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RESPONSE TO INTERVENTION RtI

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Universal = given to ALL students at the same time ... the person responsible for the instructional interventions; ... a campus-based instructional facilitator. ... – PowerPoint PPT presentation

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Title: RESPONSE TO INTERVENTION RtI


1
RESPONSE TO INTERVENTION(RtI)
  • Carrollton-Farmers Branch ISD
  • 2008 - 2009

2
What is RtI?
  • Response to Intervention (RtI) is a federal
    mandate in accordance with NCLB and IDEA 2004.
  • RtI is a model for providing differentiated
    instructional interventions in the general
    education setting to students who are at risk
    of academic failure and/or who have behavioral
    difficulties.

3
What differentiation strategies and safety nets
are already in place on your campus?
4
What is RtI?
  • RtI is a multi-tiered, data driven model in which
    the academic and behavioral needs of students are
    addressed in the general education setting.
  • RtI is a model focused on prevention, early
    identification, and early intervention.
  • RtI addresses reading, math, and behavior.

5
Current Student IdentificationNational Statistics
  • There are currently 6 million students in special
    educationa 300 increase since 1976.
  • There are almost 3 million students identified as
    learning disabled.
  • There is an over-identification of minority
    students as mentally retarded and emotionally
    disturbed.

6
Tier 3 Individual students(one-on-one
basis)high intensityinstructionlonger
timetable
Tier 2 Struggling studentsin small
groupsspecializedinterventions
Student Population decreases
Tier 1 All students receivehigh quality,
differentiatedinstruction in the general
education setting
7
Tier 1 EVERYTHING that is done on a daily
basis by effective classroom teachers to meet the
needs of all students
8
Tier 1
  • Meets the needs of 85-90 of students
  • Serves as a foundation and supports all higher
    tiers
  • Serves students in the general education
    classroom using high quality, differentiated
    instruction
  • Utilizes data from universal screenings,
    benchmarking, and assessments to drive decisions
    for instruction

9
CFB Best Practices
  • COL
  • Content Literacy Strategies
  • AVID
  • Understanding by Design (UbD)
  • Differentiation
  • Collaborative learning
  • Assessment as learning
  • Tutoring

10
Tier 1 Universal Screening
Universal given to ALL students at the same
time Screening used to determine students
levels of achievement for
intervention purposes
  • Middle School - MAP
  • High School - ???

11
Tier 2
  • Serves approximately 10-15 of students who need
    more strategic interventions because of
    insufficient progress in Tier 1
  • Serves students in small groups and provides
    continuous instructional interventions in Tier I
  • Requires measurable goals that address the needs
    of each student

12
Tier 2 2008-09
  • Read 180 double blocked
  • Ramp Up
  • Step Up

13
Tier 2
  • Decisions are made to determine the following
  • the intervention to occur
  • the person responsible for the instructional
    interventions
  • the time frame for providing interventions and
  • the frequency of the interventions.

14
Tier 2Setting Academic Goals
Goals for each student should
  • Be attainable.
  • Be measurable.
  • Be flexible to allow for revision.
  • Incorporate monitoring and accountability.

15
Tier 2
  • Individual intervention plans must be
  • concise and clearly written
  • designed to incorporate accountability and
    monitoring and
  • inclusive of student assessment.

16
Tier 3
  • Serves students who do not respond to
    intervention in Tiers 1 and 2
  • Serves approximately 3-5 of total student
    population
  • Provides intensive interventions

17
Referral for Special Education Assessment
  • If a student does not respond to interventions in
    Tiers 1, 2, or 3, he/she may be referred to
    special education for screening.
  • Cross battery assessments would then be
    administered to determine whether a learning
    difference exists.

18
If the student does not qualify for special
education, the district must be prepared to meet
his/her Tier 3 needs in general education.
19
  • The
  • Planning and Progress
  • of RtI in
  • C-FBISD

20
RtI 2006-2007
  • An RtI Task Force was formed, and meetings
    were held throughout the 2006-2007 school year.
    Members of the committee included
  • assistant superintendents,
  • principals,
  • curriculum coordinators,
  • special education staff, and
  • a campus-based instructional facilitator.

21
Expansion of the RtI Task Force
  • The RtI Task Force 2007-08 included
  • a middle school principal,
  • a high school associate principal,
  • a high school counselor,
  • a middle school counselor,
  • an intervention specialist, and
  • an at risk support facilitator.

22
Decisions of the RtI Task Force for 2007-2008
  • Implement reading at the elementary level
  • Expand the task force in 2007-08
  • Design the next phase of RtI implementation

23
Paradigm Shift
  • Student Success Team (SST)
  • was renamed
  • Safety Net Acceleration Planning Team
  • (SNAP Team).

24
SNAP Teams
  • Suggested membership administrator, AVID
    teacher, counselor, instructional facilitator,
    other teachers of the student
  • Meet a minimum of four times annually
  • Collaborate to set goals and make instructional
    decisions for intervention based on student data
  • Identify students for placement in Tiers 1, 2, or
    3
  • Determine whether a referral for special
    education assessment is warranted

25
SNAP Team MeetingAgenda
  • Review of data to show progress of students
  • previously identified for intervention
  • Recommend and document next course of
  • action
  • Discuss additional students not
  • previously identified for intervention

26
The Next Phase of RtI
  • Universal screening for math
  • Universal screening for reading at the high
    school level
  • Universal screening for behavior (TBSI)
  • Programs for progress monitoring
  • Implementation of RtI in middle and high school

27
Implications for Funding
  • Personnel
  • Programs
  • Differentiated materials and resources
  • Professional development

28
Vision Statement All students will meet the
Texas Assessment of Knowledge and Skills (TAKS)
at the proficient or commended level and
graduate college-ready without remediation.
29
Mission Statement Together with families and
community we commit all district resources to
guide the learning of each student to graduate as
a responsible individual, a passionate life-long
learner, a complex thinker, and an effective
communicator who understands and respects our
global interdependence.
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