual needs. RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers.
Rationale, continued RtI prevents inappropriate identification of students for special education services. Racial disproportionality is reduced in programs for students with learning disabilities, mental handicaps and emotional handicaps. RtI is a means for those students who “fall between the cracks” to get the help they need.
Identify students early. Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner. Modify instruction and implement evidenced-based interventions based on individual needs. Make informed decisions about what resources are needed to ensure student success. Goals of RtI in Florida T i R – Thinking is Required
A Shift in Thinking The central question is not: “What about the student is causing the performance discrepancy?” but “What about the interaction of the instruction, curriculum, environment, and learner should be altered so that students will learn?” This shift alters everything!
Consensus Survey Activity 1 Complete survey individually – 5 minutes Share and discuss discrepancies within your small group – 5 minutes Whole group share and discussion – 10 minutes
Providing high-quality instruction/intervention with a Tiered Model of School Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports Tier 2: Targeted, Supplemental Interventions & Supports Tier 1: Core, Universal Instruction & Supports
Tiers of Service Delivery I II III Problem Identification Problem Analysis Intervention Design Response to Intervention
RtI uses learning rate over time and level of performance to place students in appropriate instructional and intervention groups Data Collection and Analysis is the primary driver for research-based instruction and interventions
SLD ? 60809010011070120 Intelligence 60 70 90 80 100 110 120 Reading Level MH Three different students
What does the data show? Student Benchmark Peers
What does the data show? Student Benchmark Peers
Problem Solving Using the scientific method to make important educational decisions to guide instruction and interventions.
Problem-Solving and the Tiers Are 75-80% of students at benchmark? Is an individual student at significant gap? Tier 1 Services – Grade level, MESH team, Department, classroom Tier 2 Services – Intervention class, AYP sub-group, other at-risk Tier 3 Services – ASP pull-out, ESE push-in, at-risk
Problem Solving Process – Florida’s Model Evaluate Did the plan work? Problem Analysis Why is it occurring? Problem Identification What is the problem? Develop and Implement Plan What can we do about it?
Problem Solving/RtI… “The Scientific Method” Identify the Problem Design Intervention Monitor Progress Analyze the Problem Implement Intervention Evaluate Intervention Effectiveness Timeline
School Leadership Team Members Administrator(s) Guidance Counselor/Service Professional Instructional Coach(es) Regular Education Teacher Exceptional Education Teacher Electives Teacher Function Provides vision for both academic and behavioral success Plan, implement and monitor the progress of school improvement Implement Response to Instruction/Intervention as a school-wide method of raising student achievement outcomes Systematically evaluates the school infrastructure, scheduling, personnel and curriculum resources, staff development, and procedures
School Leadership Team Reviews data to problem-solve Tier 1 academics and behavior Examines progress monitoring data across Tiers for fidelity and effectiveness Reviews scheduling and resources for innovation Maps curriculum to enhance interventions
Reviews data to problem-solve Tier 1 academics and behavior Total 847884 White 888289 Econ Disadv 716173 Students w/ Disabilities 614864 Expected Reading Level 51586572798693100 Percent Achieving Level 3 or Higher Expected Reading Level
Core Reports Is the Grade Level healthy? Is the core meeting the needs of 80% of the students? Are we meeting the needs of our SUBGROUPS?
Student Performance Report Is the Core Healthy?
Teacher Data Teams Secondary Middle School – MESH team – All teachers through A3 input High School – MESH team – Grade-level cohort – Department – All teachers through A3 input
Tier 2 – System-driven or AYP-focused Intervention reading and math classes – FCAT vs. FAIR – Fluidity AYP Sub-groups focus – Targeted small group-focus – Who, when, where, what?
Tier 1 and 2 - Objective and Subjective Criteria Student scores <35% on latest FAIR Student scores <35% on latest district Math or Science assessments Student receives three or more F’s on latest report card Classroom Teacher identifies student at-risk of academic failure
Individual Problem Solving Team Formerly known as “CST” Tier 3 interventions – one-on-one – Who, what, when, where? ESE Referral – SLD, EBD, Language, Behavior