Transcript RTI and Title 1 - OrRTI - Oregon Response to Intervention

RTI and Title I
An Overview
Facilitated by
Tara Black & Dean Richards
Targets
• Participants will understand the difference
between a Title I Schoolwide and Title I
Targeted Assisted Program
• Participants will understand the difference
between Response To Intervention (RTI)
and Title I Programs
Expectations
• Participate to 100% of your ability
• All participants have a voice
• No question is a bad question
Two Program Models for
Title I, Part A
1. Targeted Assistance
-Minimum 35% FRLP
(Free and Reduced Lunch Program)
2. Schoolwide
-Minimum 40% FRLP
How does it get decided?
• It is up to the LEA to identify Title I
Schools, Programs, and Services based
upon the district’s and individual school
goals
• Just because a school is 35% or
more FRLP doesn’t mean that
the school will be a Title I
School Program
How does it get decided?
• 75% FRLP-The LEA is Required to Fund as
a Title I Program
How does it get decided?
• Districts can
distribute the
funding in
accordance to
NCLB Rules and
Regulations
How does it get decided?
• Many districts fund
elementary schools
first, and some will
only serve primary
aged students K-2
• (generally targeted
programs)
Targeted Assistance Model
Targeted Assistance Model
• A Targeted Assistance program is one in
which individual students are targeted to
receive Title I services.
Targeted Assistance Model
• The term “targeted assistance” signifies
that the services are provided to a select
group of children:
those identified as failing, or most at risk of
failing, to meet the state’s academic
achievement standards.
Targeted Assisted Program
• In a TAS Program, Title I Funds must
support the identified or targeted students
only.
Targeted Assistance Model
• Students are identified based on multiple,
objective, educationally- related criteria
and assessments.
• You can’t use Title I funds find the
students
Targeted Assistance Model
• Services may be delivered in a number of
ways such as:
– Pull-out model
– Extended day
– Extended Year (i.e. summer school)
To accomplish this goal, a targeted
assistance program must be based on:
• Improving achievement of participating
children.
To accomplish this goal, a targeted
assistance program must be based on:
• Using effective instructional strategies
that give primary consideration to
extended time beyond core
instruction
Targeted Assistance Model
• Providing
accelerated, highquality curricula.
Targeted Assistance Model
• Minimizing the
removal from the
regular classroom
during regular
school hours.
Targeted Assistance Model
• Coordinating with
and supporting the
general education
population.
Targeted Assistance Model
• Providing
instruction by
highly-qualified
and trained
professional staff
members.
Targeted Assistance Model
• Implementing
strategies to
increase parental
involvement.
Talk Time
• What are schools using to identify their
students?
• How are your Targeted Assisted schools
delivering services?
Schoolwide Assistance Model
Schoolwide Model
• A Title I school is eligible to become a
schoolwide program when the FRLP level
counted is at or above 40 percent.
Schoolwide Model
• A schoolwide program has more flexibility
in the use of Title I funds and in the
delivery of services than a Targeted Title I
Program.
Schoolwide Model
• Schoolwide Program Goals are set and
action plans are implemented based on
school data to best meet the needs of
students most at risk in reading, writing or
math.
Schoolwide Model
• Schoolwide Program Goals are set and
action plans are implemented based on
school data to best meet the needs of
students most at risk in reading, writing or
math.
Identification of Schoolwide Students
• All students are eligible to participate in all
aspects of the Schoolwide Title I Program.
Schoolwide Model
• The statute requires schools to particularly
address the needs of low-achieving
children and those at-risk of not meeting
the state academic achievement standards.
Talk Time
• Discuss the differences between
Schoolwide and Targeted Assisted schools.
• How are your Schoolwide schools
delivering services?
Interventions
RTI
Research-based and/or
scientifically validated
programs
SWP
Research-based and/or
scientifically validated
programs
TAS
Research-based and/or
scientifically validated
programs
Interventions
RTI
SWP
TAS
May be taught by certified
classroom teacher or I.A.
In addition to a 90 minute
Reading Block
Must be planned by a
certified classroom teacher
or specialist (i.e. Reading
Teacher, Math Teacher etc.)
Must be planned by a
certified classroom teacher
or specialist (i.e. Reading
Teacher, Math Teacher etc.)
May be taught by certified
highly qualified classroom
teacher
May be taught by certified
highly qualified classroom
teacher or Title I Teacher
Highly Qualified I.A.’s can
provide instructional
Support
Highly qualified I.A.’s
can provide instructional
support
Interventions
RTI
Delivered in small groups
SWP
Delivered in small groups
or one-on-one
TAS
Delivered in small groups
or one-on-one
Can be delivered within
Can be delivered within
the core in a push-in model the core in a push-in model
Interventions
RTI
SWP
TAS
Instruction and Curriculum Instruction and Curriculum Instruction and Curriculum
are Supplemental to the
are Supplemental to the
are Supplemental to the
general education program general education program general education program
Assessments
Enter and Exit Criteria
RTI
Use Universal Screener to
identify health of the core
and students that may
need interventions
SWP
TAS
Use universal screener and
other district identified
assessments to identify
students who are at-risk of
meeting grade level
benchmark/s in reading,
writing, or math
Use universal screener and
other district identified
assessments to identify
students who are at-risk of
meeting grade level
benchmark/s in reading,
writing, math
Assessments
Enter and Exit Criteria
RTI
District decision rules guide
which student/s are served
during additional
intervention block
SWP
TAS
Assessments
Enter and Exit Criteria
RTI
SWP
TAS
Title I Funds can only be
used to assess students
already identified as
‘targeted’
Assessments
Enter and Exit Criteria
RTI
Progress Monitoring Data
is collected regularly to
assess if the student in
making progress
SWP
TAS
Progress Monitoring Data
is collected regularly to
assess if the student in
making progress with
supplemental/intervention
instruction
Progress Monitoring Data
is collected regularly to
assess if the student in
making progress with the
supplemental/intervention
instruction
Who can administer assessments?
RTI
SWP
Universal Screening Data is
collected by classroom
teachers, instructional
assistants and/or a district
hired team
Universal Screening Data is
collected by classroom
teachers, Title I
instructional assistants
and/or a district hired
team
TAS
Title I Funds can only be
used to assess students
already identified as
‘targeted’ in reading,
writing, or math
Who can administer assessments?
RTI
SWP
TAS
Progress Monitoring Data
is collected regularly by the
interventionist or the
classroom teacher to
assess if the student in
making progress
Progress Monitoring Data
is collected regularly by the
interventionist or the
classroom teacher to
assess if the student in
making progress
Progress Monitoring Data
is collected regularly by the
certified classroom teacher
or Title I Funded FTE to
assess if the student in
making progress
Talk Time
• What is something that you knew about
interventions in Title 1 and RTI.
• What was something that you new about
interventions in Title 1 and RTI.
• What is one takeaway
regardingassessment?
Core
RTI
Research Based Core
SWP
TAS
Core
RTI
SWP
TAS
Strong Instructional
Strategies for ALL students
Strong Instructional
Strategies for ALL students
recommended core
instruction daily
Strong Instructional
Strategies for ALL students
recommended core
instruction daily
Core
RTI
For 90 minutes a day
SWP
TAS
Core
RTI
A few students may receive
partial replacement core in
order to close the
achievement gap to get
them back into the core
SWP
TAS
Core
RTI
SWP
TAS
Interventions must be
supplemental to the
district’s general education
core program
Interventions must be
supplemental to the
district’s general education
core program
Professional Development
RTI
SWP
PD is ongoing and based on
student-outcome data
PD is ongoing and based on
student-outcome data
A Needs Assessment of
student and teachers is
administered
TAS
Professional Development
RTI
SWP
A PD Plan/goals must be
written and aligned to
the needs assessment the
PD goals are incorporated
into the Title I SWP for
increasing academic
achievement in reading,
writing, or math,
behavior
TAS
A PD Plan must be
written and aligned to
TAS program goals for
increasing academic
achievement in reading,
writing, or math
Professional Development
RTI
SWP
PD can be related to
behavior
TAS
PD is used to support
professional
growth/instructional
improvement in working
with ‘targeted’ students
identified most at-risk in
reading, writing, or math
Professional Development
RTI
SWP
Title I Funds Can be used to
hire instructional coaches to
support schoolwide efforts
to improve achievement (i.e.
instructional practice)
TAS
Talk Time
• What is your current practice around
professional development for certified staff?
• What is your current practice around
professional development for classified staff?
• What is one takeaway regarding
core?
NCLB of 2001:
Title I, Improving the Academic
Achievement of the Disadvantaged:
Public Law 107-110
Common Elements of Title I Targeted
Assisted & Schoolwide Programs
• Parent-teacher-student compact
• Documentation to show the school is
addressing needs of low achieving students
• Letter To Parents (teacher and
paraprofessional qualifications)
• Student Monitoring Progress Reports
• Annual Evaluation of Program
Program Options–
Specific Requirements
• Specific to a Schoolwide =
– Schoolwide /SIP Building plan
• Specific to Targeted Assistance =
– Targeted Assistance Building Plan
– Rank order list of identified students served