1) RtI is a multi-tiered framework that provides high-quality instruction and interventions matched to student needs, as identified by ongoing assessment. Within RtI, there is collaboration between district programs and personnel. 2) Tier 1 involves school-wide screening to identify students who may need extra support and delivers effective, differentiated classroom instruction to all students using evidence-based practices. Progress is monitored to determine students' responses to instruction. 3) If students do not make adequate progress in Tier 1, they advance to Tier 2 which provides more intensive, targeted interventions in addition to the core curriculum. Interventions are implemented with fidelity and based on ongoing collection and analysis of student data.

1. RtI: What You Need to Know, What you Don't Want to Know, and What You were Afraid Someone Would Tell You Michele Duvall Cruse Educational Consultant 713-305-5372 edumcruse@yahoo.com

2. Two roads converged in a public school with apologies to R. Frost

4. Collaboration Between district programs Between district campuses Between district personnel Between district personnel and campus personnel

5. District Programs and Personnel “RtI is not a special education program.”

6. NCLB

7. IDEA

8. RTI orRtI

9. TEA GUIDANCE FINALLY Sort of….. Schools have vast leeway in determination of RtI in their districts Personnel may be used in ways they have not been utilized in the past We haven’t really heard anything new since 2008

10. TEA Since RtI is a whole-school instructional framework intended to improve instruction and learning for all students, all faculty and staff members share responsibility for RtI.

11. THE WHEEL Don’t reinvent

13. A process by which instructional practices are evaluated and adjusted based on data

14. A process to match the student’s needs with the strategies

15. Not an indication of a need for special education services12

16. COLLOBORATE, COOPERATE, AND BORROW Utilize the materials that are already out there The Response to Intervention Handbook, Andrea Ogonosky, Ph.D ogonoskyrti.com InterventionCentral.org rtinetwork.org specialconnections.ku.edu Google RTI tier one interventions

17. RtI Three-Tier Model

19. Universal screening of academic and behavioral skills

20. Instruction supported by scientifically based research

21. Effective Instruction

22. Differentiated Instruction

23. Effective Classroom Management

24. Curriculum Framework and Personnel15

26. active engagement of students,

27. high success rates,

28. increased content coverage,

29. direct instruction

30. scaffolded instruction,

31. instruction that addresses the critical forms of knowledge,

32. instruction in the organizing, storing, & retrieving of info,

33. strategic instruction,

34. explicit instruction, and

35. instruction that teaches across subjects. 16

37. curriculum,

38. instruction, and

39. assessment.

40. Recognizing students’

41. varying background knowledge,

42. readiness,

43. language, and

44. preferences in learning and interests.

45. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class.

47. Classroom Teacher Responsibilities Deliver high quality instruction and use scientific research-based interventions aligned with individual student need Data collection on student performance (may be called progress monitoring, curriculum based assessment, standard protocol) Tier 1 only

48. What Interventions? Response cards Peer grouping/peer teaching/cooperative learning Tiered assignments Flexible grouping Questions, cues and advance organizers Known/unknown mix (1:3 ratio)

49. Interventions Are In addition to classroom instruction Increase in structure and relevant practice Additional learning strategies Mini-lessons on skill deficits Targeted based on classroom assessment and data Administered by the classroom teacher

50. Interventions are not Preferential seating Extra time Check understanding Reduce distractions Books on tape Use of content mastery, learning lab, etc. Different test format

51. Interventions are done with Fidelity As designed – Fidelity of implementation is the delivery of instruction in the way it was designed to be delivered

52. The data is hard – not the data keeping The data made me do it!

53. DATA IS NOT I think, I feel Anecdotal Random Emotional – just the facts, m’am

54. Data is Specific Factual Kept within the same matrix Measuring the intervention outcome

55. KEEP IT VERY SIMPLE Don’t make it time consuming or burdensome

56. IDEAS FOR DATA KEEPING

57. BETTER OUTCOMES FOR ALL STUDENTS ALL STUDENTS ARE GIVEN HIGH QUALITY INSTRUCTION THAT MEETS THEIR SPECIFIC NEEDS

58. Michele Duvall Cruse ACT2 June 29, 2010 edumcruse@yahoo.com