rti framework

8/8/2019 RTI Framework

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St. Clair County Schools2010-2011 Framework

RTI

Response to Instruction


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Why?

State Mandate It replaces BBSST

It is Proactive; not reactive

Helps ALL students!

Examines & Improves Instruction


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Where The Rubber Meets The Road

1)What is our response when students

do not learn?

2) Do we know quickly enough whenstudents are not learning?

3)What is our response when students

behave inappropriately?


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Response To Instruction (RTI)

Definition

Response to Instruction (RTI) is a framework

that combines core instruction and ongoing

formative assessment, progress monitoring,and intervention/acceleration within a

three tiered system of support in order to

maximize student achievement and reduce

behavior problems.


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RTI vs. BBSSTRTINowALL STUDENTS RtI is for all students in all grades. This

includes average students, gifted students, ESL or ELL

students, slow-learners, At-Risk students AND students withdisabilities (IEP and/or 504 Plan)

BB

SST

T

henAt-Risk Students Only: BBSST was not for students withan IEP or 504 Plan, ELL or gifted children.


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What is the Focus?

Response To Instruction (RtI)Interventions that result in improved skills for students.

Re-Teach opportunities for students who do not

immediately grasp skills.

BBSSTAccommodations are adjustments made to enhance a students

participation in an activity without a change in content ANDaccommodations are designed to level the playing field notdesigned to improve student skills.


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Keys To Remember

BBSST accommodations of the past WILL NOT meet the

scientific, research-based interventions included in the

current federal and state laws and regulations.

WHY NOT?????

Effective interventions actually result in improved skills forstudents, while accommodations may result in improved

grades without actually improving skills.


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Tier I InstructionTier I

ALL STUDENTS

80% should achieve mastery from this instruction.

Taught by general education teacher

Relevant and Rigorous instruction

Progress Monitored frequently using exit slips, teacheranecdotal notes, skill assessments, discipline referrals,etc..

Standards Driven Instruction

Results in at least 80% of students demonstrating 75%mastery of standards and/or appropriate behavior


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Tier I Responsibilities

Classroom Teacher

Quality, Strategic Tier I instruction daily for ALL

students

Ongoing Formative Assessment Daily/Weekly

Submit RTI Grade Distribution & Intervention

Identification Form to administrator

Attend and equally participate in grade

level/department data meetings at least monthly


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Tier II Re-Teach Intervention

Tier II

Small Group and/or individualized

Occurs within 24 hours after academic non-mastery or immediately after

inappropriate behavior

Maximum of 8 weeks

Usually taught by general education teacher

Occurs daily to a few times per week. Time of re-teach to be determined by

teacher based on need.

Re-Teach strategies may be planned collaboratively Document interventions using Tier IIDocumentation Form

Progress Monitoring every two weeks

RTI Grade Distribution & Intervention Identification Form submitted to

administrator every four (4) weeks


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Tier II Responsibilities

Classroom Teacher Identify and conference with Tier II students and contact parents

regarding student progress

Document interventions (re-teach strategies) for Tier II studentsusing the Tier II Documentation Form and progress monitor everytwo weeks

Attend grade level/department/data meetings monthly to discussTier II interventions and outcomes

After eight weeks of unsuccessful Tier II Intervention, conferencewith student and contact parent regarding referral to ProblemSolving Team (PST)

PST will assist the teacher in determining next stepsOnly 15% of all students should require Tier II Interventions if

Tier I delivery of instruction was quality & strategic


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Tier III InterventionTier III

Individual and/or small group (not to exceed 4-5)

Occurs after Problem Solving Team (PST) determines intervention

services

Includes students not mastering standards in Tier I instruction and Tier II

re-teach interventions

Intensive, specialized, individual instruction and/or small group

instruction taught by specialized teacher

May occur inside or outside the regular classroom setting Intended for students with significant deficits or underachievement

Document interventions using Tier III Documentation Form


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Tier III Responsibilities

Classroom Teacher

Tier III needs will be based on the needs of the individual

student and determined by the PST

General education teachers will collaborate with specialized

teachers in order to best serve Tier III students.Only 5% of students should require Tier III support


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Roles & Responsibilities


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AdministratorsRoleEnsure that faculty and staff are trained in the processes and

procedures ofRTI.

Establish a Problem Solving Team and attend all meetings.

Supervise teachers to ensure quality, strategic Tier I, Tier II, and

Tier III instruction in every classroom.Provide the structure for monthly Grade Level/Department/Data

Meetings and review agendas and/or minutes.

Collect and review RTI Grade Distribution/InterventionIdentification Form every four weeks.

Monitor and document the progress of Tier II and Tier III studentsusing the RTI Grade Distribution/Intervention IdentificationForm.


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Grade Level/Department/Data Teams

Individual teachers bring completed RTI Grade

Distribution/ Intervention Identification Form

Team discusses possible re-teach/interventions for Tier II

students After eight weeks of unsuccessful Tier II interventions, the

team may refer a student to the PST


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Problem Solving Team (PST)

Structure

Administrator

Classroom Teacher(s)

Intervention Teacher(s)

Instructional Coach(es)Special Education Teacher(s)

School Counselor(s)


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Problem Solving Team

ResponsibilitiesEnsures that:

Students receive Tier III Interventions (outside the regular

classroom) matched to their identified needs from a teacher

specially trained in the students area of academic and/orbehavioral weakness

Appropriate intervention goals are set

Appropriate progress monitoring tools are utilized to

provide evidence of student response to instructionProgress monitoring data are used to make timely

instructional decisions which maximize student outcomes


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Responsibilities

Administrator:

Performs progress checks on the RTI Grade

Distribution/Intervention IdentificationForm for each Tier III student and presents

those findings to the PST

Schedules, executes and provides feedbackon best practice monitoring processes of

walkthroughs and data meetings


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Responsibilities

Chairperson:

Determines which students will be

discussed and in what orderNotifies members of meeting times

Keeps discussions on track and timely

Assigns appropriate person(s) to administerrequired tests


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Responsibilities

Secretary:

Completes Problem Solving Tier III Student

Intervention Plan FormGenerates parent notification letters

Maintains records of all students referred to

the PST


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Remember, their futures depend on us!


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You Can Do It!!!!!!!!

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