A brief introduction to the faculty of DMS

A proactive model for identifying students who are having difficulties with academic achievement and behavior◦ Aligned with high-quality, scientifically based classroom

instruction. ◦ Utilizes progress monitoring◦ Provides for tiers of evidence based intervention◦ Collects data on the success of the interventions

Focuses on the concept of meeting the needs of all students

Meets Mandates◦ IDEA◦NCLB◦Reading First

A multi-tiered approach using:◦ High quality research based curriculum and

instruction◦ Teachers that are active in student assessment,

with universal screening for identification of possible at-risk students

◦ Universal and Individual monitoring◦ Research based interventions◦ Interventions that are done with fidelity

Universal Screening◦ Identifies students who are at risk in regards to

specific skills and may need more in-depth assessment

◦ Given 3 times per year

Progress Monitoring◦ Determines if students are benefiting from the

instructional program Helps create a more effective instructional program,

Repeated measurement of academic performance Drives instruction Used to

estimate rates of improvement, Identify students who are not demonstrating adequate

progress compare the efficacy of different forms of instruction to

design more effective, individualized instruction. Guarantee fidelity of data and instruction

Curriculum Based Measures◦ Assesses skills needed for curriculum◦ Used by the entire grade level within a specific

curriculum for consistency◦ Are diagnostic in nature

The tiers apply to both student behavior and academics

Tier 1-all students

Tier 2

Tier 3

The most important level◦ Impacts all students◦ Aligned curriculum◦ High quality instruction◦ Foundation for other levels◦ Must include universal screening◦ A highly integrated system

For identified students◦ Students at risk of “failing” despite Tier 1◦ Uses evidence based strategies that focus on

deficits◦ Strategies are in addition to Tier 1◦ Can include small group instruction◦ Uses a team problem solving approach as well as

standard protocols and instruction to remediate skill deficits

Serves the neediest of students◦ Can include referral to special education or

special programs ◦ Based on growth and achievement, not grades

Next faculty meeting will focus on 2 questions:◦ Where do we stand with RtI?◦ How we currently intervene on behalf of

struggling students? Complete and turn in the “ticket out”—

Name at least 3 areas within your classroom that students need (or have needed) interventions in. They can be behavioral or academic.