module 6 RTI
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School
Touro College *
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Course
640
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by BaronRain10029
1)
List and describe the six main features of RTI.
According to the Iris Center (2018), the six main features of an RTI are that of: universal screening, high-quality instruction, frequent progress monitoring, data-based decision making, increasingly intense levels of instructional intervention, and fidelity of implementation. Universal screening is a process by which students undergo screening measures several times a
year to identify individuals who may need additional support. It’s the first step in the RTI framework. High-quality instruction refers to “instruction provided to all students in the general
education setting using standards-based curriculum and evidence-based practices”, and frequent progress monitoring is “a type of formative assessment in which student learning is evaluated often and on a regular basis in order to provide useful feedback about performance to both learners and teachers to track student progress and make instructional decisions” (IRIS Center MTSS/RTI Mathematics, 2018, p.2). Data-based decision making pertains to “analyzing formative assessment data and using it to make instructional decisions”, and increasingly intense levels of instructional intervention pertain to the process of adding “additional instruction at the next level of intensity receive by a student when progress monitoring data indicate that the student is not making adequate progress” (IRIS Center MTSS/RTI Mathematics, 2018, p.2). Lastly, the fidelity of implementation is known as “the degree to which teachers accurately follow the implementation guidelines on an instructional or behavioral program or practice” (IRIS Center MTSS/RTI Mathematics, 2018, p.2).
2) What are the two types of assessment used in RTI? Briefly describe the purpose of each.
The two types of assessments used in RTI are that of universal screening and progress monitoring. As previously mentioned, universal screening is a type of screening measure utilized in the first tier of the RTI framework. Its main purpose is to assess students to gain a better understanding of who is performing at grade level as opposed to who might be struggling and in need of additional support. The universal screening measure helps create a baseline for student performance so as to have a starting point from which to assess progress. Subsequently, progress monitoring measures come into play here to help evaluate student progress on a regular basis. This process incorporates data collection as well as data informed decision making. In essence, teachers can assess a student’s progress, compare it to the baseline, and gain a better understanding as to whether a student is responding to a particular intervention. If a student is, a teacher would know that a particular instructional plan is effective; whereas, if a student is not improving it may indicate that there is a need to provide additional support or reevaluate whether the chosen intervention is in fact effective. The main goal of frequent progress monitoring is that they create a space for the timely implementation of instructional adjustments in order to help students succeed. 3)Imagine you are a 2nd-grade mathematics teacher. You have just administered a CBM computation probe to your class for week 4. You need to determine whether Bob is making adequate progress. To do so, you must:
a.
Determine Bob’s score using digits correct:
28
b.
Graph this score along with Bob’s data for the last three weeks
c.
Calculate Bob’s performance level
26
d.
Calculate Bob’s rate of growth
2
4.
Below are links to progress monitoring criteria and graphs for three students. View each student’s graph. Based on the data:
a.
Calculate the student’s performance level.
1.
Student 1: 10 at goal benchmark of 15
(10+10)/2
20/2
10
2.
Student 2: 20
at a goal benchmark of 25
(21+19)/2
40/2
20
3.
Student 3: 29
at a goal benchmark of 30
b.
Calculate the student’s rate of growth.
1.
Student 1: .33
(10-8)/(7-1)
2/6
.33
2.
Student 2: 1
(21-5)/(17-1)
16/16
1
3.
Student 3: .69
(30-10)/(30-1)
(20/29)
.69
c.
Make an instructional decision and explain your answer.
1.
Student 1 had a 10 at benchmark when there was a goal of 15. The student slope was .33; however, the goal slope was greater than .4. With this information, it can be said that this student needs more support and should move to Tier 2 in order to receive more support. 2.
Student 2 had a 20 at benchmark when there was a goal of 25. The student slope was 1 which met the CBM criteria of being greater than .4; however, they did not meet their benchmark. I think that in this scenario it would probably be beneficial to continue progress monitoring measures to determine whether this student needs more support, and if so, what kind. If the student’s rate of improvement is greater than the CBM requirement but they are not meeting the benchmark, it may be necessary to evaluate other situational factors. Perhaps they need alternative differentiated instruction, more target support, or even new goals that may be more realistic. All this information should be used to understand whether there is a need to adjust the tier level.
3.
Student 3 had a 29 at benchmark when the goal was 30. Their slope is .69
which is greater than the CBM criteria of .4. For this student, they are making progress and exceeding the rate of improvement, but still not meeting the benchmark. I think that they can benefit from continued progress monitoring ad personalized instruction. This student should remain in Tier 3 until both goals are met. Once they are met, it can be evaluated whether they can move back to Tier 2. 5.
How can school personnel monitor fidelity of implementation of the main RTI components? How can they respond if a teacher is not implementing with fidelity?
According to the Iris Center (2018), monitoring fidelity implementation of the RTI components is crucial because effective implementation is at the core of what can help students succeed. There are several variables regarding fidelity such as the data collection method, frequency of data collection, and the support systems. If a teacher is not implementing
with fidelity it would be necessary to identify the areas where there is a lack of fidelity such as whether it’s within conducting assessments, implementing interventions, or monitoring for progress. Once that is identified, they can be given support and guidance from colleagues as to what steps can be taken to improve their process. It can also be beneficial to consider whether the teacher can benefit from professional development opportunities to learn more about the RTI process and its implementation. Just like students, teachers receiving coaching and feedback can gain a lot because it can give them a chance to become more effective at implementing the RTI components.
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References The IRIS Center. (2018).
MTSS/RTI: Mathematics.
Retrieved from
https://iris.peabody.vanderbilt.edu/module/rti-math/