RtI at a Glance Objective: To provide a scaffolded approach to instruction which uses progress monitoring to meet the academic, behavioral, and social emotional needs of students, using high quality, differentiated, and culturally responsive instruction. Facts about RtI The RtI Model is a three-tiered system designed to meet the needs of ALL students. Response to Intervention is divided into three tiers. Key components of Tier I include: Screeners used to identify at risk students High quality evidence based curriculum and instruction delivered with integrity and fidelity Collaborative approach and structured decision making process Differentiated Instruction Key components of Tier II include: Small, flexible, supplementary group instruction for students in need of intervention(s) at instructional level Use of vetted, evidence based interventions Progress monitoring of interventions for decision making purposes Key components of Tier III include: Vetted, evidence based interventions administered to individual students daily at instructional level Progress monitoring Progress Monitoring Assessments are brief and frequent to determine whether students are making adequate progress. Data should be collected, evaluated, and used on an ongoing basis in order to: Determine rate of a student's progress Provide information on the effectiveness of instruction and need for modification of the intervention, if necessary Identify the need for additional information Analyze and interpret gaps between benchmarks and achievement Vetted Interventions Research based interventions are: Rigorously tested in a controlled setting Peer reviewed Proven positive effect on students’ outcomes. Alignment of RtI with District Initiatives Evidence Based PBIS Practices Students receive high quality, evidence based instruction by qualified staff in their general education setting. These practices include: Implementing specific, evidence based interventions to address a student's difficulties within multiple tiers of increasing intensity Using progress-monitoring data and decision rules to determine interventions, their effectiveness, and needed modifications, using the PDSA decision making process Systematically assessing the fidelity and integrity of instruction and interventions are in place Families are informed about student progress, how decisions are made, and are involved in critical decisions PDSA Decision Making Process Designed to assist school leaders, teachers, and parents in designing and selecting instructional str ategies and interventions to improve academic, behavioral and social emotional performance of students Provides a consistent structure for addressing school and student needs Requires full collaboration of professionals along with parents to identify speci fic, measurable outcomes and to select research based interventions to address the concerns Ensures interventions are implemented with fidelity and integrity according to their research base student progress is monitored to determine the student's response Develop teams within the general education setting to use this data based decision making process Plan Use data to define the problem and state the desired outcome. Approved (vetted) high yield instructional intervention Select progress monitoring tool Do Implement intervention Collect progress monitoring data Conduct fidelity checks Study Evaluate the effectiveness of the intervention and the degree of implementation fidelity Act Decide to continue, modify, or discontinue the intervention Universal Screener: Designed to measure student readiness to begin learning at a specific grade Designed to see how ready a student is to begin learning new concepts by domain and grade The Comprehensive Literacy Plan (CLP) Requires students to be engaged in literacy using various resources to engage student learning Tier 1 Core curriculum is provided to all students using high yield instructional strategies Universal screener (MAP) Frequent formative assessment Differentiated instruction Tier 2 Groups working at their instructional level Modification/accommodations provided Specific interventions implemented Progress monitoring Tier 3 Individualized services Interventions revised based on data Progress monitoring CST (ClasStat) Professional Development Awareness Understanding Applying Analyzing/evaluating/creating Tools EXCEED RtI Web based application that automates and delivers Monitors academic and behavioral progress Shows which interventions are most effective Houghton Mifflin Reading Curriculum Interventions