RTI RTI It’s not Rocket Science,It’s not Rocket Science,

but it is but it is

MAGICMAGIC

Einstein’s Definition of Einstein’s Definition of Insanity:Insanity:

Doing the same thing over Doing the same thing over and over again, expecting and over again, expecting

a different result.a different result.

The Birth of RTIThe Birth of RTI

Discrepancy Model for EC Discrepancy Model for EC determination does not work, as it is a determination does not work, as it is a

“wait to fail” approach.“wait to fail” approach.

NCLB and Re-authorization of IDEA NCLB and Re-authorization of IDEA support RTI in that it is proactive support RTI in that it is proactive

rather than reactive.rather than reactive.

The FundamentalsThe Fundamentals

Data – mCLASS, Data – mCLASS, AIMSweb, K-2 Assessment, AIMSweb, K-2 Assessment, IRI’s, Dolch Words, Teacher-made tests……IRI’s, Dolch Words, Teacher-made tests……

++The Problem-Solving The Problem-Solving

ModelModel

== Data Driven Instruction Data Driven Instruction

Simply Put…….Simply Put…….

Hmmm, all of my students just Hmmm, all of my students just

failed this test.failed this test.

What am I going to do now?

I think I will re-teach this I think I will re-teach this

material in a different way.material in a different way.

Ahhh, that’s better!

Just a Name…..Just a Name…..

What's in a name? That which we call a rose by any other What's in a name? That which we call a rose by any other name would smell as sweet. name would smell as sweet.

William ShakespeareWilliam Shakespeare

RTI is just a name….RTI is just a name….

You can call it….You can call it….

Mr. Barger’s BIG oldMr. Barger’s BIG old

tent revival!tent revival!

80% Rule80% Rule

80% of our students should be 80% of our students should be successful with just the core successful with just the core

instruction.instruction.

AIMSwebAIMSweb22ndnd Grade – Reading CBM Grade – Reading CBM

One School – 2010-11One School – 2010-11

mCLASS – mCLASS – DIBELS Grade Level DIBELS Grade Level ReportsReports

One School – 2010-11One School – 2010-11

No automatics….No automatics….

A child who shows up “in the red,”A child who shows up “in the red,”

is not automatically put in the tiered is not automatically put in the tiered

process. process.

That child is simply put That child is simply put

on our radar (assuming on our radar (assuming the 80%the 80%

rule is met).rule is met).

Prior to Tier One….Prior to Tier One….

Use solid core instruction Use solid core instruction

with differentiation with differentiation for for struggling struggling students.students.

Take Advantage of Take Advantage of OpportunitiesOpportunities

to Practice Skills.to Practice Skills.Like on the way to the bus…….Like on the way to the bus…….

OR OR

On the way to the water fountainOn the way to the water fountain

That Might Be Enough…That Might Be Enough…But Maybe It Isn’t…..But Maybe It Isn’t…..

If all of your data (mCLASS, AIMSweb, If all of your data (mCLASS, AIMSweb, IRI’s, Teacher made assessments, etc.) IRI’s, Teacher made assessments, etc.) indicate the child is still struggling,indicate the child is still struggling,

THEN, you might THEN, you might enter him/her enter him/her

into into the tiered the tiered process. process.

But First…..But First…..

We need to find out where the We need to find out where the child fell child fell

off the train.off the train.

It is pointless to attempt to drill skills into a child at a level beyond his capability. It will only frustrate the child even further.

For Example….For Example….

A 4th Grader:A 4th Grader:

If every indicator we have says this If every indicator we have says this child is totally lost, we need to go child is totally lost, we need to go back and assess the child on the back and assess the child on the Early Literacy skills, then go from Early Literacy skills, then go from there. there.

Once We Know Where To Once We Know Where To Start,Start,

We Can Determine Our We Can Determine Our DirectionDirection

You are hereYou are here

Telling the StoryTelling the Story

Around the 4th millennium BC, the Around the 4th millennium BC, the complexity of trade and administration complexity of trade and administration outgrew the power of memory, and outgrew the power of memory, and writing became a more dependable writing became a more dependable method of recording and presenting method of recording and presenting transactions in a permanent form.transactions in a permanent form.

From Wikipedia on the From Wikipedia on the

History of the Written Word.History of the Written Word.

Because Memory Doesn’t Because Memory Doesn’t Always Serve Us Well….Always Serve Us Well….

And because there are 10 million And because there are 10 million Attorneys out there just looking for a Attorneys out there just looking for a lawsuit….lawsuit….

we have to do the paperwork…….we have to do the paperwork…….

A Word About PEP’sA Word About PEP’s

Tier I Strategies/Interventions

Regular Classroom Instruction

Differentiation

FCRR games or activities – the quick hit on specific skill deficits

Tier Movement DecisionsTier Movement Decisions In AIMSweb, 3 consecutive or 4 total data In AIMSweb, 3 consecutive or 4 total data

points indicate a possible change of points indicate a possible change of intervention (depending on trend line)intervention (depending on trend line)

In mClass, the program will prompt you In mClass, the program will prompt you for some sort of change (intervention or for some sort of change (intervention or tier)tier)

A child should be in a tier a minimum of 8 A child should be in a tier a minimum of 8 – 12 weeks– 12 weeks

It could take years for someIt could take years for some A team will make the decision to change A team will make the decision to change

tierstiers

AIMSweb GraphAIMSweb Graph

mCLASS GraphmCLASS Graph

Tier II Tier II Strategies/InterventionsStrategies/Interventions

Regular Classroom InstructionRegular Classroom Instruction DifferentiationDifferentiation FCRR games/activitiesFCRR games/activities

With the addition of:With the addition of: Small group, skill specific instruction 2-3 Small group, skill specific instruction 2-3

times per week for 15-30 minutes each times per week for 15-30 minutes each session, (during scheduled session, (during scheduled intervention/enrichment time) using more intervention/enrichment time) using more programmatic intervention such as programmatic intervention such as Sonday, Letterland Intervention, Wilson, etc…Sonday, Letterland Intervention, Wilson, etc…

Tier III Tier III Strategies/InterventionsStrategies/Interventions

SST involvement to make Tier III SST involvement to make Tier III determinationdetermination

SST drives process at this pointSST drives process at this point

Highest level of intervention in the RE Highest level of intervention in the RE processprocess

Strategies/Interventions increase in Strategies/Interventions increase in intensity, duration and/or frequencyintensity, duration and/or frequency

Tier IIITier III Regular Classroom InstructionRegular Classroom Instruction DifferentiationDifferentiation FCRR games/activitiesFCRR games/activities Small group and/or one on one instruction Small group and/or one on one instruction

on specific skill deficits 5 days/week for 30 on specific skill deficits 5 days/week for 30 minutes each session, or could be up to 5 minutes each session, or could be up to 5 days/week for two 30 minutes sessions per days/week for two 30 minutes sessions per day (during scheduled day (during scheduled intervention/enrichment time).intervention/enrichment time).

Perhaps the addition of another Perhaps the addition of another interventionintervention

Tier IVTier IV

In Catawba County, Tier IV is a In Catawba County, Tier IV is a referral to MDT, as we will have referral to MDT, as we will have

exhausted all of our RE resources.exhausted all of our RE resources.

Where To Find The Where To Find The PaperworkPaperwork

Where the Rubber Meets Where the Rubber Meets the Roadthe Road

The DataThe Data

What does this tell us?What does this tell us?

AIMSwebAIMSweb

mCLASSmCLASS

The Heart of the The Heart of the Matter…Matter…

The Big Kahuna!The Big Kahuna!

If we will use the data to help us drive If we will use the data to help us drive instruction, instruction,

wewe

CAN CAN

make a difference!!!make a difference!!!

That’s the MAGIC!That’s the MAGIC!