Red 4519 rti fair and differentiation
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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.

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Share livetext assignment
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
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
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 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
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
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
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
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
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
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
Three Tier Model in Florida


How fair is fair
How fair is FAIR?

  • Florida

  • Assessments for

  • Instruction in

  • Reading

Fair assessments and relationship to rti
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
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


3 12 computer administered 3x a year
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


Targeted diagnostic 3 12 3x a year
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

Ongoing progress monitoring k 12 as needed
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).


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

Reviewing differentiation
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
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 t eachers implementing rti p 17
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
Review Your 3-Column Chart

  • Still have questions visit