a multi tiered approach to instruction presentation
DESCRIPTION
TRANSCRIPT
Response to Instruction (RtI) Implementation
Fall 2011
A MULTI-TIERED APPROACH TO INSTRUCTION
WHY RTI?
No Child Left Behind requires research based instruction/interventions by general education teachers for at-risk students
Reading
Math
Behavior
MOUNTAIN BROOK’S MULTI-TIERED
INSTRUCTION MODEL
INTERVENTIONS VS. ACCOMMODATIONS
Interventions
Improve student skills
Scientific research based
Examples: Small group instruction Pre-teaching
Level the playing field
Are not designed to improve skills
Examples: Preferential seating Extended time on tests Copy of class notes
Accommodations
Teachers should use appropriate accommodations for all students.
TIER I (ALL STUDENTS)
General education teacher is responsible
Research based strategies/programs are implemented for all students
Essential standards are re-taught if needed
Enrichment activities are provided if needed
Differentiated instruction is required
Content, process, and product based on student need is scaffolded
Time to meet with small groups to address gaps in learning is set aside
TIER II
General education teacher is responsible
Research based strategies/programs are implemented for identified students (different from Tier I program)
Formative assessments are used regularly
Identify students who need additional support
Target specific learning needs
Small group instruction occurs often
Provided by general education teacher
Directly targets a skill deficit
TIMELY, STRUCTURED, MANDATORY
Focus on the cause of the student’s struggle rather than the symptom (i.e. letter grade, disruptive behavior, etc.)
Analyze universal screening data (DIBELS, AIMSweb, document review, etc.) to identify students lacking prerequisite skills
Provide targeted support before delivering core instruction to identified students
This is more than just RETEACHING!
DOCUMENTATION FOR TIER II
Lesson plans for intervention listing date, students, time, and intervention
Behavior contracts with anecdotal notes (Ex. behavior charts)
Charts documenting daily interventions
Student self assessments to determine effectiveness of intervention over time
Documentation of parent notification
Etc.
TIER III
Exact plan is determined by SST based on student needs
Academic Interventionist or SBR Teacher is responsible
SBR program guarantees intensive support
Intervention is provided in addition to core instruction and with greater intensity and time
Intervention is intensive, individualized, and based on a problem-solving approach
Progress is monitored to determine actual rate of improvement (ROI)
CURRICULUM BASED MEASUREMENT (CBM)
CBM was initially developed more than 20 years ago by Stanley Deno and others at the University of Minnesota Institute for Research on Learning Disabilities to develop a reliable and valid measurement system for evaluating basic skills growth.
CBM is supported by 30 years of school-based research.
CBM is endorsed by the United States Department of Education as a method for assessing student progress.
AIMSWEB IS A CURRICULUM BASED MEASUREMENT
WHY CBM?
Direct measure of student performance
Correlates strongly with “best practices” for instruction and assessment
Correlates strongly with research-supported methods for assessment and intervention
Focus is on repeated measures of performance
Rainbow Report
THE DATA HELPS EDUCATORS ANSWER THREE QUESTIONS:
How are the majority of students progressing who receive general education instruction? (RTI-80% + 15%)
Who are the students who are at-risk of academic failure? (RTI- 5%)
How are the “high flyers” doing and are they progressing?
WHEN DO I REFER A STUDENT TO STUDENT SUPPORT TEAM (SST)?
When the documentation of intervention shows:
Student is not making progress in identified area of reading or math
Intervention for behavioral concern is not effective
Significant deficits in reading, math, or behavior identified by universal screeners
STUDENT SUPPORT TEAM (SST)
The SST is responsible for the decisions which ensure that:
students receive instruction and interventions matched to their identified needs,
appropriate progress monitoring tools are utilized to provide evidence of students’ response to instruction and intervention, and
progress monitoring data are used to make timely instructional decisions which maximize student outcomes.
STRUCTURE OF STUDENT SUPPORT TEAMS
Elementary Teams
Counselor
General Education Teacher(s)
Presenting Teacher
Academic Interventionist
Reading Coach
Special Education Teacher
Administrator
Others as needed
Secondary Teams
Counselors
Administrator
Special Education Teacher
General Education Teacher
Others as needed
FREQUENCY AND DURATION OF MEETINGS
Determined at the school level with a minimum of once monthly
Each referred student’s data should be reviewed by the SST monthly
SST RESPONSIBILITIES
1 - Ensures that screening data are gathered and utilized to verify Tier I instruction.
2 – Ensures that tiers of differentiated, scientific, research-based instruction and intervention are provided with consistency.
3 – Ensures that decisions are based on screening procedures, benchmark testing, and progress monitoring.
SST RESPONSIBILITIES
4 – Ensures that screening and assessment data are used in selecting individual student interventions.
5 – Ensures that an intervention plan includes measurable intervention goals.
6 – Ensures that appropriate progress monitoring tools are used.
7 – Ensures that student progress monitoring is conducted at a minimum of 2 times per month for each student in Tier III.
SST RESPONSIBILITIES
8 – Reviews progress monitoring data on a specified schedule.
-Data should be graphed
-Goal ROI and Achieved ROI should be available for discussion
SST RESPONSIBILITIES
9 – Ensures that parents of students receiving Tier III intervention are provided with regular data-based intervention progress reports with report cards and mid-term progress reports.
10- Ensures that students transitioning out of Tier III are monitored to ensure continued success.
HOW IS SST DIFFERENT FROM BBSST?
It is NOT a plan of accommodations but a plan of interventions
Plan must include SBR programs/interventions for reading, math and behavior
Measurable goals must be included. Baseline score is determined
Desired score is identified
ROI is calculated:
Progress monitoring is on-going and reported to parents