Red 4519 rti fair and differentiation
Sponsored Links
This presentation is the property of its rightful owner.
1 / 23

RED 4519- RTI, FAIR and Differentiation PowerPoint PPT Presentation


  • 93 Views
  • Uploaded on
  • Presentation posted in: General

RED 4519- RTI, FAIR and Differentiation. Dr. Kelley. 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.

Download Presentation

RED 4519- RTI, FAIR and Differentiation

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


RED 4519- RTI, FAIR and Differentiation

Dr. Kelley


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.


What is RTI? What is FAIR? What is Differentiation?

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.


RTI Defined

  • 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).


Goal of RTI- pp. 16-17

  • 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.


8 Areas as a Basis for Learning Disabilities, IDEA 2004 p. 17

6 Related to Language Arts:

  • Oral Expression

  • Listening Comprehension

  • Written Expression

  • Basic Reading Skills

  • Fluency

  • Reading Comprehension


Why RTI?

  • 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


RTI follows Problem Solving Process- Review pp. 18-19

  • Define- What is the problem?

  • Analyze- Why is it happening?

  • Implement- What are we going to do about it?

  • Evaluate- Is it working?


Three Tiers: Most Common Model

  • 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


Tier 2

  • 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 3

  • 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.


Three Tier Model in Florida

  • http://www.florida-rti.org/flMod/threeTierModel.htm


How fair is FAIR?

  • Florida

  • Assessments for

  • Instruction in

  • Reading


FAIR Assessments and Relationship to RTI

  • 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)


K-2: On Paper and Scripted

  • 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


3-12 Computer Administered (3x a year)

  • 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/Teacher%20Webinar_3-5-handouts.pdf


Targeted Diagnostic 3-12 (3x a year)

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.shtm


Ongoing Progress Monitoring K-12 (as needed)

  • 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).


Interestingly…

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


Reviewing Differentiation

  • 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.


Classroom Applications: What do I need to know?

  • 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


IRA Guiding Principles for Teachers Implementing RTI p. 17

  • Instruction- high quality, research-based

  • Responsive- differentiated to student needs

  • Assessment- knowledgeable assessor

  • Collaboration- all stakeholders, including parents.

  • Systematic & Comprehensive

  • Expertise


Review Your 3-Column Chart

  • Still have questions visit

  • http://www.florida-rti.org/


  • Login