RTI 101 Mia Hyde Tennessee Department of Education Coordinator of Reading Content & Resources

What is RTI?

Overview of Session 1.RTI 2 Framework 2.Resources Available 3.Questions and Survey This is designed to be an overview of the RTI 2 Framework. More in-depth sessions are offered throughout the day.

Timeline 2004 IDEA Reauthorization 2012: Guidelines released January 2013: RTI Task Force formed February 2013: Reading/RTI Leadership Team formed and School Psychologist Task Force formed

Policy Change January 14, 2013: proposal passed by Students with Disabilities Advisory Council January 31, 2013: proposal presented to the State Board of Education (SBE) during a work session March 19, 2013: Public hearing April 19, 2013: Passed on first reading by SBE June 21, 2013: Made final upon second reading at SBE July 1, 2014: RTI 2 will be the sole criteria by which a student may be identified as having a Specific Learning Disability in the state of Tennessee.

Areas of Deficit Basic Reading Skills (letters, letter sounds, decoding) Reading Comprehension Reading fluency Written expression Math calculation Math reasoning (problem solving)

Required Elements Universal Screening Tier I Tier II and Tier III Progress Monitoring District and School Teams Fidelity of Implementation Parent Contact/Communication Highly Trained Personnel

Classroom instruction for all - Common Core State Standards Research shows 80-85% of students will respond to Tier I Recommended Instructional Time – ELA: K-2/150 min; 3-5/90 min; 6-12/55 traditional 90 block – Math: K-1/60 min; 2/75min; 3-5/90 min; 6-12/55 traditional 90 block Ongoing Assessments (grade level checks, benchmarks) – Collect data points, determine patterns, track individuals and groups, – Guide instruction (teach/assess/monitor/adjust) Fidelity Monitoring (Team, Student Data, etc…) Universal Screener (K-8, recommended 9-12)(students below 25% go to Tier II) Tier I - Instruction

Turn & Talk Share out

High quality research based intervention in specific area of deficit (standards protocol or problem solving or hybrid of 2) Research shows 10-15% will need Tier II 30 minutes of explicit instruction daily, small groups Universal Screener (K-8, recommended 9-12)(Based on national norms) Survey-Level assessment (process to determine the basic skill area of deficit) Tier II - Intervention

Progress Monitor (every 1-2 weeks in area of deficit) – Collect data points, determine patterns, track individuals Fidelity Monitoring (3 times a marking period, at least 2 direct observation) Rate of Improvement Taught by highly trained personnel Tier II - Intervention

High quality research based intervention in specific area of deficit (the most intensive intervention possible) Research shows 3-5% will need Tier III minutes of explicit instruction daily, small groups Universal Screener (K-8, recommended 9-12)(Based on national norms) Survey-Level assessment (process to determine the basic skill area of deficit) Tier III - Intervention

Progress Monitor (every 1-2 weeks in area of deficit) – Collect data points, determine patterns, track individuals Fidelity Monitoring – 5 times a marking period – 3 direct observation (at least) – 2 must be a review of implementation data (student attendance, lesson plans, progress monitoring results Rate of Improvement Taught by highly trained personnel Tier III - Intervention

Tier III Replacement Decisions/Special Education

Response to Instruction & Intervention Implementation Guide More details on each Tier Scheduling samples Rubric for universal screeners and interventions Scenarios Parent letters and communication samples Students entering mid-term ELL guidance

Thank you! Questions Survey

Mia Hyde Coordinator of Reading Content and Resources Twitter: mia_hyde