Download - RTI Framework
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St. Clair County Schools2010-2011 Framework
RTI
Response to Instruction
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Why?
State Mandate It replaces BBSST
It is Proactive; not reactive
Helps ALL students!
Examines & Improves Instruction
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Where The Rubber Meets The Road
1)What is our response when students
do not learn?
2) Do we know quickly enough whenstudents are not learning?
3)What is our response when students
behave inappropriately?
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Response To Instruction (RTI)
Definition
Response to Instruction (RTI) is a framework
that combines core instruction and ongoing
formative assessment, progress monitoring,and intervention/acceleration within a
three tiered system of support in order to
maximize student achievement and reduce
behavior problems.
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RTI vs. BBSSTRTINowALL STUDENTS RtI is for all students in all grades. This
includes average students, gifted students, ESL or ELL
students, slow-learners, At-Risk students AND students withdisabilities (IEP and/or 504 Plan)
BB
SST
T
henAt-Risk Students Only: BBSST was not for students withan IEP or 504 Plan, ELL or gifted children.
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What is the Focus?
Response To Instruction (RtI)Interventions that result in improved skills for students.
Re-Teach opportunities for students who do not
immediately grasp skills.
BBSSTAccommodations are adjustments made to enhance a students
participation in an activity without a change in content ANDaccommodations are designed to level the playing field notdesigned to improve student skills.
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Keys To Remember
BBSST accommodations of the past WILL NOT meet the
scientific, research-based interventions included in the
current federal and state laws and regulations.
WHY NOT?????
Effective interventions actually result in improved skills forstudents, while accommodations may result in improved
grades without actually improving skills.
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Tier I InstructionTier I
ALL STUDENTS
80% should achieve mastery from this instruction.
Taught by general education teacher
Relevant and Rigorous instruction
Progress Monitored frequently using exit slips, teacheranecdotal notes, skill assessments, discipline referrals,etc..
Standards Driven Instruction
Results in at least 80% of students demonstrating 75%mastery of standards and/or appropriate behavior
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Tier I Responsibilities
Classroom Teacher
Quality, Strategic Tier I instruction daily for ALL
students
Ongoing Formative Assessment Daily/Weekly
Submit RTI Grade Distribution & Intervention
Identification Form to administrator
Attend and equally participate in grade
level/department data meetings at least monthly
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Tier II Re-Teach Intervention
Tier II
Small Group and/or individualized
Occurs within 24 hours after academic non-mastery or immediately after
inappropriate behavior
Maximum of 8 weeks
Usually taught by general education teacher
Occurs daily to a few times per week. Time of re-teach to be determined by
teacher based on need.
Re-Teach strategies may be planned collaboratively Document interventions using Tier IIDocumentation Form
Progress Monitoring every two weeks
RTI Grade Distribution & Intervention Identification Form submitted to
administrator every four (4) weeks
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Tier II Responsibilities
Classroom Teacher Identify and conference with Tier II students and contact parents
regarding student progress
Document interventions (re-teach strategies) for Tier II studentsusing the Tier II Documentation Form and progress monitor everytwo weeks
Attend grade level/department/data meetings monthly to discussTier II interventions and outcomes
After eight weeks of unsuccessful Tier II Intervention, conferencewith student and contact parent regarding referral to ProblemSolving Team (PST)
PST will assist the teacher in determining next stepsOnly 15% of all students should require Tier II Interventions if
Tier I delivery of instruction was quality & strategic
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Tier III InterventionTier III
Individual and/or small group (not to exceed 4-5)
Occurs after Problem Solving Team (PST) determines intervention
services
Includes students not mastering standards in Tier I instruction and Tier II
re-teach interventions
Intensive, specialized, individual instruction and/or small group
instruction taught by specialized teacher
May occur inside or outside the regular classroom setting Intended for students with significant deficits or underachievement
Document interventions using Tier III Documentation Form
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Tier III Responsibilities
Classroom Teacher
Tier III needs will be based on the needs of the individual
student and determined by the PST
General education teachers will collaborate with specialized
teachers in order to best serve Tier III students.Only 5% of students should require Tier III support
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Roles & Responsibilities
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AdministratorsRoleEnsure that faculty and staff are trained in the processes and
procedures ofRTI.
Establish a Problem Solving Team and attend all meetings.
Supervise teachers to ensure quality, strategic Tier I, Tier II, and
Tier III instruction in every classroom.Provide the structure for monthly Grade Level/Department/Data
Meetings and review agendas and/or minutes.
Collect and review RTI Grade Distribution/InterventionIdentification Form every four weeks.
Monitor and document the progress of Tier II and Tier III studentsusing the RTI Grade Distribution/Intervention IdentificationForm.
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Grade Level/Department/Data Teams
Individual teachers bring completed RTI Grade
Distribution/ Intervention Identification Form
Team discusses possible re-teach/interventions for Tier II
students After eight weeks of unsuccessful Tier II interventions, the
team may refer a student to the PST
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Problem Solving Team (PST)
Structure
Administrator
Classroom Teacher(s)
Intervention Teacher(s)
Instructional Coach(es)Special Education Teacher(s)
School Counselor(s)
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Problem Solving Team
ResponsibilitiesEnsures that:
Students receive Tier III Interventions (outside the regular
classroom) matched to their identified needs from a teacher
specially trained in the students area of academic and/orbehavioral weakness
Appropriate intervention goals are set
Appropriate progress monitoring tools are utilized to
provide evidence of student response to instructionProgress monitoring data are used to make timely
instructional decisions which maximize student outcomes
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Problem Solving Team
Responsibilities
Administrator:
Performs progress checks on the RTI Grade
Distribution/Intervention IdentificationForm for each Tier III student and presents
those findings to the PST
Schedules, executes and provides feedbackon best practice monitoring processes of
walkthroughs and data meetings
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Problem Solving Team
Responsibilities
Chairperson:
Determines which students will be
discussed and in what orderNotifies members of meeting times
Keeps discussions on track and timely
Assigns appropriate person(s) to administerrequired tests
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Problem Solving Team
Responsibilities
Secretary:
Completes Problem Solving Tier III Student
Intervention Plan FormGenerates parent notification letters
Maintains records of all students referred to
the PST
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Remember, their futures depend on us!
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You Can Do It!!!!!!!!