IRIS Module Response To Intervention

IRIS Module: Response To Intervention Challenge: 1. What is RTI? Response to Intervention is a multi-tiered system of support which aims to identify students who are struggling academically and provide a more intensive instruction to suit their learning needs. 2. How will teachers initially identify struggling readers? Teachers will initially identify struggling readers by conducting a universal screening assessment. One-minute reading assessments, standardized reading assessments, criterion-references, and norm-referenced assessments are a few ways to test individual performance. The purpose of universal screenings is to determine which students are struggling so that the teacher and an intervention teach can develop a plan to support the student’s needs. After administering the assessment, teachers should continue to monitor students who fall into the 25th percentile. 3. How will teachers determine which students need more intensive instruction? In Tier 1, teachers are actively tracking student progression. Progress monitoring should be done at least once a week. Teachers should monitor the rate of growth or performance level for each student. Rate of growth assesses the progression of an individual’s reading skills. Performance level is also an indication of a student’s reading skills; however, it involves the use of graphs and visuals to track progress. Assessment: 4. What are the four components of RTI? • • • • Universal Screening: Screening assessments are given to all students to see where individuals fall academically. Tier 1: This tier includes all students in a general education classroom. Tier 2: This tier includes students with specific targeted interventions. Tier 3: This tier includes students who need a more intense/individualized intervention plan. 5. The two types of assessment used in RTI are universal screening and progress monitoring. Describe the purpose of each of these two types of assessment. • • Universal Screening assessments are used to identify and monitor students who are struggling. These assessments are given three times a year to track student progression or modify plans if they are not approaching grade level. Progress monitoring is a form of assessment in which the teacher evaluates students on a regular basis in order to determine whether the student is approaching target goals. Curriculum-based measurements (CBM) is a common RTI approach used for Progress monitoring. 6. You are concerned about how you will complete the universal screening measure with all of your students and about how you will incorporate progress monitoring into your weekly lesson plan. To prepare for this task, complete the table below. Assessment Questions to consider when Planning Ms. Hayes’s Plan Universal Screening How often will the universal screening be administered (frequency)? When? What universal screening measure is my school using? What is the selection criterion? What day (week/ month) will I begin the administration of the universal screening measure? 3 times a year. Progress Monitoring When during the day will I schedule the screening? How much time will I set aside each day for the screening? What progress monitoring measure(s) is my school using? How often will I administer progress monitoring probes? On which students will I collect progress monitoring data? When will I schedule the administration of probes (days/ time)? What is the criterion set by the school to warrant Tier 2 placement? Who will graph the data? Dolch Sight Word List Bottom 25 percent Screening Schedule: August Week 1: Universal screening will be administered on the first week of school (MondayFriday) during the last 20 minutes of class. *Initial Screening should be done prior to teaching content. First week of school provides time for teachers and students to get acquainted before following strict guidelines. During the last 20 minutes of each class. 20 minutes Rate of growth and Performance Level graphs On regular basis Progress monitoring should be done on students in the bottom 25 percent of the class. Probes will be administered on Fridays during the last 30 minutes of class. Rate of growth: Below 1.8 Teacher will graph data 7. a. What steps would you take to determine which students are in the bottom 25 percent of the class? i. Teacher should identify which students fell below the established benchmark. For example, if students in first grade are supposed to read a minimum of 15 sight words, students who fall below that number may potentially qualify for more intense instruction. ii. Calculate to see which students fall into the 25th percentile rank. b. List the names of the struggling students and describe what will happen to them during Tier 1 instruction. • Peyton • Maverick • Porter • Abby Students will be progressed monitored on a regular basis. If students do not show progression over a specific amount of time, they may be referred for Tier 2 support. c. Imagine that the criterion for identifying struggling readers is a score below 15. How would this new criterion affect the number of students being identified as struggling readers. i. The number of students who would need intense instruction would be less. 8. Below are the graphs for three students. View each graph and make a tier decision for each student. The benchmark and slope criteria are those used for the WIF (i.e., slope ≥ 1.8; fall benchmark = 15; winter benchmark = 25; spring benchmark = 30). Remember to use the slope calculator located on Perspectives and Resources Page 5. a. Graph 1 shows that the student has a rate of growth of 1.86. The student is on track and does not need Tier 2 at this moment. b. Graph 2 shows that the student has a rate of growth of 0.79. The student falls below the benchmark of 1.8 and should move to Tier 2. c. Graph 3 shows that the student has a rate of growth of 0.66. The student falls below the benchmark of 1.8 and should move to Tier 2.