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A brief introduction to the faculty of DMS
A proactive model for identifying students who are having difficulties with academic achievement and behavior◦ Aligned with high-quality, scientifically based classroom
instruction. ◦ Utilizes progress monitoring◦ Provides for tiers of evidence based intervention◦ Collects data on the success of the interventions
Focuses on the concept of meeting the needs of all students
Meets Mandates◦ IDEA◦NCLB◦Reading First
A multi-tiered approach using:◦ High quality research based curriculum and
instruction◦ Teachers that are active in student assessment,
with universal screening for identification of possible at-risk students
◦ Universal and Individual monitoring◦ Research based interventions◦ Interventions that are done with fidelity
Universal Screening◦ Identifies students who are at risk in regards to
specific skills and may need more in-depth assessment
◦ Given 3 times per year
Progress Monitoring◦ Determines if students are benefiting from the
instructional program Helps create a more effective instructional program,
Repeated measurement of academic performance Drives instruction Used to
estimate rates of improvement, Identify students who are not demonstrating adequate
progress compare the efficacy of different forms of instruction to
design more effective, individualized instruction. Guarantee fidelity of data and instruction
Curriculum Based Measures◦ Assesses skills needed for curriculum◦ Used by the entire grade level within a specific
curriculum for consistency◦ Are diagnostic in nature
The tiers apply to both student behavior and academics
Tier 1-all students
Tier 2
Tier 3
The most important level◦ Impacts all students◦ Aligned curriculum◦ High quality instruction◦ Foundation for other levels◦ Must include universal screening◦ A highly integrated system
For identified students◦ Students at risk of “failing” despite Tier 1◦ Uses evidence based strategies that focus on
deficits◦ Strategies are in addition to Tier 1◦ Can include small group instruction◦ Uses a team problem solving approach as well as
standard protocols and instruction to remediate skill deficits
Serves the neediest of students◦ Can include referral to special education or
special programs ◦ Based on growth and achievement, not grades
Next faculty meeting will focus on 2 questions:◦ Where do we stand with RtI?◦ How we currently intervene on behalf of
struggling students? Complete and turn in the “ticket out”—
Name at least 3 areas within your classroom that students need (or have needed) interventions in. They can be behavioral or academic.