Rtl Guide 2013-2014 - United Independent School District

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According to the National Research Center onLearning Disabilities, Progress monitoring is a setof assessment procedures for determining theextent to which students are benefiting fromclassroom instruction and for monitoring theeffectiveness of curriculum....Progress monitoringis a valid and efficient tool for gauging theeffectiveness of instruction, determining whetherinstructional modifications are necessary, andproviding important information for eventualclassification and placement decisions.(NRCLD, August, 2008).PROGRESS MONITORING10
Without progress monitoring, it is impossible to validate if intervention efforts have been successful. The datacollected for progress monitoring must therefore be RELEVANT, ACCURATE, SUFFICIENT ANDANALYZED CORRECTLY (Region One ESC, The SBS Group, 2007).There are some essential components in progress monitoring that must be established before interventions begin.1) Through the use of a universal screener a BASELINE or a students present level of performance is identified.2) A relevant PERFORMANCE STANDARD is established. This standard will be measured against the baseline.It is critical that a performance standard be set prior to the implementation of any intervention plan.3) Target Area of Concern and expected Goal/Desired Outcome/Level are set. The goal is the expected level ofperfor-mance at the end of a specific period of time. It takes into account the students current performance, theperformance standard and the time needed to reach the goal. Goals should describe:a) when and how a student will perform; (minutes per session; number of days per week)b) what the student is expected to do; and (intervention)c) what will be an acceptable level of performance (Goal/Desired Outcome/Level)4) Progress monitoring will reveal if there is a DISCREPANCY between the students current performance leveland the desired outcome level.5) An integral part of progress monitoring is a well designed INTERVENTION PLAN that will produce sufficientand accurate information that will direct the general education teacher to the most effective intervention strategies.Intervention plans should be adjusted according to the students response or lack of response to intervention.SOURCE: Arlington Heights <strong>District</strong> #25 Progress Monitoring Manual, 1998-99The Texas Education Agency states:Failure to achieve: Failure to achieve adequately for a students age or meet State-approved grade-level standardsmay be determined by measures such as in-class tests scores, grade average over time (e.g. six weeks), statewideassessment scores, standardized achievement test scores, criterion-reference measures, and/or a Response toIntervention (RtI) process. A students failure to pass the statewide assessment (e.g. State of Texas Assessmentsof Academic Readiness STAAR) should not automatically result in a learning disability referral and/ordetermination. The determination of a learning disability should include a variety of information sources andmeasures and should not be based on a single measure.Sufficient progress when provided RtI: Determining whether a student makes sufficient progress when providedRtI will depend on the particular criteria of the scientific, research-based interventions. While schools areencouraged to follow a timeline specific to the RtI process, a school should consider alternative actions when achild fails to respond to an increasing intensity of instruction and interventions. <strong>School</strong>s must proceed with aspecial education referral and evaluation, including informed parental consent, if a parent requests that thestudent be evaluated for services.An RtI process does not replace the need for a comprehensive evaluation using a variety of data sources. A schoolshould inform parents when a student is not making progress in the general education setting. If the child is notmaking progress in the general education setting and demonstrates lack of sufficient response to intervention(s)after an appropriate period of time (see above for discussion of RTI process), the school should request parentalconsent to evaluate a child suspected of having a learning disability.SOURCE: Texas Education Agency, 2008.11
Page 2: TABLE OF CONTENTS23CONTRIBUTORS4PYR
Page 5 and 6: RtI Philosophy StatementUnited ISD
Page 7 and 8: Roles and Responsibilities of the C
Page 9: RtI Team Members will:• review th
Page 13 and 14: Tier I-Universal InterventionsRtI F
Page 15 and 16: Tier I is Critical!!! • Scientifi
Page 17 and 18: e-RtI Tier I Tier I begins the e-Rt
Page 19 and 20: Select Student Screen Filter by Nam
Page 21 and 22: Tier I Student Information Click St
Page 23 and 24: Student Strengths andWeaknesses (AD
Page 25 and 26: Tier 1: Screen 2 with DataClick EDI
Page 27 and 28: Effective TeachingStrategyStrategy
Page 29 and 30: Tier 1: Screen 4 LearningPreference
Page 31 and 32: Screen 5: Last Screen of RtITier 1:
Page 34 and 35: Create eRtI Tier 1 ReportClick eRtI
Page 37 and 38: TIER IIClassroom Targeted GroupInte
Page 39 and 40: Tier II Implementation ofInterventi
Page 41 and 42: Tier II (Continued) • After appro
Page 43 and 44: Tier II: Screen 2: Requestfor Inter
Page 45 and 46: Tier II: Screen 2Request for Interv
Page 47 and 48: What is included intheIntervention
Page 49 and 50: Intervention PlanAdd Intervention a
Page 51 and 52: Tier II: Screen 5: Summaryof Parent
Page 53 and 54: Tier II Follow-up—Progress, Updat
Page 55 and 56: Tier II : Screen 3Follow Up PlanCon
Page 57 and 58: TIER IIIIndividualized IntensiveInt
Page 59 and 60: Tier III • At end of the 6 th wee
Page 61 and 62:
eRtI Tier III • Tier 3 has 4 scre
Page 63 and 64:
eRtI Tier III Follow UpCollaboratio
Page 65 and 66:
eRtI Service Referral(Community Ser
Page 67 and 68:
Notes to Remember • RtI is a proc
Page 69:
The RTI ProcessTier ICore Curriculu
Page 74 and 75:
GLOSSARY74
Page 76 and 77:
Collaborating (as an instructional
Page 78 and 79:
Progress Assessment Short assessmen
Page 80 and 81:
RESOURCES80
Page 82 and 83:
ELLISELLIS leverages the power of t
Page 84 and 85:
and it remediates difficulties in s
Page 86 and 87:
SuccessMaker R is an educational so
Page 89:
Tennessee Education Agency. Screeni
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Rtl Guide 2013-2014 - United Independent School District

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