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RESPONSE TO INSTRUCTION (RtI)
Transcript of RESPONSE TO INSTRUCTION (RtI)
the involvement of classroom teachers, parents, students (when appropriate) building specialist, (e.g., principals, academic coaches, special education teachers, ELL teachers, counselors, gifted teachers, speech therapists) and community service providers. Your Students Need YOU! To assume high levels of learning for ALL students! OUR MISSION... Before being referred to special education a student must go through a least 40 days of RtI... It starts with us!
We must have a strong...
Problem Solving Team
(PST) We need teachers to adopt FIVE students in their homeroom class that are in danger of failing!!! You may still be asking yourself even with all this is it possible? The answer is no... Now at this time we will discuss what students we believe are in danger of failing and need RtI (these students can not be in special education) Our next meeting will be next Thursday you are responsible for turning all paperwork for referral and all necessary document for each student you refer. I will send a list of students you are responsible for... Lastly, lets make a list of all students that we would consider referring to RtI for behavior *Alabama's Core Support for All Students, available online at www. alsde.edu The ultimate purpose of the RtI process is to enhance the success of students with a variety of academic and/or behavior needs, rather than solely determine whether a student qualifies for special education services The effectiveness of RtI is maximized through a collaborative problem-solving approach to identify student needs and implement targeted interventions. Where
Come From? So Building Based Student Support Teams (BBSST) were formed to solve this problem but it failed and RtI was born! The likely pathway for a student who struggles in school is an adult life of poverty, incarceration, and/or dependence on society's welfare systems. If our mission is high levels of learning for all students, the question is: Is it Possible? START END Y E S YES! ALL
students can learn! "You" can make a difference! "A teacher affects eternity; he can never tell, where his influence stops."
- Henry Brooks Adams "Everyone" It will take everyone in this to make a difference! "It takes a village to raise a child"
-African Proverb "Schools" do make a difference! Effective Schools Research of Ron Edmonds concluded that:
ALL children can learn!
Schools control the factors to assure that students master the core of the curriculum Individuals with Disabilities
Education Act (IDEA) 2004 300.307 Specific Learning Disabilities
A. General, A State must adopt criteria for determining whether a child has a specific learning disability...In addition, the criteria adopted by the State-...
...(3) Must permit the use of a process that determines if the child responds to scientific, research-based interventions as apart of the evaluation procedures... Alabama Administrative Code 290-8-9-01 (2)(a)(b) Child Identification
(2) Special Rule. The public agency shall ensure that:
(A) Prior to, or a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and
(B) Data-based documentation or repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child's parents. Response
Instruction TIER I Core Instruction=Strategic teaching embedded in all content classes-whole and small group Determine the percentage of students who meet or exceed standards in core instruction
The goal should be 80%
The number of students who need intervention is directly related to the quality of the core instruction. TIER II Differentiated strategic teaching embedded in all content classes- small groups-intentional groupings Materials and strategies should be specialized, research-based interventions that are based on the needs of the students.
The goal should be 15% TIER III Intensive Intervention classes Require small groupings (2-4) for instruction Based on progress monitoring data and/or diagnostic assessment information.
The goal is 5% Are skill specific and should be delivered by someone highly skilled in that area
Increase in intensity How do we get to the goal? Here at Chapman
is inverted... 5%
Tier I 70% in need of Tier III 25%
in need of Tier II PST
Problem Solving Team The purpose of the PST is to help guide general education intervention services for all students who have academic or behavior difficulties. PST The PST is responsible for decisions which ensure that students receive instruction and interventions, and appropriate progress monitoring. Responsibilities Chairperson- determines which student will be reviewed during each meeting
Secretary- records decisions made regarding each student review, and generates parent progress reports.
Timekeeper- allocates time available to discuss each student.
Data manager- presents and explains progress monitoring data graphs for each student discussed by the team. PST Cont... Meet every 1st and 3rd week of the month
Evaluate the success of the intervention plan and progress monitor using current formative data to make instructional decisions
Sign off on all student plans
Maintain individual folders on all students referred to the team Most of the work of the PST is documented by the materials included in the Student Intervention Folder including the PST Student Intervention Plan, copies of progress report.
The screening process includes review of students' performance on STAR Enterprise in reading and math, and the (ARMT) the Alabama Reading and Math Test. PST Cont... Time to get started! Step 1. The Referral process
Step 2. PST Decision Meeting
Step 3. Walkthroughs
Step 4. PST Follow Up Meeting Next Thursday
@11:30 A.M. (6th grade)
@1:30 P.M. (7th and 8th grade) Step 1: The Referral Process Step 3: Walkthroughs Two types of walkthroughs: 1. Strategic Teaching Walkthrough Tier I and Tier II
(Appendix C-2 in your binder) 2. Tier III Intervention Walkthrough (Appendix C-3 in your binder) Lee v. Macon
Special Education Consent Decree
This Consent Decree requires special education programs in this state to address the overrepresentation of African-American students identified as having mental retardation (MR) and emotional disturbance (ED) and the underrepresentation of African-American students identified as having a specific learning disability (SLD) and giftedness (GT). you will remediate specific skills with these five students
keep track of their progress
inspire, motivate, and invest them in owning their education
you keep up with their teachers about their grades and behavior Together we will make a difference!!! Once the list is made I will send out a list letting teachers know what students your are responsible for doing the referral paperwork for... AT THIS TIME PLEASE NAME YOUR FIVE AND THE SECRETARY WILL TAKE NOTE First we will make a list of students that need to be referred for academic and behavioral reasons
I will email a list of all students you are responsible for doing the referral paperwork for
the next meeting we have we will decide if each child needs RtI
then we will do Student Intervention Plans for each student (Appendix G in your binder) (Appendix I, pg. 37-38
in your binder) (Appendix I, pg. 39-40
in your binder) (for a Behavior Checklist for RtI look at Appendix I, pg. 41
in your binder) Step 2: once the PST has decided that a student should go through RtI then a parent letter is sent home (Appendix F-1 in your binder)
then Student Intervention Plans are done (Appendix G in your binder) and Individualized Student Plan (Appendix N-1 in your binder)
Student Intervention Plans are filed in every students' folder
now Intervention Goals can be set (Appendix D in your binder PST Decision Making Meeting Step 4: PST Follow-Up Meeting at this meeting we will discuss what was seen in walkthroughs
if intervention are working and students are showing progress
the Individual Problem Solving Follow-Up Meeting Notes Form is filled out