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Data Collection• Benchmark (CBM Family)• Progress Monitoring
Interventions• Tiers• Training/Materials
Problem Solving Model• Allocation of Resources
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CBM Family• Flynt Cooter Passages• Intervention Central
Benchmark ScoresProgress Monitoring
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Types of Benchmark/Progress Monitoring
Data• Letter Recognition• Letter Sound Recognition• Fluency
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Alphabetics• Phonemic awareness
Manipulate sounds• Phonological awareness
Linking sounds to letter symbols to make words Reading fluency
• Speed and accuracy Comprehension Vocabulary
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LETTER RECOGNITION
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Interventions are based on monitored progress and are targeted to specific student needs
Interventions are administered by classroom teacher, reading specialist, and other highly qualified teachers
Interventions provide students with ADDITIONAL instruction
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USING OUR DATA as a GUIDE…
We identify…
-The Students-The Needs-The
Intervention
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5%
15%
80%Tier 1
Tier 2
Tier 3HIGH RISK
AT RISK
Harcourt Trophies
Intervention Kit
Heggerty
Six Minute Solution
GREAT
LEAPS
REWARDS
WILSON
READING
A Three Tiered Approach
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Tier ThreeWilson Reading Program
Tier Two ?
Tier OneGuided ReadingHeggerty Phonemic Awareness
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Opportunities to respond to research-based instruction and interventions are ruled out
Comprehensive student evaluation is conducted by multidisciplinary school team
Use multiple assessments, including RtI generated data to determine specific LD
Develop student IEP guided by instructional data collected during various stages of RtI
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Required by NCLB, IDEA, and RtI• Monitoring of general education• Core curriculum that addresses needs of all
students and all subgroups• Supplemental instruction for struggling
readers• Intensive interventions for students who
have not experienced success• Instruction over discrepancy
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IDEA: PL 108-446 300.307 (a) (3) Must permit the
use of a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures• Schools no longer required to use
discrepancy model (waiting for failure) for determining LD
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i. GENERAL - Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, READ, write, spell…
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ii. DISORDERS NOT INCLUDED - Specific learning disability does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage
• A child does not have SLD if there is a lack of high quality reading instruction or
• Has limited English proficiency
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15 percent of IDEA Part B funds can be used for early intervention• Professional development• Assessment• Materials• Other services
NCLB funds
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Classroom teacherCertified reading specialistSpecial education teacherParents of childPrincipal Speech teacher School nurse
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Problem Identification
Problem Analysis
Plan Development
Evaluation
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What do we need to do? Who will do it?
Teachers Service Providers Administration
When will we do it? How will we do it?
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Assist with administering CBMs
Meet with Intervention Team and Principal to review data and make decisions
Implement research based interventions
Monitor progress of students through data
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• Work with students in several locations of the building
• Use Research-Based Interventions with students
• Magnify efforts in specific areas
• Assist in data collection
• Coach Teachers on Reading Strategies
• Assist in Training
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RtI is the:
Establishment of effective teaching strategies and core curriculum with general education population
Universal screening of ALL students
Use of research based interventions in general education
Measurement of student responses to interventions
Use of student RtI data to change intensity or form of new interventions