|
RTI in Middle School
Recognizing that RTI
implementation differs at the middle school level as a
result of the structure, teacher role, and learning
expectations of middle schools, the NCRTI has released a
number of products targeted specifically at RTI
implementation in middle schools. These products are
based on descriptive information from middle schools
implementing RTI throughout the country. In addition to
the new products below, there are also information
briefs focused on RTI
Implementation Processes for Middle School and RTI
Scheduli ng Process for Middle School as
well as a number of webinars focused
on RTI at the middle school level.
RTI in Middle Schools: The Essential Components
This brief describes the
essential components of RTI: screening, progress
monitoring, a multi-level prevention system, and
data-based decision making for RTI implementation at the
middle school level, based on descriptive information
from middle schools implementing RTI. The brief covers
information on how schools selected screening and
progress monitoring tools, developed a process for
conducting assessments, used data to make decisions, and
implemented primary, secondary, and tertiary prevention
levels. View the brief on
the NCRTI website and learn more about the essential
components of RTI by viewing the Essential
Components of RTI – A Closer Look at Response to
Intervention.
Response to Intervention in Middle Schools:
Considerations for Implementation
This training
module was
developed for teams implementing a RTI framework at the
middle school level. This module shares information
about the essential components of RTI and considerations
for implementing RTI in middle schools. The module is
designed as a component of comprehensive professional
development that includes supplemental coaching and
ongoing support and should be delivered by a trained,
knowledgeable professional. The module includes
PowerPoint presentations with speaker’s notes for use by
the trainer and activities and handouts for use during
the training. View the training
module and accompanying handouts on
the NCRTI website.
The ABCs of RTI in Middle School: A Guide for Parents
This guide was
developed to help middle school parents and other family
members understand the essential components of RTI, ask
questions about RTI, and understand how the RTI
framework may be used to help their children succeed in
school. A similar guide is
available on the NCRTI website for parents of elementary
school students.
Screening and Progress Monitoring Briefs
The NCRTI has released a
series of new briefs focused on screening and
progress monitoring to help school practitioners
develop a deeper understanding of assessments
used within the RTI framework. These briefs
cover various topics related to screening and
progress monitoring practices. Practitioners
engaged in the implementation of RTI at any
stage may benefit from these briefs. While the
briefs can be read in any order based on your
need, it is recommended that you read them in
numerical order.
Progress Monitoring Briefs Series
The progress monitoring
briefs provide practitioners with guidance to
support careful planning and thoughtful
practices as part of comprehensive progress
monitoring within the RTI framework, and
highlight frequently omitted pieces of the
progress monitoring process. The briefs include:
Screening Briefs Series
The screening briefs
cover various topics related to screening
practices within an RTI framework so that
practitioners will better understand the
contextual issues that surround them, and
enhance their ability to accurately identify
at-risk students using these practices. The
briefs include:
-
Brief #1: Classification Accuracy (PDF): Brief
1 provides a short explanation of
classification accuracy, and provides an
illustration of the interaction between true
positives, false positives, false negatives,
and true negatives. There is also a brief
discussion of sensitivity and specificity.
This brief also notes potential methods for
improving classification accuracy.
-
Brief #2: Cut Scores (PDF): Brief
2 describes cut scores and discusses their
role in the identification of at-risk
students and allocation of resources.
-
Brief #3: Predicting Students at Risk for
Reading and Mathematics Difficulties (PDF): Drawing
from the research literature, Brief 3
provides suggestions of age-appropriate
screening measures to use in the areas of
reading and math. It provides succinct
recommendations for practitioners and
briefly describes how a two-stage screening
process may improve accurate identification
of at-risk students.
-
Brief #4: Ensuring Fidelity of Assessment
and Data Entry Procedures (PDF): Brief
4 addresses the importance of fidelity when
delivering and scoring screening
assessments, and when entering these data
into a database.
|
The National Center on Intensive Intervention
Hosts Free Webinar
The National Center on Intensive Intervention
presents: Providing Intensive Intervention using
Data-Based Individualization in Behavior
On Tuesday, January 29th
from 3:00 – 4:00 PM (EST) The National Center on
Intensive Intervention (NCII) will hold a free
webinar conducted by Dr.
Joseph Wehby, associate professor in
Vanderbilt’s Department of Special Education
and Senior Advisor to the NCII. It provides an
overview of the Center’s approach to providing
intensive interventions: the Data-Based
Individualization process, or DBI. Dr. Wehby
will describe the essential components of the
DBI process while highlighting a relevant
student example in behavior. This webinar
provides a good foundational understanding of
how interventions can be intensified and
individualized for students with persistent
behavioral challenges, and ma y be helpful to
district staff, administrators, special
educators, interventionists/specialists, school
psychologists, social workers, and parents. No
pre-registration is required for the webinar and
instructions for accessing the webinar along
with a link to the webinar will be posted on the NCII
website. The webinar will be archived on the
NCII website after the event. Learn more about
NCII and intensive interventions for students at http://www.intensiveintervention.org/.
Note from the National Center on Response to
Intervention
Since 2007, NCRTI has
provided technical assistance (TA) to build the
capacity of states to assist districts in
implementing and evaluating proven models of
response to intervention. Through our work, we
have identified essential components of tiered
instruction based on our synthesis of relevant
research and have developed tools and approaches
that help states, districts, and schools build
and assess their capacity to implement tiered
academic instruction with fidelity. The
intensive TA supports we have provided have
included customized training, assistance with
developing guidance documents, and on-site and
distance supports, and have allowed more than a
dozen states to build their capacity to
effectively implement multi-tiered, data-driven
instructional programs. As many of you are
aware, our five year grant from the Office of
Special Education Programs ended July 31. A
lthough the NCRTI’s federal funding has ended,
we will continue to provide technical assistance
on RTI on a fee for service basis. Those
interested in receiving technical assistance can
still make requests through our website.
However, it is important to understand that
requesting states and districts will be asked to
cover
the
costs of the TA, including travel costs and
daily rates of any speakers or trainers. In
addition, we will be adding resources, such as
those in this newsletter, to our website over
the next several months and our website, which
currently contains over 1500 resources, will
continue to be available to you at no charge.
The State database, progress monitoring tools
chart, and the instructional interventions tools
chart will continue to be available, through the National
Center on Intensive Intervention. On behalf
of the entire staff of the NCRTI, it has been a
pleasure to work with you all and we hope we can
continue to meet your needs. |
|
|
