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Title I Participation in a Response to Intervention Model How can Title I be Involved?

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

Enter a School-Wide Systems for Student Success

5-10%

5-10%

10-15%

10-15%

Universal Interventions All students Preventive, proactive

75-85%

75-85%

Universal Interventions All settings, all students Preventive, proactive

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

Enter a School-Wide Systems for Student Success

5-10%

5-10%

10-15%

10-15%

Universal Interventions All students Preventive, proactive

75-85%

75-85%

Universal Interventions All settings, all students Preventive, proactive

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

Enter a School-Wide Systems for Student Success

5-10%

5-10%

10-15%

10-15%

Universal Interventions All students Preventive, proactive

75-85%

75-85%

Universal Interventions All settings, all students Preventive, proactive

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

Enter a School-Wide Systems for Student Success

5-10%

5-10%

10-15%

10-15%

Universal Interventions All students Preventive, proactive

75-85%

75-85%

Universal Interventions All settings, all students Preventive, proactive

Three-Tiered Intervention Model

Example of Tier Level Interventions

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

Frequency of Progress Monitoring

3 Times a Year

Weekly

Reading First Model

Response To Intervention
http://www.readingfirstsupport.us/

RTI

Targeted Assistance Programs Guidelines


Title I students must receive primary instruction from the classroom teacher as well as supplemental instruction from Title I teachers. Title I services should not replace classroom instruction, but add more instruction time. Title I teachers can only teach whole classrooms of non-Title I students on an incidental or demonstration basis.

Targeted Assistance Programs Guidelines

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.

RTI in Targeted Assistance Programs


Title I services could be considered as one of the tiers in the RTI model but

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.

RTI in Targeted Assistance Programs

Remember Title I funds must supplement, not supplant, local and state funds.

RTI in Targeted Assistance Programs


Remember Title I funds must supplement, not supplant, local and state funds.

Targeted Assistance Programs


Staff in a target assisted program are encourage to collaborate whenever possible in the process, however, certain regulations must be adhered to. In a targeted assistance program: Title I teachers target identified Title I students whose parents have given permission to participate in the program.

RTI in Schoolwide Programs


If a school that is a schoolwide program adopts the RTI model then Title I would be an integral part of the process.

Any activity would be allowable as long as it is addressed in the Title I schoolwide plan.

Collaboration Between Title I and RTI in a Targeted Assistance Program


Assessment All staff can work together collaboratively to screen students. Share Resources Classroom, Title I, and special education resources can be shared to maximize the amount of resources available to assist students. Co-sponsor Professional Development
approach to bring in high quality professional development for all staff. Funds can be pooled to obtain professional development in using scientifically based research strategies and programs. Funds would need to be prorated so they are equitable to the Title I program.

Co-sponsor Professional Development Schools can use a cost-share

Collaboration Between Title I and RTI in a Targeted Assistance Program


Communicate/Joint Planning
An effective RTI model is dependent on a strong instructional leader (i.e., building principal) who will facilitate and stress the importance in ongoing communication and joint planning opportunities.

Collaboration Between Title I and RTI in a Targeted Assistance Program


Struggling readers are not only the responsibility of a resource specialist; rather, all teachers (classroom, special ed. Title I) draw upon their professional knowledge and skills to ensure that the most struggling readers receive a quality instructional program that will help him/her succeed.

North Dakota Department of Public Instruction TITLE I FAST FACT SERIES Issue: Title I Participation in a Response to Intervention Model

RTI/Title I Collaborative Process

STEP 1

Standard RTI Process


Collect and analyze data from multiple sources.

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.

RTI/Title I Collaborative Process

STEP 2

Standard RTI Process


Define the problem, using objective,measurable terms.

Title I Involvement
All school staff meet to define the problem.

RTI/Title I Collaborative Process

STEP 3

Standard RTI Process


Determine current status and performance gap based on grade level expectations.

Title I Involvement
Using data, determine what performance gaps exist and which students are eligible for Title I based on selection criteria.

RTI/Title I Collaborative Process

STEP 4

Standard RTI Process


Create goals based on grade level expectations.

Title I Involvement
Principals, classroom teachers, Title I teachers, and Special Education staff all meet and work together to set goals for performance expectations.

RTI/Title I Collaborative Process


STEP 5

Standard RTI Process


Design an intervention plan, apply scientifically based instruction.

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.

RTI/Title I Collaborative Process


STEP 6

Standard RTI Process


Implement intervention over a reasonable period of time.

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.

RTI/Title I Collaborative Process

STEP 7

Standard RTI Process


Frequent progress monitoring and data collection.

Title I Involvement
All staff work together to frequently monitor student progress and collect data.

RTI/Title I Collaborative Process

STEP 8

Standard RTI Process


Evaluate data and determine progress toward meeting grade level expectations.

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.

RTI/Title I Collaborative Process

STEP 9

Standard RTI Process


Make decisions based on data to continue, fade out, discontinue or seek more intense interventions.

Title I Involvement
Staff meet as a whole and in small groups to determine future actions.

RTI/Title I Collaborative Process

Characteristics of Effective Interventions


They always increase the intensity of instruction-they accelerate learning. They always provide many more opportunities for re-teaching, review, and practice.

They are focused carefully on the most essential learning needs of the students.

Elizabeth Crawford Dr. Joseph Torgesen Reading First Conference, 07

Use evidence based teaching practices

http://www.fcrr.org

Tier I Collaboration
QuickTime and a TIFF (LZW) decompressor are needed to see this picture.

http://www.fcrr.org

Use evidence based teaching practices

Tier I Collaboration
Title I as a resource to colleagues Sharing effective strategies Progress Report Assessment Concerns Materials

Title I as a Resource to Colleagues

Tier I Collaboration
QuickTime and a TIFF (LZW) decompressor are needed to see this picture.

Use evidence based teaching practices

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.

RTI and Reading First

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

On-Going Staff Development


Mary Dosch, Ed. S. doschma@mnstate.edu

Staff Development Opportunity

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.

Tier III Collaboration


Individual and small group intervention

Title I Before /After School Program

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/

Differentiating Instruction Helping You individualize Instruction

http://www.teachingmadeeasier.com/

http://www.teachingmadeeasier.com/

Bill Zimmerman author visit


Share Resources Classroom, Title I, and special education resources can be shared to maximize the amount of resources available to assist students. Co-sponsor Professional Development
share approach to bring in high quality professional development for all staff. Funds can be pooled to obtain professional development in using scientifically based research strategies and programs. Funds would need to be prorated so they are equitable to the Title I program.

Co-sponsor Professional Development Schools can use a cost-

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

RTI Guiding Principles


Assessment drives instruction Frequent progress monitoring to ensure instructional effectiveness Ongoing professional development Resources: tools, strategies, support, staff, time

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

How Well You Teach = How Well They Learn

Thank you very much!

Paula Rogers

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