1. Parent Leadership Team Meeting Intro to RtI

2.  RtI Overview  Problem Solving Process  What papers do I fill out?  A3 documenting the story

3. 3 Florida SLD Criteria for Eligibility after July 10, 2010 Underachievement in: Oral expression Listening comprehension Written expression Basic reading skills Reading fluency skills Reading comprehension Mathematics Calculation Mathematics problem-solving RTI: Resource intensive or insufficient response to scientific, research- based intervention Conditions 1 and 2 not primarily the result of: Visual, hearing or motor disability Intellectual disability Emotional/Behavioral disability Cultural factors Irregular attendance Environmental or economic disadvantage Classroom behavior Limited English proficiency Condition 1Condition 2Condition 3 ++

4. 4 'Response to Intervention' is an emerging approach to the diagnosis of Learning Disabilities that holds considerable promise. In the RTI model:  A student with academic delays is given one or more research-validated interventions.  The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers.  If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying Learning Disability.

5. 5  One advantage of RTI in the diagnosis of educational disabilities is that it allows schools to intervene early to meet the needs of struggling learners.  Another advantage is that RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents.

6.  Core instruction – differentiated, high quality  Establish teams – Teacher Data Teams that can make collaborative decisions ▪ Meeting times ▪ Facilitator ▪ Problem Solving method  Identify at risk students (FIND ‘EM) ▪ FAIR, observation, FCAT, formative assessments  Skill deficits, interventions, progress monitoring

7. 1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention. 2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress. 3.Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

9. Translation iii = Tier 2 level of services

10.  Tiers are the type of instruction NOT the kids.  We are looking at what is successful learning, NOT what is wrong with the student. 10 Tier I Tier II Tier III 90 Minute Core Reading Block. All students receiving differentiated reading instruction in small groups. Small Group Reading Intervention for 30 minutes 3 – 5 times per week outside of the 90 Minute Reading Block. Intervention is research based, systematic, explicit, and targeted to student skill deficit. Data drives interventions. Intensive Intervention for 30 minutes 5 times per week outside of the 90 Minute Reading Block. Conducted in small 1-3 student group.

12. 12 Under RTI, if a student is found to be performing well below peers, the school will: 1. Estimate the academic skill gap between the student and typically-performing peers 2. Determine the likely reason(s) for the student’s depressed academic performance 3. Select a scientifically-based intervention likely to improve the student's academic functioning 4. Monitor academic progress frequently to evaluate the impact of the intervention 5. If the student fails to respond to several well- implemented interventions, consider a referral to Special Education

13.  Eligibility focus  Diagnose and Place  Get label  Outcome focus  Problem Solving and Response to Intervention  Get help

14. Eligibility Focus  Diagnostic/Test & Place Model  PreReferral  Get label Outcome Focus  Problem Solving/ Response to Intervention Model  Get help

15. Problem Solving in RtI “The Scientific Method” Identify the Problem Design Intervention Monitor Progress Analyze the Problem Implement Intervention Evaluate Intervention Effectiveness Timeline 

16. 1. Find ‘em (assessment) 2. Do Something with ‘em (interventions) 3. Watch ‘em (progress monitoring) 4. Make informed decisions (data-based) 5. Change.. if necessary (instructional modification) 16

17.  Reduce the time a student waits before receiving additional instructional assistance.  Reduce the overall number of students referred for special education services and increase the number of students who succeed within general education  Provide critical information about the instructional needs of the student  Limit the amount of unnecessary testing that has little or no instructional relevance  Ensure that students receive appropriate instruction, particularly in reading, prior to placement in special education.

18. CST IPST Individual Problem Solving Team

19. Testing Discrepancy Q or DNQ Place in Program

20. Monitoring Interventions Discrepancy Peer comparisons Data driven Problem solving

21.  Students referred when there is a poor response to Tier 2 services  After at least two different interventions documented  Looking for academic gap  Slower learning rate over time  Team decides… additional academic or behavioral intervention, placement, etc.