Slide 1

Slide 2

Dean Richards

Slide 3

Understand how the RTI system improves our current practices Improving outcomes for all students Systematic process Intervene early Provide tailored instruction to need Improving our identification and instruction of students who may have a Specific Learning Disability Review traditional special education evaluation system Review RTI evaluation system Improve parents understanding of their childs skills

Slide 4

To increase the achievement for all students To better identify and instruct students who may have a learning disability To help parents be better informed about their childs skills

Slide 5

Is NotIs An instructional programA framework to implement effective practices Intended to encourage placement of students Matching needs and resources Possible to implement aloneA collaborative effort The same for every schoolUniquely designed for each building A special education, a general education, a Title 1, a Talented and Gifted initiative An Every Education Initiative An educational fadA systematic method for delivering instruction

Slide 6

Builds a unified (collaborative) system Identifies students who need help early It helps students receive instruction that they need

Slide 7

Builds a unified (collaborative) system Identifies students who need help early It helps students receive instruction that they need

Slide 8

Our education system has grown up through a process of Disjointed Incrementalism (Reynolds, 1988) The current Education Systems Programmatic Evolution K-12 Education Gifted Title 1 SPED Migrant ELL At Risk

Slide 9

Conflicting programs Conflicting funding streams Redundancy Lack of coordination across programs Nonsensical rules about program availability for students Extreme complexity in administration and implementation of the programs

Slide 10

General Education Title Reading or Other Reading Support Special Education Some Fell Through Some Fell Through Heartland Educational Agency

Slide 11

Words Per Minute

Slide 12

The way that we were coordinating resources was not working

Slide 13

As a teacher when do you feel that students were able to receive help? How collaborative was the process of receiving help for a student? Did students with low skills make good progress?

Slide 14

There is one process to make instructional decisions that are: Efficient Proactive Based on early intervention Used to match resources to needs Integrated Focused on student learning

Slide 15

Teacher RTI really advocates for the student. The data really needs to be gathered and assessed. Are the childs academic needs really being met? Are they making progress? If not, what is the problem and what instructional strategies need to be changed? It seems that the childs issues becomes one of the teams and not solely the responsibility of the classroom teacher. Also, in many cases I am sure, some individual students just need some intervention to be successful and NOT special education! Nancy Greene, 2 nd grade teacher

Slide 16

Teacher RTI is designed to help target a specific deficit in a students learning and through collaboration with others design a plan to meet that particular need. This has helped to improve my teaching. Jeff Kelley, 4 th grader teacher

Slide 17

Builds a unified (collaborative) system Identifies students who need help early It helps students receive instruction that they need

Slide 18

Words Per Minute

Slide 19

Reading is a crucial skill not optional Teach reading early Days and weeks matter

Slide 20

Poor readers in 4 th grade struggle in literacy in Kindergarten (Torgeson, 2004) Children who struggle K-3 rarely achieve average reading skills (Torgeson, Rashotte, Alexander, 2001) Children who cannot read drop out of school Over 60% percent of people without a high school diploma do not currently have a job that raises them above the poverty line. (underemployed, incarnated, self employed, raising families, ect.) (Bureau of Labor Statistics) Academic success or failure is strongly related to adaptive functioning as an adult

Slide 21

Is it a skill deficit or developmental lag ? Cant we wait for them to bloom? Without intervention, kids who are behind stay behind (Juel, 1988; Francis, et al., 1996, Shaywitz, 1999) Skill deficits can be erasedespecially if you catch them early! Good reading builds reading AND cognitive skills!

Slide 22

Independent Reading (4 th grade) %tile Minutes Per Day Words Read Per Year 98 65.0 4,358,000 90 21.1 1,823,000 70 9.6 622,000 50 4.6 282,000 30 1.3 106,000 10 0.1 8,000 2 0.0 0 Adapted from Anderson, Wilson, and Fielding (1988).

Slide 23

... students who get off to a fast start in reading are more likely to read more over the years, and, furthermore, this very act of reading can help children compensate for modest levels of cognitive ability by building their vocabulary and general knowledge. In other words, ability is not the only variable that counts in the development of intellectual functioning. Those who read a lot will enhance their verbal intelligence; that is, reading will make them smarter. --Cunningham and Stanovich, 1998

Slide 24

Builds a unified (collaborative) system Identifies students who need help early It helps students receive instruction that they need

Slide 25

Systematic process to identify student needs Differentiation of instruction Seamless instruction focused evaluation process

Slide 26

RTI: Full Continuum of Support General Education Title Reading & Reading Support, Gifted Ed. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I = Heartland Educational Agency

Slide 27

Daisy is part of a class that is part of a school that conducts DIBELS screening three times a yearfor EVERY childand she isnt doing well Daisy receives highly structured additional instructionbut she doesnt progress Daisys intervention is intensified Does Daisy progress? If not, should she be referred for a special education evaluation? Systematic process

Slide 28

In the current system, which students are most likely to be identified with a learning disability?

Slide 29

Most referrals = placement, but... If you dont get referred, you dont get placed, and Pre-referral practices reflect poor quality 80% not guided by a clear defintion 80% do not have a direct measure in the natural setting 75% do not compare pre and post intervention data Do they prevent moving to evaluation? (Reschly)

Slide 30

RTI ProcessPre-Referral Process Student in need of assistance identified by screening data Student in need of assistance identified by individual teacher Multi-tiered instruction addresses students need Individual teacher typically responsible for addressing students need Students progress is monitored closely through systematic progress monitoring Students progress is monitored by the teacher through informal and patchwork assessments Decision about continued need for support is determined by district decision rules Decision about continued need for support is made by teams beliefs about the students progress systematicNot Systematic

Slide 31

Systematic process to identify student needs Differentiation of instruction

Slide 32