grammar and APA style reference
hsj
rti-ppt-14th.pptxRTI Model
What is rti:
RTI is the multi-tier approach to early identification and support of children with learning disabilities The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom.
Meet the team:
Administrator / supervisor from the school district
School Psychologist “ not necessary to be available all the time in the school
Special education teacher
General education teacher
Speech Therapist
Parent/Guardian
Meeting rules:
First month rules:
Clarify the RTI process and protocol.
Develop schedule for and lead RTI meetings.
Meet with RTI team members individually to monitor progress and give feedback “ psychologists and administrator role”.
Train full staff on RTI process and procedures.
Meet the parents and the students.
| Week | Month 1 | Month 2 | Month 3 |
| Week 1 | Review Team Roles and Responsibilities | Benchmark Testing | |
| Week 2 | Screen Students | Routine RTI Meeting | Analyze Benchmark Data/Adjust RTI Systems |
| Week 3 | Review Screening Data/Prioritize Students | Parents with RTI specialist Meeting | |
| Week 4 | Parents with RTI specialist Meeting | Routine RTI Meeting | Routine RTI Meeting |
Assessment and data analysis:
When the school start to worry about the child?
When the screening results shows that the student score is below the cut score.
2 or more academic or behavioral teacher referral to the principle office.
What kind of universal screening tool is used?
Different type of screening tools are used: AIMweb, R-CBM, DIBELS and ISETEEP oral reading fluency.
District level screening, school or grade level screening.
Analysis the data:
We consider the outcomes from the screening, timing and schedule for screening.
Try to modify the model based on the school situation( problem solving model).
The assessment must be reliable and valid. Different type of assessment are used, ( what they are learning now, what the know now, what they learned
More than 2 times per academic year
Number or words depends on the grade level- schools should consider how frequently they will screen the students
Individual screening takes 1-2 minutes per student ( some cases could be more)
Type of assessment and instructional domain.
5
Tier 1:
These are school wide interventions.
Approximately 80-90% of the entire student population will be affected.
4-6 weeks, three times assessment” before, middle and end of the tier”
Provided by general education teacher.
Teachers need to be trained to use the screening tools.
Alternatives group, pairs or one to one.
Flexible grouping.
Targeted group with the special education teacher.
These interventions are administered through best practices in classrooms by using the same level materials and curriculum, with some adjustment activities.
Tier 2:
These are targeted group interventions.
They affect approximately 5-10% of the student population
6 to 8 weeks, three times assessment” before, middle and end of the tier”
Provided by general education teacher, with special education teacher observation 2 times a week.
Small group intervention.
Shorter time sessions “ 30 minutes”
Pre-class sessions.
Tier 3:
These are intensive and more targeted interventions.
Those who will be affected will be approximately 1-5%.
6 to 8 weeks, three times assessment” before, middle and end of the tier”
Provided by special education teacher.
45 minutes sessions, 4 times a week before or after the school day.
Every two weeks using different method and instructions if needed.
More intensive instruction.
Adjust the level of the instructions.
Add if needed IEP for the curriculum.
progress monitoring:
Effective progress monitoring measures should be:
Available in alternate forms
Comparable in difficulty levels
A representation of the performance desired at the end of the period of time i.e. one year.
Short and easy to be administered.
Discussion:
Based on the RTI model, what should be done to help a student who went through the multi-tier instructional levels but still did not improve?
In as much as the RTI framework is designed to help those students who have difficulties in their learning, emotions and social life, are there any setbacks which will be experienced as a result of using the RTI model? what we can do to avoid it?
Will there be the inclusion of bridging exercises during the transition from one Tier to the next to aid the student in adapting?
Referance:
Benedict, A. E., Park, Y., Brownell, M. T., Lauterbach, A. A., & Kiely, M. T. (2013). Using lesson study to align elementary literacy instruction within the RTI framework. Teaching Exceptional Children, 45(5), 22-30.
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-whos-on-the-rti-team
https://www.readnaturally.com/rti/description-of-tiers ( the picture in slide2 )
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-whos-on-the-rti-team
https://rti4success.org/sites/default/files/ImplementationSeries_Screening_Notes.pdf
Bayat, M., Mindes, G., & Covitt, S. (2010). What does RTI (response to intervention) look like in preschool?. Early Childhood Education Journal, 37(6), 493-500.
Pullen, P. C… & Ashworth, K. E. (2018). RTI and MTSS: Response to Intervention and Multi-Tiered Systems of Support. Handbook of Response to Intervention and Multi-Tiered Systems of Support.
http://rti.dadeschools.net/pdfs/Rtl_Guide/Ch5-assessment_plan_in_an_rti_model.pdf
