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.
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