Required elements
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Required Elements:. Universal Screening Tier I Tier II and Tier III Progress Monitoring District and School RTI² Teams Fidelity of Implementation Parent Contact/Communication Highly trained personnel. Map backwards: Skill specific universal screeners will measure:.

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Required elements

Required Elements:

  • Universal Screening

  • Tier I

  • Tier II and Tier III

  • Progress Monitoring

  • District and School RTI² Teams

  • Fidelity of Implementation

  • Parent Contact/Communication

  • Highly trained personnel


Map backwards skill specific universal screeners will measure

Map backwards: Skill specific universal screeners will measure:

  • Basic Reading Skills (letters, letter sounds, phonological awareness decode)

  • Reading Comprehension

  • Reading fluency

  • Written expression

  • Math calculation

  • Math reasoning (problem solving)


Required elements

  • Guidance for Universal Screeners:

    • Skill-Based

    • Nationally Normed

    • Easy to Administer

    • Limited Impact on Instructional Time

    • Compares Apples to Apples (Alternate Assessment Reliability)

    • Explicitly Measures each Skill Area

    • Peer Reviewed in Special Education Journals (given we are using to potentially identify students for LD)

      Note: If a district uses a standards-based screener then a survey level assessment must be completed to identify skills deficit before Tier II intervention. In the model, Tier II is skills-based not remediation on standards. Progress monitoring must be skill-based and measure specific area of need and intervention taking place.


Required elements

Tier I - Instruction

  • Classroom instruction for all - Common Core State Standards

  • Research shows 80-85% of students will respond to Tier I

  • Recommended Instructional Time

    • ELA: K-2/150 min; 3-5/90 min; 6-12/55 traditional 90 block

    • Math: K-1/60 min; 2/75min; 3-5/90 min; 6-12/55 traditional 90 block

  • Fidelity Monitoring (Team, Student Data, etc…)

  • Universal Screener (K-8, recommended 9-12)(students below 25% go to Tier II)


Reteaching remediation v s intervention

Reteaching/Remediation VS. Intervention

Reteaching/Remediation

Intervention

Tier II/III/Special Education Intervention

Goal is provide research based interventions aligned to specific skill deficit(s) as identified by a universal screener.

Skills Based Assessment:

Skills based universal screener aligned to area(s) of deficit

Skills based Progress Monitoring specific to area(s) of deficit

Formative assessment

Tier I-Common Core Standards

  • Goal is to reteach standards that students are struggling with rather than specific skill deficits. These are your “bubble kids”.

  • Differentiation in Core instruction. This does not mean teaching on a lower standard. This mean using materials that meet the student need.

    Standards Based Assessment:

  • Benchmark Assessment

  • Summative Assessment

  • Formative Assessment


Required elements

Tier II - Intervention

  • High quality research based intervention in specific area of deficit

  • 30 minutes of explicit instruction daily, small groups (scheduled outside of core instruction)

  • Survey-Level assessment- “deeper dive” when needed (process to determine the basic skill area of deficit)

  • Progress Monitor occurs every 1-2 weeks in the specific area of deficit (district decision)

    • Collect data points, determine patterns, track individual students

  • Fidelity Monitoring

  • Rate of Improvement

  • Taught by highly trained personnel


Required elements

Tier III - Intervention

  • High quality research based intervention in specific area of deficit (more intensive than Tier II)

  • 45-60 minutes of explicit instruction daily, small groups

  • Survey-Level assessment- “deeper dive” when needed (process to determine the basic skill area of deficit)

  • Progress Monitor (every 1-2 weeks in area of deficit)

    • Collect data points, determine patterns, track individuals

  • Fidelity Monitoring

  • Rate of Improvement

  • Taught by highly trained personnel


Required elements

Specific Learning Disability Definition:


Tier ii tier iii or sp ed intervention core instruction plus a skill specific intervention

Tier II, Tier III or Sp.ed Intervention : Core Instruction Plus A skill specific intervention


Special education intervention for a student with a specific learning disability is is not

Special Education Intervention for a student with a Specific Learning Disability:Is….Is Not:

  • In addition to core instruction provided by general ed. teacher

  • The most intense intervention

  • Specific to the area of deficit/need

  • Research based

  • Provided by trained professional

  • Monitored to measure student progress

  • Based on data to determine appropriate interventions and services

  • a place to put students that struggle

  • One size fits all

  • based on a standard

  • Tutoring

  • The only intervention available


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