Professional Documents
Culture Documents
Paula Rogers
Response To Intervention
Academic Systems
Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
RTI
Behavioral Systems
Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
5-10%
5-10%
10-15%
10-15%
75-85%
75-85%
Response To Intervention
Academic Systems
Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
Tier I
Behavioral Systems
Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
5-10%
5-10%
10-15%
10-15%
75-85%
75-85%
Response To Intervention
Academic Systems
Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
RTI
Behavioral Systems
Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
5-10%
5-10%
10-15%
10-15%
75-85%
75-85%
Response To Intervention
Academic Systems
Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
RTI
Behavioral Systems
Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response
5-10%
5-10%
10-15%
10-15%
75-85%
75-85%
Reading
Tier I Time Focus 90 5 areas Tier 2 120 Less than 5 Core + Supplemental Tier 3 180 2 or less Core + Supplemental + Intervention Weekly
Curriculum
Core
3 Times a Year
Weekly
Response To Intervention
http://www.readingfirstsupport.us/
RTI
In a school operating a targeted assistance Title I Title I funds may only be used to provide assistance to well-identified Title I students. Staff paid with Title I funds can only work with well-identified students.
Students would have to be identified as a Title I student and all program requirements met. Students must be taught to the same challenging content standards required for all children.
Remember Title I funds must supplement, not supplant, local and state funds.
Any activity would be allowable as long as it is addressed in the Title I schoolwide plan.
North Dakota Department of Public Instruction TITLE I FAST FACT SERIES Issue: Title I Participation in a Response to Intervention Model
STEP 1
Title I Involvement
Data is collected on all students. Classroom teachers, Special Education staff, and Title I teachers all work together to screen students in multiple settings.
STEP 2
Title I Involvement
All school staff meet to define the problem.
STEP 3
Title I Involvement
Using data, determine what performance gaps exist and which students are eligible for Title I based on selection criteria.
STEP 4
Title I Involvement
Principals, classroom teachers, Title I teachers, and Special Education staff all meet and work together to set goals for performance expectations.
Title I Involvement
All staff meet and work together to formulate a plan on what strategies and instruction will occur in the classroom and what strategies and instruction will occur with Title I teachers during the additional time they spend with students whether using the in-class or pull-out method. Strategies and instruction must be based on scientifically based research. Resources are shared among all staff.
Title I Involvement
Classroom teachers implement interventions in the classroom. Title I teachers implement interventions during the time they spend with students. These interventions can be done using the in-class model of instruction or the pull out model . All students should receive primary instruction from the classroom teacher and some may have a need for additional, supplemental instruction from Title I staff.
STEP 7
Title I Involvement
All staff work together to frequently monitor student progress and collect data.
STEP 8
Title I Involvement
All school staff meet together to evaluate school results as a whole. Classroom teachers, Title I, and Special Education staff meet to evaluate student performance by grade level.
STEP 9
Title I Involvement
Staff meet as a whole and in small groups to determine future actions.
They are focused carefully on the most essential learning needs of the students.
http://www.fcrr.org
Tier I Collaboration
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http://www.fcrr.org
Tier I Collaboration
Title I as a resource to colleagues Sharing effective strategies Progress Report Assessment Concerns Materials
Tier I Collaboration
QuickTime and a TIFF (LZW) decompressor are needed to see this picture.
http://www.fcrr.org/assessment/ET/index.html
Tier I Collaboration
http://www.fcrr.org/assessment/ET/index
QuickTime and a TIFF (LZW) decompressor are needed to see this picture.
Layers of Instruction
http://www.fcrr.org/assessment/ET/index .html
Tier I Collaboration
Use evidence based teaching practices and materials to the greatest degree possible SBRR (Best Practices).
http://www.dpi.state.nd.us/title1/targeted/general/reauthoriz/research.shtm
Tier I Collaboration
Best Practices in Reading and Technology Sponsored by the Chautauqua Reading Council 1 Credit via UND Oct. 27 Nov. 3 In Devils Lake
Tier II Collaboration
Targeting Group Intervention Intervention can be Title I Program Share Progress Monitoring Result with classroom teacher RTI team and parents
Tier II Collaboration
Pinpoint specific skills that need intervention.
Strategies
To Use and Share With Your Colleagues
Teaching Strategies
http://reading.ecb.org/
Teaching Strategies
Prior Knowledge
http://reading.ecb.org/
Focus on eight research-based strategies: Using Prior Knowledge Making Connections Questioning Visualizing Inferring Summarizing Synthesizing
Teaching Strategies
http://reading.ecb.org/
Teaching Strategies
http://reading.ecb.org/
Teaching Strategies
http://reading.ecb.org/
http://www.teachingmadeeasier.com/
http://www.teachingmadeeasier.com/
http://www.teachingmadeeasier.com/
Bill Zimmerman
http://www.ndreadon.com/langdon.htm
Bill Zimmerman
http://ndreadon.com/langdon.htm
Bill Zimmerman
http://ndreadon.com/langdon.htm
http://www.ndreadon.com/langdon.htm
Paula Rogers
Title I Interventions
Title One teachers are already delivering specialized reading instruction and using progress monitoring to measure the effectiveness of the intervention. Phonemic Awareness Phonics/Decoding skills Fluency/Accuracy building Vocabulary building Comprehension skills
Paula Rogers