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RTI BEST PRACTICES c r e a t e d b y H e i d i V e a l

RtI Best Practices for Henderson Elementary Scenario 3

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RtI Best Practices for creating and implementing solid RtI goals, intervention plans, progress monitoring, and documentation.

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Page 1: RtI Best Practices for Henderson Elementary Scenario 3

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RTI BEST PRACTICES

Page 2: RtI Best Practices for Henderson Elementary Scenario 3

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RTI: PREVENTION IS THE BEST MEDICINE

The best way to address problems is to prevent them before they happen.

Early intervention to promote success is critical to future school achievement.

Page 3: RtI Best Practices for Henderson Elementary Scenario 3

CORE CHARACTERISTICS OF RTI Responsibility of general education

Uses research based materials & instructional

best practices

Addresses both academics & behavior

Uses a problem-solving model

Analyses multiple data sources

Monitoring of student progress over time

to determine the effectiveness of both

instruction

& interventions

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100% COLLEGE READY: TIER 1

Tier 3

Tier 2

Tier 1

ALL students experiencing high quality core curriculum, instructional practices & behavioral supports

Document via teacher’s monitoring notebook

Decision making based on universal screening (iStation, TEMI, MAP)

o

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10%-15% STRATEGIC INTERVENTION: TIER 2

Identified student with marked difficulties, not responding to Tier 1

Meeting a student on their instructional level, NOT re-teaching

Requires setting a targeted learning goal

Weekly: 30 minutes of intervention instruction in small group

Documentation of targeted intervention/s and progress monitoring

Uses progress monitoring (pgm) to inform decisions

Tier 2

Tier 3

Tier 1

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1%-5% INTENSIVE INTERVENTION: TIER 3 Deepest level of support within

the gen. ed. Setting Requires documentation on a

weekly basis Increased intensity (90

minutes time & 3:1 ratio) of targeted interventions

Intervene with approved research based interventions

Close progress monitoring after every 90 minutes of intervention to drive decisions

Tier 3

Tier 2

Tier 1

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HENDERSON’S NUMBERS TODAY

Grade Tier 2 Tier 3

Kinder 13% 0.9%

1st 32% 8%

2nd 38% 33%

3rd 41% 22%

4th 24% 25%

5th 39% 19%

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UNIVERSAL SCREENERS TRIGGER STRATEGIC INTERVENTION BOY - Fall Math: TEMI for K, 1st, and 2nd {24%ile or below} Reading: 1st Gr Istation Overall Score {T2= 196-209;

T3= 195 or below} & Spanish DRA Math & Reading: MAP for 2nd, 3rd, 4th, and 5th {T2= 20%ile-40%ile; T3= 19%ile or below}

MOY - Winter Math: TEMI for K, 1st, and 2nd {T2= 9%ile - 24%ile; T3=

8%ile or below} Reading: 1st Gr Istation Overall Score {T2= 206-223;

T3= 205 or below} & Spanish DRA Math & Reading: MAP for 2nd, 3rd, 4th, and 5th {T2= 20%ile-59%ile; T3= 19%ile or below

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RTI PROBLEM SOLVING

1. Define the Problem: use data to identify the most significant area/s of concern

2. Develop a Plan & Set Goal/s (specify intervention, assessment/pgm, and responsible staff)

3. Implement & Monitor the Plan

4. Evaluate the Plan’s Effectiveness (response to intervention)

Keeping Students at the Center

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Goal setting happens in the context

of developing a

Deep-Interventio

n Plan.

“Assessment,

instruction, and

meaningful outcomes

for students must be aligned.”

Use student data to identify the most critical weakness; academic and/or behavioral.

Use specific SE’s to word goals; use vertically aligned SE’s.

It should be measurable in terms of frequency, rate, duration, and/or intensity.

Limit goals to no more than 2. Remember the goal is where we want the

student to grow

towards. “TARGET”

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Example goal:

The student will increase reading fluency to 120 words per minute as measured by 2nd grade level Texas Treasures fluency probes administered on a bi-weekly basis until Nov. 15, 2013.

Goal Frame:

(student name) will (academic SE or behavior) at/to (rate of achievement) as measured by (PGM probe) administered on (frequency ex. weekly basis or bi-weekly basis) until (end of PGM cycle).

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GRADE LEVEL VS. INSTRUCTIONAL LEVEL

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INTERVENTION RESOURCES

Computer Based (iStation)

Read Naturally Guided Reading Comprehension Tool

Kit Reading Recovery Best

Practices Reading A-Z Reader’s Theater Texas Treasures

teacher intervention resources & Triumphs materials

TEMI (K-2, and 3rd too) Go Math! Intervention Lessons in

Forethought First Steps Activities Envision Interventions (in

the black box with the turquoise lid)

AIMS Lessons on the shared drive (common folder, math, elem.)

Problem Solvers (2-4)

Reading Math

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INTERVENTION RESOURCES CONTINUED

Individualized Spalding Instruction

Computer Based (Istation & Core5)

Guided Writing

Writing/Spelling Behavior

Social Skill Instruction Tough Kids Toolbox Safe & Civil Schools

Behavior Intervention Encyclopedia by Dr. Sprick

Behavior Contracts/Positive Behavior Support

Boy’s Town Posters

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PROGRESS MONITORING (PROBING)

o Istation (Demand Testing)

o AIMS Web Probeso TEMI AIM Checkso Teksing Towards

Taks

Running Records Fluency Probes Math Quick Checks Fact Fluency Behavior Charts/Tally 15 Minute Behavior

Monitoring Rubric Scoring Morrison McCall Lists

Options And then…

“More Numbers, Less Words”

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RTI DOCUMENTATION EXPECTATIONS• RtI Form in Aware

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RTI DOCUMENTATION EXPECTATIONS• PGM Log

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RTI DOCUMENTATION EXPECTATIONS• RtI Form in Aware• RtI Spreadsheet on the Caldwell Portal (in RtI folder)

• TEMI Spreadsheet• Additional Paperwork as needed/required

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RTI DOCUMENTATION EXPECTATIONS

• TEMI Spreadsheet• Istation (free typed, press Intervention Delivered Button too)

• Additional Paperwork as needed/required