2014 Ohio Educators Symposium Mrs Beth Beal Professional
2014 Ohio Educator’s Symposium Mrs. Beth Beal, Professional School Counselor Wadc_beal@wadsworthschools. org June 12, 2014 8: 00 -9: 40 am, Medina County University Center
Positive Affirmations • I love RTI • I CAN do RTI • RTI is my friend
Tier 1 • • • 80 -90% of the children Curriculum Accommodations Differentiation Report card http: //www. wadsworth. k 12. oh. us/sites/wadsworth. k 12. oh. us/files/District/Intranet/RTI%20 BEHAVIOR. pdf
What Universal Screeners do you use? http: //www. rti 4 success. org/re sources/toolscharts/screening-tools-chart • • DIBLES Ohio Achievement Assessment Rigby DRA Class performance KRAL IOWA Behavior-discipline, attendance, bus reports
Small Group/District Group Triangle • Tier 1, both academic and behavioral • What Universal Screeners do you use? • What are some common accommodations you use? • What research based interventions do you use?
Criteria to jump to tier 2, tier 3 • Who sets it? Adhered to? • What to do with those students who don’t qualify? • If over 10% of your district’s students qualify then tier 1 is not successful. • Team • • • Who sits on your team? What are their roles? (chair, case manager, time keeper, note taker) Who delivers intervention? Who progress monitors? Who checks for fidelity?
Research Based Interventions • Specific problem identified from the screener • Academic • http: //www. intensiveintervention. org/chart/instructionalintervention-tools • Behavior • http: //www. interventioncentral. org/behavioral-intervention -modification • http: //www. pbisworld. com/
Data, Data According to the National Center on Student Progress Monitoring, progress monitoring has the following benefits when it is implemented correctly: 1) students learn more quickly because they are receiving more appropriate instruction; 2) teachers make more informed instructional decisions; 3) documentation of student progress is available for accountability purposes; 4) communication improves between families and professionals about student progress; 5) teachers have higher expectations for their students; and, in many cases, 6) there is a decrease in special education referrals. Overall, progress monitoring is relevant for classroom teachers, special educators, and school psychologists alike because the interpretation of this assessment data is vital when making decisions about the adequacy of student progress and formulating effective instructional programs (Fuchs, Compton, Fuchs et al. , 2008).
Small Group/District Group • Who sits on your team? (parent contact? ) • What is the criteria to move from tier 1 to tier 2? • Who provides intervention? • Who collects data?
Tier 3 Most intense intervention. Everyone involved and busy. Suspect a disability? Criteria to test?
Small group/District Group Level of Innovation Where are you? Where are your fellow teachers? Where is your district?
Hard Questions • “I don’t know why we have to do this, it does not help, it is a waste of our time. ” • “I’ve tried everything, nothing is working” • “I am working really hard, the student and parents are doing nothing” • ‘”I just had this student added to my class, he moved in from another school. He does not seem to have the literacy basics, I am not sure where to start? ” • What questions do your parents or staff ask you?
- Slides: 14