Presented by Dr. Jalilah Dukes and Bobbie Sievering Chicago Heights School District 170 October 2010

Purpose of Today’s Session Clarify the SD170 RtI Procedures, Roles & Responsibilities Review required documentation Identify quality, appropriate interventions & documentation Clarify instruction v. intervention & accommodations v. modifications Share successful interventions Identify available intervention materials, i.e., Reading Advantage Provide intervention recommendations to colleagues Provide research-based reference material

Dukes’ RtI Do’s and Don’ts 1. Read the statement. 2. Decide if it is true or false (a do or don’t).

Do or Don’t The Tier I level is not as critical as Tiers II and III. Focus more on providing interventions at Tier II and III. Wait to conduct guided reading at Tier II level. Provide reading interventions during the 90 minute literacy block. Use the baseline DRA levels to determine guided reading groups. Differentiated Instruction is provided at Tier II. Assess student progress using a universal screener (DRA, DE Benchmark Assessments) 3-4 times a year.

Do or Don’t At Tier II, work with students in a small group with 3-8 or 3-5 students. Interventions should occur 2-3 or 3-4 times a week. Don’t use Soar to Success or Reading Advantage at the Tier II level. They are too intensive for the Tier II level. Computer-based programs, like Study Island, are designed for Tier III interventions. In order to conduct quality, intensive interventions, I have to use a pre-packaged program. High quality core instruction, Tier I is the foundation for implementing the RtI process. Classroom teachers don’t provide interventions at the Tier II level.

Do’s and Don’ts The classroom teacher should begin documentation using the Tier Documentation Form before meeting with the school level RtI Team. The classroom teacher should select a targeted skill and an instructional goal for documentation, and progress monitoring during the RtI process. The RtI Conference Summary Sheet is completed by the school level team which includes the referring teacher, principal/assistant principal, reading teacher, and a classroom teacher. The Case Manager and Special Service Staff attend all RtI meetings.

Activity-RtI Documentation Read the documentation. Discuss the questions on your agenda with a partner. Does the documentation support the intervention? What are your recommendations? Discuss your findings.

Instruction v. Intervention & Accommodation v. Modification Review the handout. Discuss with a table partner.

Sharing Time: What’s working for my students? Purpose of the activity Directions Discussion Interventions (Reading Advantage and other available materials)

Mini Case Study Purpose of the activity Directions Discussion Recommendations

Closing Review Note Cards Reference Material Evaluation Form CPDU Forms

Thank you! Share your knowledge with a colleague! Enjoy your weekend!