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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)
slide5
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.

slide7
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
slide10
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
slide12
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
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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