Core elements of RtI such as universal screening, progress monitoring, problem solving procedures and multi-tiered supports have been shown to support ELLs. Learn considerations when applying universal screenings and progress monitoring in order to prioritize and identify needs of ELLs in need of interventions and supports within a multi-tiered problem solving process.
Effective RtI implementation begins with a universal screening process administered three times per year to all students. Presented during the 2010 NYS RtI TAC Summer Institute this presentation examines the infrastructure or logistics involving universal screening and identifies three distinct methods for determining at-risk status. In addition to providing the steps for establishing cut points, the presenters also focus on how to differentiate between the direct route versus the progress monitoring route within the screening process.
Many failures of education reforms and practices are attributed to poor implementation. As schools adopt an RtI model, it is critical that essential RtI components are implemented with integrity. The focus of this presentation is on CBM implementation fidelity and practices to ensure CBM implementation fidelity in school settings. The presenter examines how general and special education teachers, reading specialists, literacy coaches, school psychologists, and school administration can ensure CBM implementation fidelity in their respective schools
Curriculum–Based Measurement (CBM) is an assessment approach designed to measure the growth of student proficiency in core educational skills that are predictive of positive school success. This all-day workshop will provide an overview of CBM and discuss how to use CBM screening and progress monitoring data to make instructional decisions within a Response to Intervention (RtI) model. Steps involved in the RtI data-based decision making process will be outlined as well as procedures for establishing data-based decision making rules within a tiered intervention system.
Curriculum–Based Measurement (CBM) is an assessment approach designed to measure the growth of student proficiency in core educational skills that are predictive of positive school success. This all-day workshop will provide an overview of CBM and discuss how to use CBM screening and progress monitoring data to make instructional decisions within a Response to Intervention (RtI) model. Steps involved in the RtI data-based decision making process will be outlined as well as procedures for establishing data-based decision making rules within a tiered intervention system.
RtI models that involve English Language Learners require a comprehensive, collaborative approach in which educators have a common understanding of second language acquisition, cultural influences on teaching and learning, and effective instructional practices. This all day workshop provides a brief overview of RtI and focuses on the relevant instructional and assessment factors schools need to consider when implementing the RtI process with English Language Learners. Participants will explore the essential features of RtI models with a focus on quality core instruction to ELLs, using data to identify struggling students, factors to consider when selecting "research-based interventions," aligning interventions with linguistic and cultural characteristics, the role of the problem-solving team, and evaluating student response.
Response to Intervention is a multi-tiered early detection and intervening process that identifies struggling students early and assists them before they fall behind. RtI incorporates high-quality instruction/intervention matched to student needs and frequent and regular progress monitoring. This all-day workshop, provided free of charge, provides an overview regarding the critical features and concepts of RtI followed by a set of tools school-based RtI teams can use to begin designing an RtI process. The workshop will also focus on how to establish building-level adoption or consensus for RtI. Each team will assess their school’s RtI readiness and leave with an action or implementation plan that will support preliminary RtI efforts in their school.
Across the country, schools are actively involved in the implementation of Response to Intervention, an early intervening process designed to identify students who may be at-risk for academic failure. The Council of Exceptional Children-Chapter 402 in collaboration with the Niagara Frontier Reading Council is pleased to host an RtI panel discussion by school-based practitioners who have extensive and practical RtI experience. The morning will begin with an overview of RtI models and processes from two New York State public schools who have been implementing RtI for several years. Panel presenters will describe their school’s RtI model, the role of school staff within the RtI process and identify critical factors to consider to ensure successful implementation. The panel discussion will conclude with an opportunity for attendees to ask questions relative to RtI to help further their own understanding of this early prevention process.
The Content Literacy Continuum (CLC), developed by the Center for Research on Learning at the University of Kansas, is a supportive framework that consists of five levels of increasing intensity designed to meet the needs of high, average, and low achievers at the middle school level. This presentation describes each of the five levels and how they can be incorporated into an RtI process.