RTI Module 4
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Dec 6, 2023
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RTI: Module 4
1
RTI: Module 4
Jamisha Coachman
Central State University
Paula Peterson
November 3, 2023
1.
What are the four components of RTI?
The four components of RTI are:
Universal Screening: This assessment is used to help identify which students are at-
risk for poor learning outcomes. These screenings usually include a brief assessment
with all students in a specific grade level followed by additional testing or progress
monitoring to determine students at-risk. The screening takes into consideration
student strengths, cultural responsiveness, and linguistics.
Progress Monitoring: The RTI framework includes progress monitoring to track
students' academic performance and rate of learning. This component also evaluates
the success of classroom instruction for improving individual or classroom student
learning. Progress monitoring also takes into consideration student strengths, cultural
responsiveness, and linguistics.
Multilevel Prevention System: The multi-level prevention system has three levels:
primary, secondary, and intensive. This key piece is used school wide, and each level
represents a specific amount of intervention based on a student's responsiveness to
learning materials. The primary prevention level is focused on high quality core
instruction. The secondary level identifies students who are at risk for poor learning
outcomes and delivers targeted, supplemental instruction to small groups.
Data Based Decision Making: All levels of RTI and all levels of instruction include
data analysis and decision making. Decisions that concern instruction, movement
within the various levels, and identifying learning disabilities are applied by
educators who use the screening and progress monitoring data.
2.
The two types of assessment used in RTI are universal screening and progress
monitoring. Describe the purpose of each of these two types of assessment.
The purpose of universal screening is to identify the problem early on and prevent
more potential future problems with a student’s education. Progress monitoring is a
method of evaluating a student's progress or performance in areas where they have
been recognized as at-risk for failure by universal screening. The purpose of progress
monitoring is to determine whether students are learning properly from the traditional
educational program and are meeting the expected progress. Progress monitoring also
helps in the development of effective intervention programs for those in need of it.
For the next two questions, imagine that you are Ms. Hayes, a first-grade teacher at Rosa Parks
who is also piloting the RTI approach.
3.
You are concerned about how you will complete the universal screening measure
with all of your students and about how you will incorporate progress monitoring into
your weekly lesson plan. To prepare for this task, complete the table below.
Note: Some of the items (marked by *) have been selected by the S-Team and cannot be
changed. For these items, use the information that was provided in the module. Complete the
remaining items with information that will best work with your schedule.
Assessment
Questions to Consider for
Planning
Ms. Hayes’s
Plan
Universal
Screening
How often will the universal screening be
administered (frequency)? When?
* Screenings will
be held three times a
year during the fall,
spring, and winter.
What universal screening measure is my
school using?
Using the dolch
sight word list,
my school will
measure reading
comprehension.
What is the selection criterion?
The measure
criterion
referenced. The
purpose is to
establish a
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benchmark for
identifying
expected reading
skills for a grade.
What day (week/ month) will I begin the
administration of the universal screening measure?
Week two of the
school year the universal
screening will be given.
The second week in
January and the
second
week in May.
When during the day will I schedule the
screening?
As soon as
possible after midnight,
I'll schedule the
screening.
How much time will I set aside each day for
the screening?
My screening
will be completed in one
week, and I'll allow ten
minutes per day.
Progress
Monitoring
What progress monitoring measure(s) is my
school using?
*
Curriculum-based
measurement will
be used at my
school.
How often will I administer progress
*
Each progress
monitoring probes?
monitoring probe
will be
administered once
a week for eight to
ten weeks.
On which students will I collect progress
monitoring data?
My students will
be administered progress
monitoring probes. The
results will guide my
instruction, as well as
monitor my struggling
students.
When will I schedule the administration of
probes (days/ time)?
I will schedule the
probes on Mondays
and Wednesdays
during the last
period of the day.
What is the criterion set by the school to
warrant Tier 2 placement?
*
Research-based
instruction will be
conducted for 8-10
weeks, and then a
student will be
moved up to Tier 2.
Who will graph the data?
Graphs will be
created by the teacher.
4.
In September, you administer the beginning-of-year universal screening using
a
Dolch
sight word list. Below is a list of the students’ scores. (Remember that Rosa
Parks identifies the students scoring in the bottom 25 percent as struggling readers.)
a.
What steps would you take to determine which students are in the bottom
25 percent of the class?
My first step in determining the bottom 25% of the class
would be to rank order the scores. My struggling students
would qualify for Tier 1 interventions based on the scores
and the number of students I have.
b.
List the names of the struggling students and describe what will happen to
them during Tier 1 instruction.
Lauren, Chris, Kendall, Molly, Porter are the tier one students.
c.
Imagine that the criterion for identifying struggling readers is a score
below 15. How would this new criterion affect the number of students
being identified as struggling readers?
My list of students who might be eligible for Tier 1
modifications would need to be expanded by 5 students if
the score for identifying struggling readers is 15.
L
eilani
3
0
K
eisha
2
3
B
ishop
1
2
L
6
K
1
R
1
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auren
yle
7
andall
1
S
am
1
8
K
armen
1
3
M
olly
9
K
ayden
1
9
K
endall
7
K
ayleigh
1
6
C
hris
1
4
K
endale
2
0
P
orter
1
0
N
aomi
1
0
H
arper
1
5
J
amisha
1
4
5.
Below are the graphs for three students. View each graph and make a tier decision for
each student. The benchmark and slope criteria are those used for the
WIF
(i.e., slope
≥ 1.8; fall benchmark = 15; winter benchmark = 25; spring benchmark = 30).
Remember to use the slope calculator located on Perspectives and Resources Page 5.
Description:
This student’s score has increased steadily for the last 8 weeks.
She first scored a 4, and on her last probe, she scored a 17. Her slope is a
1.86, which means she is responding to Tier 1 interventions and is making
adequate progress. Student 1 may be moved out of Tier 1 interventions.
Description:
This student’s score has increased steadily, however has not met
the benchmarks. In week 20, she scored a 23, when her benchmark was 25.
Additionally, her slope is a 0.79, when it should be at least 1.8. I would move
this student into Tier 3.
Description:
This student has not responded to the interventions of Tier 1 or 2.
He/she has scored a slope of 0.66, which illustrates that he/she is not making
adequate progress. I would have this student tested for a learning disability.
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References
IRIS | Assessment
. (n.d.). Iris.peabody.vanderbilt.edu.
https://iris.peabody.vanderbilt.edu/module/rti02/cr_assess/#content