Morgan County Schools Response to Instruction RtI Morgan County Schools Response to Instruction

RtI Response to Instruction RtI is not another program or layer of instruction. RtI is an instructional framework that facilitates an integrated instructional approach, “connecting the dots” between general education, special education, gifted education and supplemental services. It promotes the provision of high quality, standards based instruction and intervention that meets not only the academic, but social, emotional and behavioral needs of the learner.

RtI combines assessment and intervention, along with core instruction within a multi-tiered system to facilitate student achievement and alleviate inappropriate behaviors. Much of the success of the RtI model can be attributed to its collaborative approach to problem solving. The collaborative model brings a wealth of experience and expertise to the “table”, when identifying learner needs and determining strategies that will effectively remediates the learner’s area of weakness.

RtI Instructional Tiers

Tier 1 High-quality classroom instruction using research-based programs and instructional methods, universal screens a minimum of three times per year.

Components of Tier 1 Instruction

Tier 2 Focused supplemental instruction in small groups, research based interventions targeted at specific strengths and needs, progress monitoring.

Components of Tier 2 Instruction

Tier 3 Intensive interventions specifically designed to meet individual needs, instruction delivered in small groups or individually, frequent progress monitoring.

Components of Tier 3 Instruction

Problem Solving Teams Tier 2 Tier 3

Tier 2 Problem Solving Team Where Grade Level Meetings Data Meetings Department Meetings When Monthly Bi-Monthly Who Classroom Teachers and Other Designated Personnel

Designated Members and Roles Team Leader Facilitates Meeting Recorder Records Minutes of Meeting and Plan Time Keeper Paces Discussion and Review of Data Strategist Leads Group in Determining Appropriate Instructional Strategies

Team Leader Should: Keep a master calendar scheduled one semester in advance Review Referrals and Place on Agenda Archive all student plans and documentation in a Tier 2 binder

Tier 3 Problem Solving Team Where Leadership Meeting   When Monthly Bi-Monthly  Who Required : Administrator Others may include: Counselor Reading Coach Interventionist Auxiliary Members

Designated Members and Roles Team Leader Facilitates Meeting   Recorder Records Minutes of Meeting and Plan Time Keeper Paces Discussion and Review of Data Strategist Leads Group in Determining Appropriate Instructional Strategies

Team Leader should: Keep a master calendar scheduled one semester in advance Review Referrals and Place on Agenda Archive all student plans and documents in a Tier 3 individual student folder

Special Educator’s Role in the Tier 3 PST Special Education teacher may be invited as an auxiliary member but it is not recommended that they serve as a part of the core team

Parent’s Role in the Tier 3 PST The parent must receive an invitation to serve as a team member and participate in all Tier 3 meeting when their child is on the agenda The meeting may proceed if the parent chooses not to attend

Addendum Invite the parent to the first Tier 3 Problem Solving Team meeting. Even those who attend will not ask about coming again…..if they do let them attend. Don’t send invitation to every Tier 3 meeting. Child was retained in our system. After meeting with the principal and the Supt they call the SDE. They called and asked do you have an intervention plan for Little Johnny? Did you implement the Plan. Fidelity Checklist is huge!!!! Did the school invite the parent to the meeting?

Tier Placement Initial Universal Screener Additional Assessments Students below 25th Percentile Data Collection / Progress monitoring Team Decision Documentation

Data Points Data points measure the student’s response to the strategies implemented Data points are taken from assessments Assessments demonstrating minimum gain, no gain, or regression may count as one data point Data points must be taken on the targeted skill to collect evidence

Rate of Improvement (ROI) Determine level of skill expected at year’s end (Goal) Subtract BASELINE score from the GOAL to get needed gain (Growth) Divide GROWTH by # of available weeks of intervention to the GOAL ROI (weekly rate of improvement needed to reach year-end goal) Formula: Goal minus baseline, divided by the # of weeks of intervention equals ROI GOAL – BASELINE___________ # of weeks of intervention = GOAL ROI

Minimum Requirement for Movement from Tier 2 to Tier 3 Three Data Points 6 Weeks of Intervention Data Collection / Every 10 days

Minimum Requirement for Movement from Tier 3 to Tier 4 Six Data Points Six Weeks of Tier 3 Intervention Six Weeks of additional Intervention Total of 12 Weeks of Intervention Progress monitoring / Data Collection every 5 days

Documentation Sign-in Sheets Required Forms and Documents Tier 2 Binder Tier 3 Student Folders

Administrator’s Responsibilities Audit Tier 2 Binders Tier 3 Student Folders Attend Tier 2 Meeting Periodically