rti presentation

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RTI Training Presentation Vintage Lane High School Jessica Bean

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RTI Training Presentation Why RTI? High quality RTI models are based on the most current research on what works for students . Leaders in the field are recommending RTI as the best practice approach for providing instruction to all students . RTI and the use of scientifically-based instruction is included in the law . Most importantly, taking an RTI approach to service delivery has improved outcomes for students in both research and real school settings. Setting up an RTI service delivery system creates a focus on prevention and early intervention and improvement of achievement for our students .

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RTI Training Presentation Vintage Lane High School’s Outlook for the Student: Monitor students' progress in the curriculum with technically adequate assessments . Choose and implement a scientifically proven intervention to address students' deficits. Follow explicit rules to decide which students are not making sufficient progress or responding to the intervention . Monitor the student's outcomes in the intervention with at least weekly or biweekly assessments . Ensure that the intervention is delivered with accuracy and consistency . Determine the intensity of the support that a student needs in order to be successful . Provide parents notice of referral and request for a comprehensive evaluation if a disability is suspected. (Note: The question of when this evaluation should be initiated is somewhat controversial; parents should ask the school to explain its procedure.)

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RTI Training Presentation Our Mission Statement Regarding RTI’s: While technology is important, implementation of RTI will only work when school staff integrate RTI as part of their vision for educating children, and for their roles and responsibilities as professionals.  As part of that process, RTI requires changes in personal and social interaction among administrators, teachers, parents, and other professional staff. These participants in the RTI process must make significant changes in their roles and responsibilities.

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RTI Training Presentation Why we are implementing the RTI Method: Traditional (Limiting) System RTI Approach Separation of special education from general education Continuum of effective instructional supports provided in general and special education for all students Undocumented benefits Empirical evidence for improved achievement for all students Eligibility assessments and procedures unrelated to intervention Assessment conducted for the purposes of planning and evaluating instruction and intervention effectiveness Wait-to-fail model (reactive) Focus on prevention/early intervention Over-representation of some minority students Decrease in over-representation of some minority students in special education programs in some districts Failure of traditional assumptions of matching instruction to student label Focus on evidence-based practices for all students

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RTI Training Presentation Our Strategy Plan: * When RTI is implemented with rigor, a parent can assume that the child is receiving high-quality instruction and that any persisting achievement or performance problem that arises will be addressed with specific interventions.

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RTI Training Presentation Tiered Success!

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RTI Training Presentation Vintage Lane’s Specific Approach to Tiered Adaptation: Tier Who? Grouping Time Assessment Format 1 All the Students in a Classroom Whole class and/or small groups *Teacher’s Discretion 90 Minutes per day (per topic i.e. math, reading etc.) Monitoring 3 times per year Core Curriculum adapted by State and District Regulations 2 Students falling below enrolled grade-level Small-Group (2-5) 30 minutes per day in addition group discussion; 3 times per week Progress Monitoring 2 times per month Curriculum towards skill deficits and matched to student area of need 3 Students who are severely below grade-level Individual or Two group students 30 minutes per day in addition to group discussion; 5 times per week Progress Monitoring once per week Specific instruction, longer respond time & opportunities to practice *Adapted from Brown-Chidsey 2009

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RTI Training Presentation Knowing your Role as Staff, Teacher and/or Administrator: Generally speaking, our T eachers will act as the primary interveners and S chool P sychologist’s as members of the problem solving teams in tiers one and two . Conversely , the S chool P sychologist’s are the primary interveners in tier three . Our School C ounselors and Administrators will work together to make sure placement and classroom selection is ideal for students in need. Administrators will oversee the production and flow of proper school-wide implementation of RTI. * These new and expanded roles in team collaboration consisting of educators, related service providers, administrators, and families will ensure that the needs of struggling learners are met.