RTI Presentation Richard Edwards Elementary School September 3

RTI Presentation Richard Edwards Elementary School September 3, 2015 Ms. Milagros Otero Mr. Francisco J. Carreon

Objectives By the end of this presentation, participants should be able to: Understand the essential components of Problem Solving. Understand RTI implementation of key components. Understand the implementation plan worksheets to begin developing their own RTI plans.

What Is RTI? Think-Pair-Share What do you think about when you hear RTI?

RTI/MTSS What’s Your Plan? Accurate Decision Making within a Multi. Tier System of Supports: Critical Areas in Tier 1

What Do We Mean by RTI/MTSS? Response to Intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.

Problem-Solving A Problem-Solving Team is a school-based group composed of various school personnel, such as teachers, guidance counselors, school psychologists, and administrators, who meet to provide assistance to children who are having academic or behavioral difficulties in school. The team is responsible for implementing a problem-solving approach to identify and intervene in response to students' needs within the arena of general education.

Recommendation Determine a SBPS school leader and a grade level representative The team will meet once a month in order to discuss research based intervention and SBPS folders.

Problem solving versus pre-referral. It is important to distinguish Problem-Solving Teams from what are frequently termed Pre-Referral Teams. The two differ primarily in purpose and intent. A Problem-Solving Team develops valid interventions designed to resolve a student's academic or behavioral difficulty in a general education setting if possible. The emphasis in problem solving is to meet the student's needs first and produce positive learning outcomes. Conversely, the mind-set of Pre-Referral Teams typically is to move a child through one or more interventions as a prelude to a traditional psychoeducational assessment for consideration of special education placement. A Pre. Referral Team is often used as a mechanism to collect all the necessary referral information in order to get a student evaluated. Historically, Pre-Referral Teams have been perceived as procedural hurdles en-route to special education services rather than as vehicles for implementing evidence-based interventions to solve student problems.

Essential RTI-MTSS Components Screening Schoolwide, multi-level instructional prevention system: • Primary (Level I) • Secondary (Level II) • Tertiary (Level III) Progress monitoring Data-based decision making for: - Instructional decision making - Movement within the multi-level system - Evaluating the effectiveness of the intervention. - Disability identification (in accordance with state law)

Tier 1/Tier 2 Components Parent Contact Documentation - Log of Parent Contacts - Parent Letter Sent : Data To be Included: Vision and Hearing Results – SIM -- Nurse EL Status/Primary Language Spoken (Home-School) – SIM – Student Language Profile – ACCESS – Student Conference – Parent/Teacher conference Universal Screening Assessment Data (DIBELS, ACCESS. NWEA, etc) – CIM, reports Copy of Cum Card --- SIM Report Card --– CIM Progress Report –-- CIM

Tier 1/Tier 2 Components Copy of discipline referral/s --- Dean Copy of Remediation Plan Work samples from specific area of concern – (Recommendation: use the material and student work from each intervention). Problem Analysis: Define area of concern in measurable and observable terminology. Recommendation: Define the concern using observable behaviors. Describe what the student can do. Instructional strategies: List research based strategies utilized to address specific area of concern. example, TEN Effective Research-Based Instructional Strategies by Robert J. Marzano

Tier 1/Tier 2 Components monitoring: 12 weeks https: //www. easycbm. com/ www. broward. k 12. fl. us/studentsupport/psychologicalservices/ html/CPS_RTI. htm Progress

Graphing Student Data

RTI MTSS Folder Components Tier 3 Additional Assessment Data (e. g. , BOSS, FAB, Time on Task. , CBM, DIBELS™, and BEA etc. ) Completed Intervention Plan Progress Monitoring Data (Chart) (e. g. , www. broward. k 12. fl. us/studentsupport/psychologicalservices/html/ CPS_RTI. htm)

1. Struggling Reader Charts Elementary www. broward. k 12. fl. us/studentsupport/psychologicalservices/html/CPS_RTI. htm 2. Struggling Math Chart K-12 www. broward. k 12. fl. us/studentsupport/psychologicalservices/html/CPS_RTI. htm 3. Problem Behavior Guide www. broward. k 12. fl. us/studentsupport/psychologicalservices/html/CPS_RTI. htm 4. FBA Manual www. broward. k 12. fl. us/studentsupport/psychologicalservices/pdf/FBA%20 Manual. pdf

5. Intervention Central www. interventioncentral. org 6. Rt. I Wire www. jimwrightonline. com/php/rti_wire. php 7. Rt. I Network www. rtinetwork. org 8. Florida Rt. I www. floridarti. usf. edu/index. html 9. National Rt. I www. rti 4 success. org 10. RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes 11. Considerations for ELLs Placement 12. CBM 13. Imagine Learning 14. Achieve 300