0 1 1 Our new accountability system has two overarching objectives and Growth for all students,...
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0 1 1 Our new accountability system has two overarching objectives and Growth for all students, every year Faster growth for those students who are furthest
1 1 Our new accountability system has two overarching
objectives and Growth for all students, every year Faster growth
for those students who are furthest behind
Slide 3
2 Beliefs Every student can learn, demonstrate growth, and has
the right to actively participate in high quality, research-based
education that maximizes their potential in the least restrictive
environment. Specialized education is a continuum of services, not
a place. Relationships with all stakeholders, based on respect and
understanding will result in making decisions in the best interest
of ALL students. Every staff member has the responsibility to
teach, support and encourage ALL students. Strong leadership at
every level is the foundation of a collaborative and inclusive
environment that supports ALL students. High quality professional
learning in conjunction with family and community support, empowers
all stakeholders to collaboratively build capacity for the success
of ALL students. 2
Slide 4
3 Key Goals of Special Populations 3 Improving Student Outcomes
Prevention Intervention Achievement Outcomes Manage Performance
Effective employees at every level of the organization with a focus
on improving student outcomes.
Slide 5
4 What is the difference? What is NOT response to intervention?
What IS response to intervention?
Slide 6
5 Response to Intervention is NOT: Just a Special Education
initiative Only for students with disabilities Only for beginning
reading A new way to identify students with SLD A way of reducing
costs or eliminating special education or the LD category This
years summer reform or a short-term implementation based on RTI in
a Box A way to fix schools with weak core instruction Source:
Fletcher, Jack (2013) Classifications and Definitions for the
Identification of Learning Disabilities: An Evaluation of the
Research. Presentation for RTI: A School Psychologists Guide to
Implementation. Murfreesboro, TN.
Slide 7
6 Response to Intervention Is : A set of processes for
coordinating high quality service delivery in schools A
multi-tiered, layered instructional approach that prevents problems
first, and then brings increasingly intense interventions to
students who dont respond Making instructional decisions based on
data Integrating entitlement programs with general education
Providing relevant data for SLD identification Primary goal:
Improving academic (and behavioral) outcomes for all students by
eliminating discrepancies between actual and expected performance.
Source: Fletcher, Jack (2013) Classifications and Definitions for
the Identification of Learning Disabilities: An Evaluation of the
Research. Presentation for RTI: A School Psychologists Guide to
Implementation. Murfreesboro, TN.
Slide 8
7 Policy Change As of July 1, 2014, RTI will be the framework
used by teams to identify a student with a Specific Learning
Disability. Final reading approval from State Board of Education
was June 21, 2013.
Slide 9
8 Required Elements: Universal Screening: The Universal
Screening tool will be skills-based and provide national norms. It
will be administered 3 times a year for grades K-8 and is
recommended for grades 9-12 (see Component 1.3 of the
Implementation Guide). Tier I: Core instruction will be provided to
ALL students using grade-level Common Core State Standards in ELA
and Mathematics. Tier II and Tier III: Tiered interventions will be
provided in addition to the core instruction provided at Tier I.
Interventions will be research-based and will address a students
area of deficit. They will be provided within the time frames
described in Components 3.2 and 4.2 of the RTI Manual. Progress
Monitoring: Progress monitoring will occur in the specific area of
deficit at the frequency described in Components 3.3 and 4.3 of the
RTI Manual.
Slide 10
9 Required Elements: District and School RTI Teams: District
and School RTI Teams will be established per the guidelines
outlined in Component 1.2. School teams will meet every 4.5 weeks
at a minimum to make data-based decisions that inform
instruction/intervention. Fidelity of Implementation: Fidelity
monitoring will occur as described in Components 2.6, 3.6 and 4.6
of the RTI Manual and Implementation Guide. Parent
Contact/Communication: Parents will be notified of student progress
as described in Component 1.6 of the RTI Manual and Implementation
Guide. Highly trained personnel: Highly trained personnel will
provide interventions. Highly-trained personnel are those who are
adequately trained to deliver the selected intervention as intended
with fidelity.
Slide 11
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Slide 12
11 District and school teams Universal Screener Assessments
(ongoing and progress monitoring) Recommended Instructional Time
Fidelity Monitoring Parent involvement Professional Development At
All Tiers
Slide 13
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Slide 14
13 Classroom instruction for all - Common Core State Standards
Research shows 80-85% of students will respond to Tier I
Recommended Instructional Time ELA: K-2/150 min; 3-5/90 min;
6-12/55 traditional 90 block Math: K-1/60 min; 2/75min; 3-5/90 min;
6-12/55 traditional 90 block Ongoing Assessments (grade level
checks, benchmarks) Collect data points, determine patterns, track
individuals and groups, Guide instruction
(teach/assess/monitor/adjust) Fidelity Monitoring (Team, Student
Data, etc) Universal Screener (K-8, recommended 9-12)(students
below 25% go to Tier II) Tier I - Instruction
Slide 15
14 Core Instruction and English Learners English language
learners can reach the same high content- area standards as all
students, but they need different pathways. All students receive
core instruction (Tier I) With an endorsed ESL teacher, for the
entire ELA time, using district uniform core curriculum supported
by scaffolding and sheltered instruction If not in an ESL class,
due to limited EL population, then in the general education
classroom where the ESL teacher provides appropriate instructional
supports to make grade-level course work comprehensible Benefits of
core instruction for an EL: Opportunities for ELs to interact with
proficient English speakers and other language learners
Opportunities for ELs to build on their strengths, prior
experiences, and background knowledge Opportunities to be exposed
to rigorous grade level academic standards, exposure to grade level
academic vocabulary like peers Opportunities to learn expectations
and student accountability for learning and self-monitoring
Opportunity to build peer support
Slide 16
15 Core instruction and what it may look like for an EL Whole
class explicit direct instruction using core text EL has structured
seating where peer support is available for guidance/ modeling EL
has sentence frames and starters to engage in cooperative learning
discussion with peers (language discussion cards) Steps to
comprehension references are visible in the classroom for the EL to
access, for example, steps/ key words used to locate facts and
opinions to determine validity with a selection. Literacy/ Math
centers have defined objectives, expectations, step by step
procedures, graphics, illustrations, academic vocabulary, examples,
and purpose for learning during small group instruction.
Opportunity to integrate reading, writing, listening, and speaking
across the curriculum.
Slide 17
16 Areas of Deficit: A Universal Screener will explicitly
measure Basic Reading Skills (letters, letter sounds, phonological
awareness, phonics) Reading Comprehension Reading fluency Written
expression Math calculation (column addition, basic facts, complex
computation, decimals, fractions, conversions, percentages, etc.)
Math reasoning/problem solving (number and operations, base ten,
place value, measurement and length, fractions, geometry, algebra,
expressions, linear equations etc.)
Slide 18
17 What does your Universal Screener tell you? Standards based
Intervene on a standard Tells you what to reteach/remediate (Tier
1) Adaptive task changes based on student performance Does not
consistently measure the same skill over and over to determine if
intervention is working Skills based Intervene on skill
deficit/need Warning system for your most at-risk students and
identifies discrete skill deficit(s) Not adaptive. Task does not
change based on student performance Consistently measures same
skill Independent of grade level standard
Slide 19
18 What is the difference? Reteaching/ remediation vs.
Intervention
Slide 20
19 Reteaching VS. Intervention Reteaching Tier I-Common Core
Standards Goal is to reteach standards that students are struggling
with rather than specific skill deficits. These are your bubble
kids. Standards Based Assessment: Benchmark Assessment Summative
Assessment Formative Assessment Intervention Tier II/III/Special
Education Intervention Goal is provide research based interventions
aligned to specific skill deficit(s) as identified by a universal
screener. Skills Based Assessment: Skills based universal screener
aligned to area(s) of deficit Skills based Progress Monitoring
specific to area(s) of deficit Formative assessment 19
Slide 21
20 Associated Deficit Areas of Reading
Domain/AreaDefinitionAssociated Deficit Areas Example Curriculum
Based Measures Free Resources Phonemic Awareness (K-1) Basic
Reading Isolating sounds, and segmenting and blending sounds in
words and non-words Intervention focus on systematic development of
letter sound correspondence, word analysis skills, and sight word
recognition Difficulty with: Letter Sounds Phoneme Blending Phoneme
Segmentation Rhyming Syllable Segmenting Phoneme Deletion Letter
naming fluency probe Phoneme segmentation probe Initial sounds
probe First sound probes Letter Sounds probes Dibels Easy CBM FCRR
Phonics Word Recognition (K-2) Basic Reading Matching sounds to
symbols. Reading words by sight or by applying phonics to decode.
Intervention focus on systematic development of letter sound
correspondence, word analysis skills, and sight word recognition
Difficulty with: Letter-sound associations Sound blending
Segmenting Manipulating letter-sound correspondences in words
Reading pseudo words Word identification Nonsense word probe Letter
Name probe Word Reading Fluency probes Dibels Easy CBM FCRR Reading
Fluency (1-12) Rate at which reader reads text, which could include
speeded word, sentence, or text reading, as well as segmentation
and/or blending of phonemes. Also includes voice intonation and
expression during reading. Intervention focus on guided oral
reading, repeated readings, echo read, shadow read, paired reading,
and direct explicit instruction in chunking and phrasing Difficulty
with: Accuracy of Fluency Reading Rate Word Reading Efficiency
Sentence Fluency Nonsense word probe Oral reading fluency probe
Word Reading fluency probe Passage Reading fluency probe Dibels
Easy CBM FCRR
Slide 22
21 Associated Deficit Areas of Reading
Domain/AreaDefinitionAssociated Deficit Areas Example Curriculum
Based Measures Free Resources Reading Comprehension (1-12) The
construction of meaning from text, including understanding of the
authors intent or message. Comprehension is reflected in the recall
of specific information, as well as in inferences drawn from
presented information. Intervention focus on specific skill
instruction for vocabulary, fact finding, and making inferences as
well as explicit strategies in comprehension monitoring and reading
for different purposes Difficulty with: Passage Reading Sentence
Comprehension Oral Reading Silent Reading Words in isolation or in
Context Matching Vocabulary Retell probe Daze probe Maze probe
Multiple Choice Reading Comprehension probe Cloze Task probe Dibels
Easy CBM FCRR Written Expression (1-12) The ability to form letters
and numbers correctly, to write words spontaneously or from
dictation, and organize words into meaningful thoughts Intervention
focus on transcription; letter formatting, and associating letter
shapes with the name of the letter, as well as composition;
explicit instruction in mechanics, word and sentence construction,
paragraph construction, and multi- paragraph essays Difficulty
with: Hold/ Use Pencil Trace/ Copy Letters Written Words Written
Word Sequence Spelling Planning processes Composition/ reviewing
and revising Writing Readiness Skills probe Number of Letters
Written probe Number of Words Written probe Correct Word Sequence
probe Correct Spelling probe Correct Writing Sequence probe
Intervention Central Written Expression Probes Generator
Slide 23
22 Math Calculation (K-5) Grade LevelSkill Area Curriculum
Based Measure Intervention K Counting and CardinalityEarly Numeracy
Probes If the survey level assessment identifies early numeracy as
an area of deficit, intervene on early numeracy. 1 Size of Numbers
Column Addition Basic Facts Complex Computation Math Calculation
Probes If your survey level assessment identifies one of these
skill areas as a deficit, intervene on that particular skill area.
2 Size of Numbers Column Addition Basic Facts Complex Computation
Math Calculation Probes If your survey level assessment identifies
one of these skill areas as a deficit, intervene on that particular
skill area. 3 Column Addition Basic Facts Complex Computation Math
Calculation Probes If your survey level assessment identifies one
of these skill areas as a deficit, intervene on that particular
skill area. 4 Basic Facts Complex Computation Decimals Fractions
Math Calculation Probes If your survey level assessment identifies
one of these skill areas as a deficit, intervene on that particular
skill area. 5 Basic Facts Complex Computation Decimals Fractions
Conversions Percentages Math Calculation Probes If your survey
level assessment identifies one of these skill areas as a deficit,
intervene on that particular skill area. Footer22
Slide 24
23 Math Calculation 6 Basic Facts Complex Computation Decimals
Fractions Conversions Percentages Integers Expressions Reductions
Math Calculation Probes If your survey level assessment identifies
one of these skill areas as a deficit, intervene on that particular
skill area. 7 Complex Computation Decimals Fractions Conversions
Percentages Integers Reductions Equations Exponents Math
Calculation Probes If your survey level assessment identifies one
of these skill areas as a deficit, intervene on that particular
skill area. 8 Decimals Fractions Conversions Percentages Integers
Equations Exponents Math Calculation Probes If your survey level
assessment identifies one of these skill areas as a deficit,
intervene on that particular skill area. Algebra 1 Expressions
Equations and Inequalities Functions Linear, Quadratic, and
Exponential Models Math Calculation Probes (Norms coming) If your
survey level assessment identifies one of these skill areas as a
deficit, intervene on that particular skill area. Geometry
Congruence Similarity, Right Triangles, and Trigonometry Geometric
Measurement and Dimension Math Calculation Probes (Norms coming) If
your survey level assessment identifies one of these skill areas as
a deficit, intervene on that particular skill area. Algebra 2
Functions Linear, Quadratic, and Exponential Models Math
Calculation Probes (Norms coming) If your survey level assessment
identifies one of these skill areas as a deficit, intervene on that
particular skill area.
Slide 25
24 Math Problem Solving Grade LevelSkill Area Curriculum Based
Measure Intervention K Counting and CardinalityEarly Numeracy Probe
If your survey level assessment identifies one of these skill areas
as a deficit, intervene on that particular skill area. 1 Size of
Numbers Column Addition Basic Facts Complex Computation Early
Numeracy Probe If your survey level assessment identifies one of
these skill areas as a deficit, intervene on that particular skill
area. 2 Number and Operations: Base Ten, Place Value Measurement:
Linear Measurement and Length Math Reasoning Probe If your survey
level assessment identifies one of these skill areas as a deficit,
intervene on that particular skill area. 3 Number and Operations:
Fractions Geometry: Two-Dimensional Shapes Math Reasoning Probe If
your survey level assessment identifies one of these skill areas as
a deficit, intervene on that particular skill area. 4 Number and
Operations: Decimals, Fractions and Decimals Measurement: Two
Dimensional Shapes Math Reasoning Probe If your survey level
assessment identifies one of these skill areas as a deficit,
intervene on that particular skill area. 5 Number and Operation and
Algebra: Fluency with Whole Numbers Number and Operations:
Decimals, Fractions and Decimals Geometry and Measurement: Three
Dimensional Shapes Math Reasoning ProbeIf your survey level
assessment identifies one of these skill areas as a deficit,
intervene on that particular skill area.
Slide 26
25 Math Problem Solving 6 Number and Operations: Ratios and
Rate Algebra: Expressions and Equations Math Reasoning Probe If
your survey level assessment identifies one of these skill areas as
a deficit, intervene on that particular skill area. 7 Number and
Operations and Algebra and Geometry: Proportionality and Similarity
Measurement and Geometry and Algebra Number and Operations and
Algebra: Rational Numbers and Linear Equations Math Reasoning Probe
If your survey level assessment identifies one of these skill areas
as a deficit, intervene on that particular skill area. 8 Algebra:
Linear Equations Geometry and Measurement: Space, Figures, Angles
Data Analysis and Number and Operations and Algebra: Data Sets Math
Reasoning Probe If your survey level assessment identifies one of
these skill areas as a deficit, intervene on that particular skill
area. Algebra 1 Expressions Equations and Inequalities Functions
Linear, Quadratic, and Exponential Models Math Reasoning Probe
(Norms coming) If your survey level assessment identifies one of
these skill areas as a deficit, intervene on that particular skill
area. Geometry Congruence Similarity, Right Triangles, and
Trigonometry Geometric Measurement and Dimension Math Reasoning
Probe (Norms Coming) If your survey level assessment identifies one
of these skill areas as a deficit, intervene on that particular
skill area. Algebra 2 Functions Linear, Quadratic, and Exponential
Models Math Reasoning Probe (Norms Coming) If your survey level
assessment identifies one of these skill areas as a deficit,
intervene on that particular skill area.
Slide 27
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Slide 28
27 Tier II Interventions A change in intervention will be
considered within each tier before moving to the next tier of
intervention. 8-10 data points (if progress monitoring every other
week) OR 10-15 data points (if progress monitoring weekly) are
needed to make a sound data based decision. Number of data points
reflects empirical research required to make an informed data based
decision. The intervention must have empirical evidence supporting
its use in remediating the area of suspected disability (i.e.,
Basic Reading Skills). A skills based progress monitoring tool must
be able to provide evidence that the student did not make a
sufficient amount of progress in the area of deficit.
Slide 29
28 Tier II Intervention and the English Leaner If students fall
below the 25th percentile on the universal screener and they have
not acquired Intermediate Fluency based on the English Language
Proficiency Assessment, then ELs will receive research-based and
rigorous ESL services. (60 minutes outside core instruction) If
students fall below the 25th percentile on the universal screener
and they have acquired Intermediate Fluency based on the English
Language Proficiency Assessment, then ELLs will receive RTI
interventions in their specific area of need following the
guidelines put forth in the RTI manual. Fluent language learners
can access the language of academic interventions and can benefit
from the intervention. ELLs may take longer to respond to
intervention given their limited English Language proficiency. An
ESL teacher will be part of the school level RTI team when an ELL
is being placed in or moved out of an intervention. Progress
monitoring data should be presented and an ESL teacher should be
present when discussing the need for a parent meeting.
Slide 30
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Slide 31
30 Does the student NEED more Intensive Intervention(s)?
Students may immediately require Tier III intensive intervention.
If students are below the 10 th percentile or 1.5 to 2.0 grade
levels behind. Your data team should make these decisions on an
individual basis. Students who are immediately placed in Tier III
level intervention must receive the minimum number of recommended
minutes of intervention. The purpose of immediately placing a
student in Tier III intervention is to increase the intensity of
the intervention, not to shorten the duration of the intervention
period.
Slide 32
31 Tier III Interventions A change in intervention will be
considered within each tier before moving to the next tier of
intervention. 8-10 data points (if progress monitoring every other
week) OR 10-15 data points (if progress monitoring weekly) are
needed to make a sound data based decision. Number of data points
reflects empirical research required to make an informed data based
decision. The intervention must be more intense than the
intervention provided at Tier II. A skills based progress
monitoring tool must be able to provide evidence that the student
did not make a sufficient amount of progress in the area of
deficit.
Slide 33
32 Tier III Intervention and the English Leaner If students
fall below the 10th percentile on the universal screener and they
have not acquired Intermediate Fluency based on the English
Language Proficiency Assessment, then ELs will receive
research-based and rigorous ESL services. (60 minutes outside core
instruction) If students fall below the 10th percentile on the
universal screener and they have acquired Intermediate Fluency
based on the English Language Proficiency Assessment, then ELLs
will receive RTI interventions in their specific area of need
following the guidelines put forth in the RTI manual. Fluent
language learners can access the language of academic interventions
and can benefit from the intervention. ELLs may take longer to
respond to intervention given their limited English Language
proficiency. The intervention must be more intense than the
intervention provided at Tier II. An ESL teacher will be part of
the school level RTI team when an ELL is being placed in or moved
out of an intervention.
Slide 34
33 Decision Making Process: RTI and ELs Universal Screening
(same for all students) Evaluation of universal screening data
using cut-scores based on national norms Meets cut scoreDoes not
meet cut score ELL*Non-ELL Begins interventions Fluent Language
Learner Receive ESL Services Evaluation by qualified ESL staff
using the English Language Proficiency Assessment Emergent Language
Learner Receive interventions; progress monitored May need Tier II
or III interventions Receive more intensive interventions Meets
grade level expectations Making appropriate progress Does not meet
grade level expectations Not making appropriate progress *According
to SBE policy 3.207, if a childs parent or guardian selects any
answer besides English on the Home Language Survey, that student
will be screened with the English Language Proficiency
Assessment.
Slide 35
34 Student Screening: Does this require permission? Students
may be screened by a specialist (e.g., school psychologist or
reading specialist) at any time within the tiers to provide
instructional and/or program planning information. Consent is not
required for screenings that inform instruction/interventions
within the tiers. Example: Phonics screening to determine specific
interventions.
Slide 36
35 If data indicates a students progress is not sufficient,
then the team may obtain Notice and Consent for Initial Evaluation.
The team must complete all evaluations and establish the students
eligibility for service within the initial evaluation timeline. The
student will remain in intervention and will continue to be
progress monitored while the requested evaluations are being
completed. All information collected including the students
responsiveness to intervention will be a part of the students
eligibility determination. Initial Evaluations
Slide 37
36 Beginning July 1, 2014, RTI will be the framework used to
identify students with a Specific Learning Disability.
Underachievement and insufficient response to intervention are not
primarily the result of exclusionary factors.
Slide 38
37 Re-evaluations as of July 1, 2014 All re-evaluations for
students with a Specific Learning Disability will be grounded in
progress monitoring data. Existing data including ongoing
assessments of progress and focused/diagnostic evaluations will be
reviewed through the Re-evaluation Summary Report to determine if
additional information is needed. A gap analysis will be completed
and the students ROI will be calculated in order to determine the
amount of services/intervention required to close the achievement
gap. The level of service required (special education versus
general education) will be used to negate or substantiate continued
eligibility.
Slide 39
38 What happens if a Parent Requests an Evaluation? The team
must complete the agreed upon components of the evaluation within
the initial evaluation timeline. The student may be eligible for
services as a student with a Specific Learning Disability based
only on the RTI Framework. No option to use discrepancy model. If
the team lacks sufficient evidence to establish the students
eligibility for services: the team may agree to request an
extension of the evaluation timeline. OR the student will be made
ineligible until sufficient data can be collected.
Slide 40
39 Consider thisSpecial Education is not a place! It is the
most Intensive Intervention! Special Education Interventions: The
student will remain in core, differentiated instruction (Tier I)
within the general education curriculum to the greatest extent
possible. The same problem solving approach used in the general
education RTI framework will be used in special education.
Interventions will be tailored to the student in the area of
identified disability, and progress toward their IEP goals will be
monitored weekly or every other week. If students fail to respond
to interventions provided through special education, an IEP team
meeting will be reconvened.
Slide 41
40 Consider thisSpecial Education is not a place! It is the
most Intensive Intervention! After the team determines an area of
deficit, the student will receive a research based intervention in
his or her specific area of need. Students will receive progress
monitoring in the area of deficit and parents will be notified.
Students receiving special education intervention will receive
their intervention outside of core instruction to the greatest
extent possible. Special education intervention will be the most
intensive interventions provided. Students may receive intervention
from special education and general education at the same time.
Focus on the data! EAs are used to help children access the core
instruction. They are not the intervention.
Slide 42
41 Tier II, Tier III or Sped Intervention: Core Instruction
Plus A skill specific intervention Core Instruction Tier II Tier
III Sped Intervention
Slide 43
42 Core instruction plus Intervention (Tier II, Tier III or
Sp.Ed) Core Instruction Plus Tier II (30 minutes daily) Core
Instruction Plus Tier III (45-60 minutes daily) Core Instruction
Plus Sp.Ed Intervention (More Intensive than Tier III)
Slide 44
43 Implementation Guide Response to Instruction &
Intervention Implementation Guide
Slide 45
44 Implementation Guide Resources Example schedules Sample
forms Universal Screener and Intervention Rubrics Guidance for data
based decision making Gap analysis and Rate of Improvement