Systems Requirements for RTI

The nuts and bolts that hold it all

together!

Objectives:

Sample of the BIG IDEAS of RTI

Prompt comparisons to current practice

Prime participants for more details later

Historical v. RTI Approaches Who identifies

struggling students? Who develops

interventions? Who implements

interventions? Which is promoted: A

culture of teamwork or a culture of parallel programs?

Daisy participates in the general curriculum

Daisy’s teacher does His/her best to differentiate

instruction and keeps anecdotal dataDaisy isn’t

doing well

Teacher is told to try again

Daisyimproves

Pre-referral team reviews what teacher

has tried

Resumesregular

program

Teacher’s effort is deemed sufficient

Daisydoesn’t

improve

Special Education referral is initiated by the teacher

Teacher tries again

The historical approach

Daisy participates in the general core curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isn’t

doing well

Daisyimproves

Daisyimproves

EBIS Team determines individually designed

intervention

Resumesgeneralprogram

Daisydoesn’t

improve

Daisydoesn’t

improve

Special Education referral is initiated

Daisy probably recycles

Daisy may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

The RTI Approach

The Historical v. RTI Approach Who identifies

struggling students? Who develops

interventions? Who implements

interventions? Which is promoted: A

culture of teamwork or a culture of parallel programs?

Your assignment. . . Read “How the EBIS Team Process Works”

When you have completed the reading do one of the following on chart paper Report out an idea that was new and

interesting Ask a clarifying question

System Requirements…An Overview Leadership at all levels Teaming Use of a research based core reading curriculum Universal screening Implementation of research based interventions Progress monitoring Policy and procedure development

(standardization) Professional development including fidelity of

implementation.

#1 Leadership

District Level

AND

School Level

#2 TeamingCollaboration is the

key: Membership might include…

Principal Classroom

Teachers Specialists School Counselor School Psychologist

Your Assignment. . . Look on page 23 of the EBIS document. Do a self assessment on your

school/district Discuss at your table.

It is OK to be at ANY level. Implementing large changes to a school district is an ongoing process which will last years.

#3 Research- Based CORE ProgramRTI is predicated on

effective, research-based programs that

include the BIG 5 components of reading:

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Teaching Reading…A View from 1980 Reading is a natural process An enriching environment is the most

important factor Discreet skills cannot be targeted (and

even if they could, they shouldn’t be) Good readers don’t decode – they rely

on context “Love of reading” is the ultimate goal

Differences in Learning to ReadEstimates from NICHD research (NC Dept. of Public Education)

Population %

Journey to Reading Instructional Requirements

5 Easy: children read before starting school

Need no formal decoding instruction

35 Relatively Easy Learn to read regardless of instructional approach

40 Formidable Challenge Need systematic and explicit instruction

20 One of the most difficult tasks to be mastered during schooling

Need intensive, systematic, direct, multi-sensory instruction

More about the CORE

Important Facts:

Students can not be identified as LD if their difficulty is due to a lack of instruction in the BIG 5.

Research-based program must be implemented as designed (fidelity)

#4 Universal ScreeningAssessment and RTI: Universal screening must occur for ALL students

at least three times per year (fall, winter, spring) Procedures must identify which students are

proficient (80%) and which are deficient (20%). Procedures will lead to data for decision making

about: How to create instructional change for ALL Which students need additional

intervention

#5 Interventions must… Be research-based Increase the intensity of instruction

More time Smaller groups Focus on essential skills

Be regularly monitored Be delivered with fidelity Be coordinated at the district level Include ongoing training pgs. 24-27

#6 Progress Monitoring Progress monitor all

students needing additional intervention

Frequency is determined by district decision rules Monthly Twice per month Weekly Twice per week

More on Progress Monitoring Establish aimlines

Make changes as needed based on progress monitoring data

Review the EBIS Decision Rules pgs. 5-7

#7 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work:

Decision Rules Forms SpEd Procedures

Think of RtI as a

standardized test

# 8 Professional Development

Must happen in each of the following areas:

Core curriculum and instruction InterventionsTeamingData-based decision makingSpecial Education

System Requirements…An Overview Leadership at all levels Teaming Use of a research based core reading curriculum Universal screening Implementation of research based interventions Progress monitoring Policy and procedure development

(standardization) Professional development including fidelity of

implementation.