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RtI Response to Instruction/Intervention

RtI Response to Instruction/Intervention. Essential Question:. Objectives:. What is the benefit of RtI for our students at UES?. Teachers will understand their responsibility in the RtI Process. Teachers will analyze student data for RtI need.

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RtI Response to Instruction/Intervention

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  1. RtIResponse to Instruction/Intervention

  2. Essential Question: Objectives: • What is the benefit of RtI for our students at UES? • Teachers will understand their responsibility in the RtI Process. • Teachers will analyze student data for RtI need. • Teachers will differentiate instruction within their classroom to meet specific student needs.

  3. Purpose of RtI • Meet requirements of the Individuals With Disabilities Act and No Child Left Behind • Develop educational standards, use proven curriculum and instruction to teach the standards, and assess to determine mastery of the standards • Identify at risk students, determine their needs, and provide ADDITIONAL support/instruction before they fail

  4. Target Areas • Behavioral • Language • Academic • Reading • Math Tier I • ALL STUDENTS K-5 ARE IN THIS LEVEL • Basic Core Instruction • Harcourt, Go Math! • 80% of students will stay at this level

  5. Referral Protocol • Analyze test scores (FAIR, EduSoft, STAR, prior FCAT) and classroom grades • Parent Conference with check mark in applicable box– to highlight HEALTH (hearing, vision, ADD, ADHD, physical issues) and MAJOR HOME CHANGES (turn in to Mrs. Cole) • Anecdotal Record (turn in to Mrs. Cole) • Compare the student status to the overall progress of the class

  6. RtI Team • Principal and Assistant Principal • Guidance Counselor • ESE Department • School Psychologist • Literacy Coach • CRT • Classroom Teacher • Parents

  7. Initial RtI Team Meeting • Bring: current data (current testing, grades) as applicable to Subject/Target Area of concern • Team meets to discuss student progress as an individual and then as compared to the class and grade level • Team will decide whether to remain at Tier I, or move to Tier II • If moving to Tier II – a hypothesis, interventions, and goals are determined

  8. Interventions • Outside the 90 minute reading block • 2 – 3 days per week • Assessments every 20 days • These scores are recorded on the PINK sheet- make a copy and give it to Mrs. Cole – DO NOT EMAIL SCORES • Fidelity Log to be kept by the teacher showing days of interventions and testing—MUST be signed by teacher and Mrs. Rogers • (if student is absent on an intervention or testing day, then complete it on their next day here)

  9. Fill in all Student information at the top – including the Tier Complete the Focus of Intervention area Circle the days the student is present and interventions are done Make sure you have the Record signed by Mrs. Rogers

  10. Available Interventions • Reading • Fast For Word • Earobics • Quick Reads • Harcourt Interventions • Think Central • Math • Think Central • Math Facts in a Flash • Flash Cards • Harcourt Math • Precision Teaching • Behavior • PBS • Contracts • Leaps • Discipline Buddies

  11. Assessments • Tier 2 • After Every 20 days of intervention • Tier 3 • After Every 5 days of intervention

  12. Tier II and III Tier II Tier III • Interventions 2 to 3 days per week • Assessments every 20 days • Interventions are outside the 90 minute Reading Block • Interventions 5 days per week • Assessments every 5 days • Interventions are outside the 90 minute Reading Block Time and intensity increases

  13. Progress Meetings When/Why What Happens • Held every 5 to 6 weeks • Team Meets (Administrative Team, Psychologist, Classroom Teacher, Speech Teacher, Parent) • Teacher Responsibilities • Turn in the PINK assessment score sheet to Mrs. Cole- PRIOR to the meeting, so a graph can be made • Fill out the RtI Follow-Up Information Sheet- it MUST be turned in to Mrs. Cole • Teacher may not be required to meet if there are less then 4 data points available • Team reviews graphs (must have 4 points on the graph to make any changes) • Stay at current level – continue/change interventions • Move up a level – interventions are more intense • Move back a level- reduce intensity of interventions At Tier III – if no progress is made, the intervention can be changed or the Team can recommend moving to Case Review

  14. Case Review • Case Review Team: • Psychologist • County Staffing Specialist • RtI Team • Team reviews all graph data and compares to peers and any sub groups, teacher input, health information, testing, scores, grades, and any other information that would impact the case • Findings: • Eligible: ESE staffing will follow • Ineligible: must continue at Tier III

  15. Case Review • During Case Review interventions continue as Tier III interventions, they DO NOT STOP, assessments also continue • WHY? If the Case Review Team decides against eligibility for staffing, the student will remain at Tier III and other interventions would be recommended (then Tier III process is repeated)

  16. TICKET OUT • Your table group has a Student Data Sheet • Review the information given to determine the next step for that student in the RtI process • Answer the question at the bottom: What are your responsibilities in the RtI process?

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