RED 4519- RTI, FAIR and Differentiation

RED 4519- RTI, FAIR and Differentiation

Dr. Kelley

Share LiveText AssignmentDiscuss at table (rubric, typed AIP, student

assessments): The assessment tools you used. What you learned. What you decided to do to assist the

student. How these tools may be helpful when you

are in the classroom.

Make a 3-Column Chart- 1-What do you already know about

RTI? 2-What do you already know about

FAIR? 3-What do you already know about

differentiation?Talk with a peer and add to your columns throughout today’s class.

What is RTI? What is FAIR? What is Differentiation?

Means: Response to Intervention p. 16

When Individuals with Disabilities Education Act- IDEA (2004) was reauthorized Congress sought to reduce # of students referred for special education by requiring states to initiate at least a three-step system prior to a referral (although many districts may use more).

RTI Defined

Goal-increase the number of intervention and prevention opportunities available to students (before they fail), thus decreasing the number of students incorrectly identified for Special Education and/or other services.

Goal of RTI- pp. 16-17

6 Related to Language Arts:1. Oral Expression2. Listening Comprehension3. Written Expression4. Basic Reading Skills5. Fluency6. Reading Comprehension

8 Areas as a Basis for Learning Disabilities, IDEA 2004 p. 17

Discrepancy Model has been ineffective. “Wait until they fail” approach. Too many students mislabeled. Instruction was not differed to meet needs

of student (student was viewed as issue, not instruction).

P. 17

Why RTI?

Define- What is the problem?

Analyze- Why is it happening?

Implement- What are we going to do about it?

Evaluate- Is it working?

RTI follows Problem Solving Process- Review pp. 18-19

Tier I Consists of core curriculum in classroom. Is the initial instruction by classroom teacher

(like 90 minute reading block). Student is monitored (for progress).

If the student has little to no progress, then

Three Tiers: Most Common Model

In addition to Tier 1. Can be in class or out of class, but usually

small group. Supplemental instruction referred to as targeted and strategic intervention.

Different from Tier 1. Title I funds can be used for this as well as

Special Ed funds. Again if student has little to no progress, then

Tier 2

Comprehensive and intensive customized instruction different from and in addition to Tier 1 and Tier 2.

Typically one-on-one intervention.

A decision-making team (like a Student Study) reviews progress to determine if student needs to be referred for special education.

Tier 3

http://www.florida-rti.org/flMod/threeTierModel.htm

Three Tier Model in Florida

Florida

Assessments for

Instruction in

Reading

How fair is FAIR?

Broad Screen/Progress Monitoring Tool= Tier 1(all students)

Broad Diagnostic Inventory = Tier 1(all) and 2, sometimes 3 (vocabulary)

Targeted Diagnostic Inventory= Tier 2 and 3 (some, those scoring yellow or red on Broad Screen)

On-Going Progress Monitoring= Tier 2 and 3 (only some)

FAIR Assessments and Relationship to RTI

Broad Screen- Letter naming & sounds, phonemic awareness, and word reading; 3-5 minutes; result is Probability of Success Score (green, red, yellow)

Broad Diagnostic- listening comprehension, reading comprehension, vocabulary and spelling (grade 2 only); 10-15 minutes per task; timing occurs◦ There is a 10% Stop Rule◦ http://www.fcrr.net/files/K-2_webinar_handouts.pdf

K-2: On Paper and Scripted

Broad Screen-Computer-based, adaptive comprehension assessment (except maze) designed to determine Probability of Success on FCAT (red, yellow, green)◦ Standard score◦ Percentile rank◦ Lexile score◦ Ability score◦ Content area scores ◦ http://

www.fcrr.org/FAIR/FAIR%20Powerpoints/Teacher%20Webinar_3-5-handouts.pdf

3-12 Computer Administered

(3x a year)

Set of tasks to more precisely indicate areas of instructional need based upon performance on

Broad Screen.

Text Reading Efficiency (mazes and fluency)◦ Maze- 2- three minute grade-level passages, student

chooses cloze items embedded in text◦ Fluency- accuracy, speed and gist-level comprehension

Computer-based Word Analysis (spelling)- 5-15 minute adaptive◦ See sample http://www.fcrr.org/FAIR/index.shtm

Targeted Diagnostic 3-12 (3x a year)

K-2 Tasks- letter name and sound knowledge (K), phonemic awareness (K & 1), word building (K & 1), and oral reading fluency (1 & 2).

3-5 Tasks- oral reading fluency (3-5) on paper, computer-based mazes (3-12).

Ongoing Progress Monitoring K-12 (as needed)

If we had been differentiating instruction all along, RTI would not be needed, and

perhaps not even FAIR.

Interestingly…

Engaging students in respectful tasks Requires flexible grouping Based on ongoing assessment Requires adjusting instruction (content,

process, or product) based on student readiness, interest, and learning profile.

Reviewing Differentiation

Know student strengths and weaknesses (review files, assessments, etc…)

Be aware of student motivation Be cognizant of learning profile/styles Employ various grouping techniques Develop effective lessons based on the

above Utilize effective classroom management

Classroom Applications: What do I need to know?

Instruction- high quality, research-based Responsive- differentiated to student needs Assessment- knowledgeable assessor Collaboration- all stakeholders, including

parents. Systematic & Comprehensive Expertise

IRA Guiding Principles for Teachers Implementing RTI p. 17

Still have questions visit

http://www.florida-rti.org/

Review Your 3-Column Chart