Meeting Time

RtI Meeting

First OneFirst One

Where to Start?

Analysis of Assessment Plan

This is a review of all the information gathered when looking at the four domains: Environment Curriculum Instruction Learner

Review everything to determine all factors impacting the student.

What is the role of the team during this review?

The team needs to answer the following questions: Have all factors that may be impacting

the student’s learning been identified? Is the correct area of need being

addressed? What seems to be working and what

does not?

From this point Confirm the area of need that will be addressed Identify any factors that need to be considered

when developing the plan Determine primary progress monitoring tool Determine the student’s baseline Calculate discrepancy between baseline and

acceptable level of performance Indicate standard Make an informed statement as to why the

problem is occurring Make a prediction regarding intervention Chart and set goal

Documenting

Page two Target Area: List area of focus:

Reading, Math, Behavior, etc. Keep simple

Documenting

Page Two Indicate student’s baseline

Documenting

Page two Short Term Goal

Long Term Goal

Documenting

Page two Subtract baseline from goal to get

difference

Documenting

Page two Indicate method for setting goal

Examples

Goal set using AIMSweb Missing Numbers (MNM)

Goal set using AIMSweb R-CBM

What if there is not a CBM? For behavior, you will need to develop a

point system. The point system will allow you to get a

baseline and develop a goal. For assistance, contact your school psychologist

or a student support facilitator.

For most academic areas, there is a CBM. If having difficulty identifying one, contact your school psychologist or an instructional program facilitator.

What’s the Difference

Between Short and Long Term Goals

Between Short and Long Term Goals

Types of Goals

Short-term goals describe progress student is expected to make in a short period of time - during the intervention phase. Recommend: Six Weeks Nine Weeks Twelve Weeks

Long-term goals describe progress student is expected to make in a year or half year - often associated with a program, sometimes with intervention phases

Why is the Problem Occurring?

Make an informed statement as to why the problem is occurring. This is done by looking at the components, domains,

and/or function of the target area. Go back and look at what was identified in the

curriculum area of need on the Problem Analysis/Assessment Guide.

This is your hypothesis.

Prediction and Goal Setting Without goal setting, it is impossible to judge

progress and determine effectiveness of intervention

Goal statements are based on baseline data

Written in specific and measurable terms

Prediction

Make a prediction regarding intervention By hypothesizing why the problem is occurring,

you are able to make the prediction.

The prediction would be that intense interventions in the area identified as why the problem is occurring will make an improvement.

Examples

Examples

Examples

Examples

Examples

Performance Goal

Chart and set goal

You take what you determine for your short term goal and why the problem is occurring and write a performance statement.

Examples

Examples

Additional Things

Create a progress monitoring schedule, using the long-term goal.

A separate page two needs to be completed for each area of need.

Remember

The progress monitoring data must be graphed.

A baseline point and benchmark point needs to be present.

An aimline needs to be drawn. Students data points need to be

graphed.