Winter 2014
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The RTI.2 framework integrates Common
Core State Standards, assessment, early
intervention, and accountability for at-risk
students in the belief that ALL students can
learn.
As of July 1, 2014, RTI.2 will be the sole criteria
by which a student may be identified as having
a Specific Learning Disability (SLD) in the state
of Tennessee.
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A process for coordinating high quality
service delivery in schools.
A layered instructional approach that
prevents problems first, and then brings
increasingly intense interventions to students
who don’t respond.
Making instructional decisions based on data.
A way to integrate ALL programs with general
education.
Providing relevant data for SLD identification
and for instructional programming.
is to improve academic (and behavioral)
outcomes for ALL students
by eliminating discrepancies
between actual and expected
performance.
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Tier I – ALL students participate in high
quality, general education instruction using
Common Core Standards.
Must have ongoing screening, and ongoing
assessment to inform and change instruction.
Teach, assess, monitor and adjust!!
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ELA:
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K-2/150 minutes
3-5/90 minutes
6-12/55 minutes traditional/90 minutes block
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MATH:
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K-1/ 60 minutes
2/75 minutes
3-5/ 90 minutes
6-12/ 55 minutes traditional/90 minutes block
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Tier II – In addition to Tier I:
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Interventions are provided to students that fall below the 25% on the
universal screening and are struggling academically.
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Students are provided instruction based on their specific area of deficit
and progress monitoring occurs.
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This must occur at a minimum of 30 minutes EACH day in addition to
core instruction. This must be small group instruction.
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This may be sufficient to meet their needs. Some students may stay in
Tier II and continue until no longer needed.
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Special education students may be placed in Tier II for intervention. (This
may not be an IEP provided service)
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Tier III – In addition to Tier I, students who have not made
significant progress in Tier II are provided a more intense
intervention in their specific area of deficit. These students fall
below the 10% on the screening.
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Progress monitoring continues.
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45-60 minutes of explicit instruction daily, in small groups. This
must be more intense than Tier II.
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This intervention may meet the needs of these students and they
may continue this instruction for any period to time.
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Remember: Intervention changes must occur before looking to
move a student to more intense intervention OR before making a
referral to SPED.
Special Education
Is the MOST INTENSE intervention the school
can provide.
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Basic Reading Skills (letters, letter sounds,
decode)
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Reading Comprehension
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Reading Fluency
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Written Expression
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Math Calculation
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Math Reasoning (problem Solving)
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The District has established an I-Team that
meets periodically to discuss RTI issues at the
school level and assist the school leaders in the
decision making process.
The primary goal of the School I-Team is to
ensure the success of all students through high
quality instruction, data analysis, and
intervention. This team meets regularly (once
every 4.5 weeks at a minimum) to develop the
school RTI.2 plan and examine progress (data) to
determine next steps for implementation.
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Fidelity monitoring will occur at each level of RTI.2.
Fidelity monitoring occurs at Tier I through on-going teacher evaluations
to ensure that high quality instruction is being provided in all
classrooms around common core instruction.
Fidelity of Tier II/III must occur at each building through principal, other
leaders, and central office staff.
The purpose of fidelity monitoring is to ensure that interventions are
implemented appropriately by the protocols of each established
program, and that these interventions are being implemented
consistently (according to time guidelines).
Fidelity monitoring must occur at least 3times / grading period. This
monitoring should focus on individual students to ensure they are
receiving the intervention as prescribed by the I-Team.
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District and school I-Teams fully functional
Universal Screenings (3 times / year)
Assessments (on-going and progress
monitoring)
Follow recommended instructional time
Parent involvement
Effective, evidence-based programs with
professional development
Fidelity monitoring
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www.tn.gov/education
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www.tnspdg.com
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www.tncore.org
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http://state.rti4success.org
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http://nichcy.org