1. Dr. Kelley

2. 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.

3. 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.

4.  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).

5.  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. 16-17

6. 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

7.  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

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

9.  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

10.  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

11.  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

12.  http://www.florida- rti.org/flMod/threeTierModel.htm http://www.florida- rti.org/flMod/threeTierModel.htm Three Tier Model in Florida

13.  Florida  Assessments for  Instruction in  Reading

14.  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)

15.  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); 10-15 minutes per task; timing occurs ◦ There is a 10% Stop Rule ◦ http://www.fcrr.net/files/K- 2_webinar_handouts.pdf http://www.fcrr.net/files/K- 2_webinar_handouts.pdf

16.  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 ◦ http://www.fcrr.org/FAIR/FAIR%20Powerpoints/Tea cher%20Webinar_3-5-handouts.pdf http://www.fcrr.org/FAIR/FAIR%20Powerpoints/Tea cher%20Webinar_3-5-handouts.pdf

17. 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)- 5-15 minute adaptive ◦ See sample http://www.fcrr.org/FAIR/index.shtmhttp://www.fcrr.org/FAIR/index.shtm

18.  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).

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

20.  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.

21.  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

22.  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

23.  Still have questions visit  http://www.florida-rti.org/ http://www.florida-rti.org/ Review Your 3-Column Chart