Response to Instruction and
Intervention (RTI2) – Data Teams
and Decision Making
Dr. Patti Wilson, NCSP, HSP #2411 and Julie
Combs, At-Risk Coordinator
May 2014
A.K.A.
Tiers without Tears!
Why RTI in the First Place?
MTSS (Multi-Tier System of Supports) = RTI2
RTI at a Glance
Implementation Factors that Drive
Success
• Amount of initial professional learning support provided to
teachers and staff;
• Level of “ongoing” instructional coaching support provided to
teachers and staff;
• Fidelity and adaptability with which the intervention is provided;
• Differentiation in intensity of support targeted to the needs of
students;
• Frequency and validity of progress monitoring to know when to
adjust supports; and
• Number of competing initiatives that diffuse time, resources, and
support.
rtinetwork.org
District Work on Choosing
Universal Screening Measure
Best at Managing Student Data
Least demanding on Teachers/Teams
Best Fits Rubric Provided by TDOE
Provides Intervention based on Skills
Highest Level of Implementation Support
See page 1 in Training Manual
Temperature Check
UNIVERSAL SCREENING PROCESS
Standardize the Process Customize the Implementation
Standardize the Process; Customize
the Implementation
Universal Screening
• How did things go with Path Driver?
• What went well?
• Specific concerns that are not school-specific?
For school-specific concerns, please write down and
post on parking lot. We’ll address these after
training.
Responsibilities of teams and team members
DATA TEAMS
Standardize the Process Customize the Implementation
Team Member Roles
•
•
•
•
School Based Team
Provide training
Look at school-wide
data
Make scheduling
decisions
May do fidelity
checks
•
•
•
•
Grade Level Team
Look at grade level
data
Make Tier decisions
Provide intervention
suggestions
Maintain RTI
records
See page 2 & 3 in Training Manual
http://cmcssrti.wikispaces.com/Guidelines
Efficient Teaming / Collaboration
Follow the Disney principles:
➔ Overmanage, do not micromanage
◆
shared ownership = shared responsibility
➔Common sense is not always common practice
◆ “Unarticulated expectations are premeditated
disappointments.” - W. Disney
➔ Adapt, don’t adopt
◆
Incorporate effective practices into existing structures
Sample Agenda
1. View data collected from Screener.
2. Identify Skill Deficit Concerns. (Tier I)
3. Identify Skill Deficit Concerns for Tier II & III.
(Rule out false positives and negatives)
4. Determine level of service. (Tier II & III)
5. Determine intervention strategy. (When, what, who, how often)
6. Document tier placement and fill out parent notification forms.
(Keep copies for Student RTI folder)
7. Adjust settings in EPS based on team decisions.
8. Use Case History Management page to document any changes in intervention, Tier,
or misc. information that is relevant to student progress.
9. Place related documents in Student RTI folder and teacher keeps in classroom.
See page 4 in Training Manual
Adapted from Sango Elementary School,
2013
How to determine intervention students, the specific skill deficits and
tier level
UNDERSTANDING THE DATA FROM
THE UNIVERSAL SCREENING
Standardize the Process Customize the Implementation
“Finding the right kids is not difficult! Doing
something that changes academic and
behavioral trajectories is the challenge.”
(Reschly, 2003)
Sample Data Set - PDR
See page 5 in Training Manual
Screening Details - PDR
Sample Data Set - PDM
Screening Details - PDM
Let’s Look at Your School’s Data
Log on to EPS
Navigate to the School Screening Summary Report.
Identify 3 Math and 3 Reading Trends.
What Does Your Data Look Like?
• What areas of deficit are shown?
• How many students fall within Tier II (11th-25th
percentile)?
• How many students fall within Tier III (<1st – 10th
percentile)?
• What is the capacity of your building, based on
schedule and personnel?
• How will groups need to be modified to fit
capacity?
• Are there any issues with Tier I instruction?
Screening Details by Class
Math Screening Details
Reading Screening Details
Intervention / Capacity Match
Each school’s schedule will look different.
The handout is a tool designed specifically for
a particular schedule. You will need to create
something similar based on your school’s
schedule and screening results.
See Page 9
Talk about overall trends at your school and compare those with other
schools
DATA TRENDS
Standardize the Process Customize the Implementation
Determining the Effectiveness of an Intervention
PROGRESS MONITORING
Standardize the Process Customize the Implementation
RTI Implementation Charts
See Page 10
*Adapted from Sango Elementary School (E.V. / E.H.)
2
RTI
Expectations – Elem. ELA
Tier I Daily
Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction /
150 K-2nd
Intervention Time 90 (120*) 3rd-5th
20 K
30 1st – 5th
40-45 K
45-60 1st – 5th
Ratio
N/A
1:5
1:3
Progress
Monitoring
PM 3x/yr via
PM 10-15 weekly data PM 10-15 weekly data pts
universal screening pts or
or
8-10 EOW data points 8-10 EOW data points
Fidelity Checks
1x/marking period 3x/marking period
2 direct observation
1 review of
implementation data
5x/marking period
3 direct observation
2 review of implementation
data
2
RTI
Expectations – Elem. Math
Tier I Daily
Tier II (some; <25th %ile)
Instruction (all)
Tier III (few; <10th %ile)
Instruction /
Intervention
Time
60 K-1st
75 2nd
90 3rd – 5th
20 K-1st
30 2nd – 5th
40-45 K- 1st
45-60 2nd – 5th
Ratio
N/A
1:5
1:3
Progress
Monitoring
PM 3x/yr via
universal
screening
PM 10-15 weekly data pts
or
8-10 EOW data points
PM 10-15 weekly data pts
or
8-10 EOW data points
3x/marking period
2 direct observation
1 review of implementation
data
5x/marking period
3 direct observation
2 review of implementation
data
Fidelity Checks 1x/marking
period
2
RTI
Expectations – MS/HS ELA
Tier I Daily
Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction /
Intervention
Time
55 minutes (daily)
90 minutes (block)
30 minutes
40-55 daily (225-275/wk)
45-60 block (225-300/wk)
Ratio
N/A
1:6
1:6
6th – 8th
1:12* 9th - 12th
(intervention courses
w/codes)
Progress
Monitoring
PM 3x/yr via
universal screening
PM 10-15 weekly data PM 10-15 weekly data pts
pts or
or
8-10 EOW data points 8-10 EOW data points
Fidelity Checks
1x/marking period
3x/marking period
2 direct observation
1 review of
implementation data
5x/marking period
3 direct observation
2 review of implementation
data
2
RTI
Expectations – MS/HS Math
Tier I Daily
Instruction (all)
Tier II (some; <25th %ile)
Tier III (few; <10th %ile)
Instruction /
Intervention
Time
55 mins (daily)
90 mins (block)
30 minutes
40-55 daily (225-275/wk)
45-60 block (225-300/wk)
Ratio
N/A
1:6
1:6
6th – 8th
1:12* 9th - 12th (intervention
courses w/codes)
Progress
Monitoring
PM 3x/yr via
universal
screening
PM 10-15 weekly data pts PM 10-15 weekly data pts
or
or
8-10 EOW data points
8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period
2 direct observation
1 review of
implementation data
5x/marking period
3 direct observation
2 review of implementation data
Understanding the Background
The following slides will discuss the what,
why, how and how well of progress
monitoring. Although Path Driver
Reading/Math has a progress monitoring
graphic component built into the product, it is
important to understand why it is needed -and gives you an appreciation for the work of
the district team when evaluating options.
Progress Monitoring – Why?
Purpose
– Helps us to build more effective instructional
programs
– Data-based method of tracking student growth
Estimates ROI and amount of time needed to
close the gap
– Ensures that intervention is helping student reach
goal
Is student profiting from his/her instructional
program, including the CORE curriculum?
Progress Monitoring - What?
What?
–
Monitored in the area of deficit using an instrument sensitive
to change (*Academy of Reading/Math)
–
–
–
Area of deficit: basic reading, reading fluency, reading
comprehension, math calculation, math reasoning, written
expression. If deficit in oral expression or listening
comprehension, consult Speech Language Pathologist.
May need to administer survey level assessment to
determine accurate skill deficit; consult SPED/Psychologist
(*see next slide)
Examples include CBM, computer-based assessments and
assessments from intervention materials/kits
Path Driver - Reading
Progress Monitoring – What continued
• All PM measures must include the following:
– National percentiles (%iles) – different than
percentages (%)
– Allow for repeated measures
– Sensitive to change
– Specific to area of deficit (*why LL does not work)
– Must give information so that ROI can be
transferred to graph form
Path Driver meets all of these criteria
Progress Monitoring
How and How Well?
• How?
– Administration of probes that are parallel to those
used in the universal screening (Path Driver)
– Administered at skill/instructional level
• How Well?
– Determines Rate of Improvement (ROI = growth)
Progress Monitoring – Who and How
Often?
• Who?
– Highly trained personnel
• the person delivering the intervention typically administers
PM probe, as the results help to drive intervention choice,
intensity, frequency, etc.
– Data will be analyzed by the team
• How Often?
– Must occur at least EOW
– Depends on skill assessed and expected ROI
• Basic skills (decoding/fluency) improve more rapidly than
advanced skills (comprehension, problem-solving)
A brief reminder of the process
PROGRESS MONITORING WITHIN
PATH DRIVER
Standardize the Process Customize the Implementation
Progress Monitoring and Data-Based
Decisions
• Intervention and PM should be related to area of
need
– If high error rates exist in fluency and phonics, intervene in
phonics before addressing fluency
• Goal Setting (1.5, 2 or custom growth rate?)
– You must be knowledgeable of instructional level in order
to set accurate ROI
• EPS is working on providing ROI and information for gap analysis
within the system for psychologists
No need to panic, your psychologist has this covered!
RATE OF IMPROVEMENT
Standardize the Process Customize the Implementation
Don’t Panic!
The next slides are primarily for school
psychologists, but we want everyone to have a
basic understanding of how we are calculating
ROI (because we are all math people☺).
Rate of Improvement - Student
Determine (Intervention) Student ROI
_____________
Score on last
probe
administered
-
_____________
Score on first
probe
administered
/
_____________
Number of
weeks
=
___________
Student ROI
(slope)
Divide total number of units gained (CWPM,
CDPM, correct responses) by the number of
weeks that have elapsed.
See Page 11
Rate of Improvement – Typical Peer
Determine Typical ROI
_____________
Spring
Benchmark
Expectation
-
_____________
Fall
Benchmark
Expectation
/
_____________
Number of
weeks
=
___________
Typical ROI
(slope)
Divide total number of units gained (CWPM,
CDPM, correct responses) by the number of
weeks that have elapsed.
Remember the Growth Rates?
Rate of Improvement – Comparison
Is Student’s ROI
<
Aggressive/Reasonable
ROI?
Compare Student ROI to Typical ROI
_________
x
__2___
=
Typical ROI
_________
Aggressive
ROI
□ Yes □ No
OR
___________
Typical ROI
x
__1.5___
=
_________
Reasonable
ROI
If the team answers “yes”, consider a change in intervention
New for Psychologists
See Page 12
What does this data tell us?
K student – based on current ROI, it will take
20 weeks to meet goal
1st student – will take 40 weeks to meet goal
2nd gr student – will take 60 weeks to meet
goal
HS student – will take 1200 weeks to meet
goal
Rate of Improvement
In order to be effective, the Student’s
ROI must be greater than the ROI of a
typical student in order to close the gap
and return to grade level functioning.
Gap
Intervention Student ROI
ROI and Decision Rules
• 4 data points
• 1-2 variables
• Change in intervention must be considered
within each tier before moving to the next tier
of intervention
Analyzing the data
PROGRESS MONITORING WITHIN
PATH DRIVER
Standardize the Process Customize the Implementation
Student Progress Monitoring
Reports Tab – Progress Monitoring
Intervention Changes
•
•
•
•
Increasing frequency of sessions
Changing interventions
Changing intervention provider
Changing time of day intervention is delivered
**Remember to document changes in Path
Driver – Classes, Student Tools, Manage Case
History – and make an event line!
Data Points - Another Wait to Fail
Model?
Although data points are associated with
intervention effectiveness and tier movement,
this is not another wait to fail model. We are
providing increasingly intensive intervention
throughout the process to determine areas of
need earlier (prevention) and intervene more
effectively (intervention).
Data Points and Intervention Changes
If PM every week, need minimum of 10-15 data
points
If PM every other week (EOW), need minimum of 810 data points
However, just because you have 10 data points,
does not mean the student must move tiers;
movement/changes are dependent on what the
data tells us
– more time needed?
Immediate movement from Tier I to Tier III
EXCEPTIONS TO THE RULE
Standardize the Process Customize the Implementation
Immediate Tier III Placement
• Students performing significantly below grade level may need to
be placed directly in Tier III intervention; however, they must still
receive the total amount of time for intervention required in Tier II
in addition to the time required in Tier III. Ex: 10 weeks in Tier II
+ 10 weeks in Tier III.
– If directly in Tier III, still need to meet criteria of Tier II
intervention time
– Provided same amount of time to respond as student who first received
Tier II interventions
– Students must be given adequate time to respond to prescribed
intervention before a referral is made. (min. 20 weeks)
– Purpose is to increase intensity of intervention, not to shorten
the duration of the intervention period.
– Students placed directly in Tier III demonstrate a higher level of
need and may require several rounds of Tier III intervention
before results yield desired effects.
When, why and how
PARENT COMMUNICATION
Standardize the Process Customize the Implementation
District Work
The district is in the process of developing a
presentation discussing RTI2 implementation
that is geared specifically toward parents. This
will be similar to the prezi currently on the wiki
that was viewed by schools this spring.
The state is also hosting parent communication
trainings in the grand divisions.
Parent Communication
• Dates and duration of universal screenings
– District communicates this through calendar
– Fall: August 18th – 29th
– Winter: November 24th – December 10th
– Spring: March 23rd – April 2nd
•
•
•
•
Before initiating tiered intervention
Before discontinuing tiered intervention
Inform of PM data in writing every 4.5 weeks
Referral to special education / evaluation
Adaptable Parent Communication
Letters
www.Tnspdg.com
Questions to answer
SCHOOL TEAMS
Standardize the Process Customize the Implementation
School Teams: Decisions to Make
1. Who will be responsible for scheduling PM within Path
Driver for targeted students?
2. How will the decision on what area to PM and how often be
made? When will it be made?
3. Who will be responsible for ensuring students took PM
assessment EW/EOW?
–
–
–
Written Schedule Reviewed at Grade Level Mtgs?
Calendar invites as reminders?
What if the PM occurs outside of Path Driver?
4. How will data teams/grade level collaboration be
scheduled? What will occur? Agenda?
5. Who is responsible for parent communication?
–
Are you remembering to keep a school copy for records?
A.K.A.
Tiers without Tears!
Part Deux
School Teams: Decisions to Make
1. Who will be responsible for scheduling PM within Path
Driver for targeted students?
2. How will the decision on what area to PM and how often be
made? When will it be made?
3. Who will be responsible for ensuring students took PM
assessment EW/EOW?
–
–
–
Written Schedule Reviewed at Grade Level Mtgs?
Calendar invites as reminders?
What if the PM occurs outside of Path Driver?
4. How will data teams/grade level collaboration be
scheduled? What will occur? Agenda?
5. Who is responsible for parent communication?
–
Are you remembering to keep a school copy for records?
3–2–1
3 -- Please list 3 key ideas from yesterday
2 – List 2 areas your team will need to have as
a training focus
1 – One remaining question...
Data Team Meeting
Let’s Discuss...
Please remember to use accountable talk!
Clarifications?
Questions?
Academy of Reading, Academy of Math and Making Connections
Intervention
INTERVENTIONS
Standardize the Process Customize the Implementation
Academy of Reading / Math
Additional Intervention Options
If you are not utilizing Academy of Reading /
Academy of Math, other available resources
include:
– District intervention database
• http://cmcssrti.wikispaces.com/Intervention+Database
– FCRR
• http://fcrr.org/for-educators/sca.asp
– Khan Academy
• https://www.khanacademy.org/
– Intervention Central
• http://www.interventioncentral.org/
Ensuring we accurately deliver instruction and intervention as intended
by the publisher
FIDELITY
Standardize the Process Customize the Implementation
2
RTI
Expectations – Elem. ELA
Tier I Daily
Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction /
150 K-2nd
Intervention Time 90 (120*) 3rd-5th
20 K
30 1st – 5th
40-45 K
45-60 1st – 5th
Ratio
N/A
1:5
1:3
Progress
Monitoring
PM 3x/yr via
PM 10-15 weekly data PM 10-15 weekly data pts
universal screening pts or
or
8-10 EOW data points 8-10 EOW data points
Fidelity Checks
1x/marking period 3x/marking period
2 direct observation
1 review of
implementation data
5x/marking period
3 direct observation
2 review of implementation
data
See page 10 & 10a
2
RTI
Expectations – Elem. Math
Tier I Daily
Tier II (some; <25th %ile)
Instruction (all)
Tier III (few; <10th %ile)
Instruction /
Intervention
Time
60 K-1st
75 2nd
90 3rd – 5th
20 K-1st
30 2nd – 5th
40-45 K- 1st
45-60 2nd – 5th
Ratio
N/A
1:5
1:3
Progress
Monitoring
PM 3x/yr via
universal
screening
PM 10-15 weekly data pts
or
8-10 EOW data points
PM 10-15 weekly data pts
or
8-10 EOW data points
3x/marking period
2 direct observation
1 review of implementation
data
5x/marking period
3 direct observation
2 review of implementation
data
Fidelity Checks 1x/marking
period
2
RTI
Expectations – MS/HS ELA
Tier I Daily
Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction /
Intervention
Time
55 minutes (daily)
90 minutes (block)
30 minutes
40-55 daily (225-275/wk)
45-60 block (225-300/wk)
Ratio
N/A
1:6
1:6
6th – 8th
1:12* 9th - 12th
(intervention courses
w/codes)
Progress
Monitoring
PM 3x/yr via
universal screening
PM 10-15 weekly data PM 10-15 weekly data pts
pts or
or
8-10 EOW data points 8-10 EOW data points
Fidelity Checks
1x/marking period
3x/marking period
2 direct observation
1 review of
implementation data
5x/marking period
3 direct observation
2 review of implementation
data
2
RTI
Expectations – MS/HS Math
Tier I Daily
Instruction (all)
Tier II (some; <25th %ile)
Tier III (few; <10th %ile)
Instruction /
Intervention
Time
55 mins (daily)
90 mins (block)
30 minutes
40-55 daily (225-275/wk)
45-60 block (225-300/wk)
Ratio
N/A
1:6
1:6
6th – 8th
1:12* 9th - 12th (intervention
courses w/codes)
Progress
Monitoring
PM 3x/yr via
universal
screening
PM 10-15 weekly data pts PM 10-15 weekly data pts
or
or
8-10 EOW data points
8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period
2 direct observation
1 review of
implementation data
5x/marking period
3 direct observation
2 review of implementation data
Fidelity Checks – Why?
• Purpose
– ensure the accuracy and extent to which Core
instruction (Tier I) and Tier II / Tier III
interventions are implemented as intended by the
author/publisher
Fidelity Checks – What?
• What?
– Systematic monitoring to determine the extent to
which delivery of an intervention adheres to the
protocol as originally developed.
– Implementation integrity
– Student / Teacher attendance
• Document dates and time involved; if student is misses
15 minutes of daily Tier II intervention, can you say the
intervention has truly been delivered with integrity?
Fidelity Checks – How?
• How – Tier I?
Once per marking period
–Review of lesson plans, scope and sequence
guides, etc.
–Review of teacher-submitted daily schedule
–Observations of teachers during the TEAM process
–RTI2 data meetings – review of data discussed
–Implementation and Alignment to CCCSS
Fidelity Checks – How?
• How – Tier 2?
3 times per marking period
–Direct Observations (2)
• Unannounced
• During intervention time
• Focused on individual students
–Review of Implementation Data (1) – Psychologist
• Lesson Plans and/or schedules
– Includes attendance and reasons for absence
• Review of progress monitoring data
Fidelity Checks – How?
• How – Tier 3?
5 times per marking period
–Direct Observations (3)
• Unannounced
• During intervention time
• Focused on individual students
Fidelity Checks – How?
• How – Tier 3?
5 times per marking period
–Review of Implementation Data (2) - Psychologist
• Lesson Plans and/or schedules
– Includes attendance and reasons for absence
• Interventions used
• Review of progress monitoring data
• Anecdotal information that may account for student
progress or lack thereof
Review of Implementation Data
See Handout
Fidelity – How Well?
80% or greater in:
- Implementation integrity (checklists)
-Attendance (review of data)
-PM probe administration
Fidelity – Who?
TN guidance indicates the following personnel
as possibilities:
Administrators or appointed designees
Instructional Coaches
RTI Coordinators, fidelity teams
School Psychologists
SPED Teachers
Guidance Counselors
District will provide additional guidance as to what personnel are appropriate
for which type of fidelity check.
How to handle ELL students through the universal screening and
intervention process
ENGLISH LANGUAGE LEARNERS
Standardize the Process Customize the Implementation
Adapted from State by Cheryl Roby
ELL and Tier I Instruction
• Should participate in Tier I ELA and Math
Instruction focusing on CCSS
• Scaffolding and differentiation should be in
place with collaboration from ELL teachers
• ELL services will enrich CCSS and incorporate
World-Class Instructional Design and
Assessment (WIDA)
Adapted from State by Cheryl Roby
ELL and Universal Screening
• All students participate in universal screening
process for math; If Level 1 or 2, they do not
participate in universal screening for reading
• If scores fall below the 25th %ile:
– ELDA 1 or 2 / TELPA 1 or 2
receive 60
minutes of ELL services, but not tiered
intervention
– ELDA 3 or 4 / TELPA 1
receive 30 minutes of
ELL services and tiered interventions
• Services can be push-in / co-teaching or pull-out
• May require more time in interventions
Adapted from State by Cheryl Roby
ELL and Universal Screening
• When discussing movement in or out of a
tier, an ELL teacher must be present in the
RTI2 data meeting
Adapted from State by Cheryl Roby
How it all fits together
RTI, SPECIAL EDUCATION, S-TEAM
AND 504
Standardize the Process Customize the Implementation
RTI Tiers and SPED
SPED is a level of service, not a place.
Students identified as requiring intervention
outside of the tiers (i.e., SPED) will receive that
intervention for a particular skill deficit, as per
their IEP.
However, students may also participate in
intervention within the tiers.
SPED example: Tier + SPED
• Amy is identified as having a Specific Learning
Disability in Basic Reading Skills. She also
struggles with math calculation, but did not
meet identification criteria in that area. How
may Amy’s needs be served?
Ideas?
1.
2.
3.
AMY
Amy will receive core instruction in reading and
math through the 90 minute blocks in Tier I.
To address her skill deficit in math calculation,
she will participate in Tier II/III intervention
during intervention block
To address her skill deficit in basic reading skills
(area of SLD), she will participate in reading
intervention through SPED during intervention
Out With the Old, In With the New
Old Way (Then)- Discrepancy
• Student is identified as SLD;
specific area of deficit not
mentioned on ER
• Once student identified as
SPED, any/all services
provided as deemed
necessary by IEP team
• Amy receives SPED services
in reading (basic, fluency
and comprehension) and
math calculation.
New Way (Now) - RTI
• Student is identified as SLD in
specific areas of deficit; not as
an overall category
• Services must be provided
based on data (both within
and outside of SPED), proof of
LRE must be demonstrated
• Amy receives basic reading
skills intervention through
SPED, but math calculation
through the tiers, based on
data from universal screening.
RTI and Support Team
Middle / High Schools
No changes; All referrals go through S-Team.
Elementary
Students referred for categories other than SLD go
through S-Team. ex: OHI, ED
Students suspected of SLD will be in the tiers for
intervention and grade-level collaboration/data
teams will make referral decisions
S-Team Example
Teacher reports Amy is easily distracted, has a
difficult time remaining in her area, often blurts
out answers and has issues initiating and
completing tasks. She has poor grades across
the board.
How do we handle Amy’s referral?
Amy
Amy goes through S-Team based on suspicion of
OHI (AD/HD)
The 504 and S-Teams should work together on
Amy’s case (support in place while S-Team
process is ongoing; evidence of LRE)
Amy receives intervention through the tiers
throughout this time, if supported by data from
universal screening
RTI and 504
● 504 procedures have not changed
● 504 Laws have not changed
● If a student has an impairment that
substantially limits them as compared
to their non-impaired peers, then they
qualify for 504.
● RTI should make determining eligibility
easier.
● If a student is in intervention, and they
have a medical diagnosis, then they
most likely will qualify for a 504 plan.
How to handle students needing enrichment through the universal
screening and intervention process
INTELLECTUALLY GIFTED
Standardize the Process Customize the Implementation
Information provided by Inge Willich and Theresa Rohaly
Intellectually Gifted and RTI Changes?
Identification standards for IG have not
changed
The state’s mandate of a grade-level mass
screening no longer exists
Information provided by Inge Willich and Theresa Rohaly
Key Ideas
Focus on “adverse impact”
General Education Classroom
Documentation of Classroom Interventions Form A or B
•
Differentiation of instruction/intervention in Tier I
If in intervention, it must be worthwhile;
strategic, meaningful and promote growth.
Information provided by Inge Willich and Theresa Rohaly
Upcoming PLAN activites
Differences between High Achievers and Intellectually Gifted
June 3
7:30-10:30am What constitutes gifted? (4591.10657)
Differentiation for advanced students within the general
education setting
June 20th
7:30-10:30am Elementary Gifted Strategies (4624.10810)
8:00-3:00 MS session (4590.10656)
July 18th
7:30-10:30am HS session (4629.10841)
8:00-3:00 MS session (4590.10670)
RTI RESOURCES
Standardize the Process Customize the Implementation
Helpful Resources
General Resources:
www.tnspdg.com
http://cmcssrti.wikispaces.com/
www.Rtinetwork.org
Intervention Resources:
http://cmcssrti.wikispaces.com/Intervention+Database
www.Fcrr.org
www.Interventioncentral.org
www.Khanacademy.org
See Handout 15
Sample Schedules – See Handout
Contact Information
Dr. Patti Wilson, NCSP, HSP #2411
Support Team Coordinator / School
Psychologist
patti.wilson@cmcss.net
Julie Combs, At-Risk Coordinator
julie.combs@cmcss.net
(931) 920-7953
Questions?
Feedback is a gift!
Ask questions via email or parking lot
PLAN evaluation
Standardize the Process Customize the Implementation