Square Up to RTI2
December, 2017
"Working hard is important but there is something that matters more:
believing in yourself."
~J.K. Rowling
RTI2 Reminders
- Direct Observations (Fidelity Checks) should be ongoing. Remember that 2 need to be completed for Tier 2 and 3 for Tier 3 students each semester
- We are now using winter norms
- Benchmarking dates: Winter- December 1-20
- Benchmarking measures - See below for a list of the measures administered during the winter screening for grades K-5
Say Dyslexia Law Reminders
Parents will be notified in a letter if their child exhibits characteristics of dyslexia and in what area(s). This letter will be sent home with interim reports after Winter CBM benchmarks in February with interim reports. This will give schools ample time to analyze all data and dig deeper to find students' area(s) of struggle.
ELEMENTARY
Step 1:
- Acknowledge parent and staff concerns of students displaying characteristics of dyslexia
- Dig deeper to find areas of struggle (Refer to: Measures in Identifying Characteristics of Dyslexia) It is important to include all forms of assessment available. These assessments include CARE, writing samples, antidotal notes and assessments given by classroom teachers.
- Review and determine characteristics of dyslexia (Refer to: Dyslexia Characteristics and the 7 Areas on Parent Letter for Identification)
- Align interventions to match areas of need
- Provide strategies to support the student in Tier 1 instruction and intervention
Step 2:
- Dig deeper to find areas of struggle in Tier 3 students being monitored on Oral Reading Fluency (Refer to: Measures in Identifying Characteristics of Dyslexia) It is important to include all forms of assessment available. These assessments include CARE, writing samples, antidotal notes and assessments given by classroom teachers.
- Review and determine characteristics of dyslexia (Refer to: Dyslexia Characteristics and the 7 Areas on Parent Letter for Identification)
- Align intervention and Tier 1 instructional strategies to match the area of need as needed
- Review Tier 2 students being monitored in Oral Reading Fluency
- Review and determine characteristics of dyslexia (Refer to: Dyslexia Characteristics)
- If the student is making progress, we would not change the intervention. We need to provide strategies in both intervention and Tier 1 to address the identified characteristics of dyslexia.
- If the student is not making progress, dig deeper to find areas of struggle (Refer to: Measures in Identifying Characteristics of Dyslexia) It is important to include all forms of assessment available. These assessments include CARE, writing samples, antidotal notes and assessments given by classroom teachers.
- Align intervention and Tier 1 instructional strategies to match the area of need
SECONDARY
Step 1:
- Acknowledge parent and staff concerns of students displaying characteristics of dyslexia
- Dig deeper to find areas of struggle (Refer to: Measures in Identifying Characteristics of Dyslexia)
- Review and determine characteristics of dyslexia (Refer to: Dyslexia Characteristics and the 7 Areas on Parent Letter for Identification)
- Align interventions to match areas of need
- Provide strategies to support the student in Tier 1 instruction and intervention
Step 2:
- Dig deeper to find areas of struggle in Tier 3 students being monitored on Oral Reading Fluency at the 4th grade level or below (Refer to: Measures in Identifying Characteristics of Dyslexia)
- Review and determine characteristics of dyslexia (Refer to: Dyslexia Characteristics and the 7 Areas on Parent Letter for Identification)
- Align intervention and Tier 1 instructional strategies to match the area of need as needed
- Identify Tier 2 students being monitored on 4th grade level or lower in Oral Reading Fluency at the 4th grade level or below
- Review and determine characteristics of dyslexia (Refer to: Dyslexia Characteristics)
- If the student monitored above the 4th grade level is making progress, we may not need to change the intervention. We do need to provide strategies in both intervention and Tier 1 to address the identified characteristics of dyslexia.
- If the student is not making progress, dig deeper to find areas of struggle (Refer to: Measures in Identifying Characteristics of Dyslexia)
- Align intervention and Tier 1 instructional strategies to match the area of need
Say Dyslexia Law Resources
- The link below will take you to a Google folder with resources regarding dyslexia. Items include the PowerPoints and handouts from recent trainings, assessments like the PASS and PWRS, and more. Follow this link to Say Dyslexia Law resources
- Nessy parent book - See below for a downloadable copy or click on the link to download from the Nessy web site
- What is dyslexia? Ted Talk- Follow this link for an informative video on the topic of dyslexia
Content Resources
Previous RTI2 Newsletters
RTI2 Coaching Support
RTI2 COACHING SUPPORT
Paula Sarver, Lead Coach - paula.sarver@knoxschools.org
Peggy Burkey - peggy.burkey@knoxschools.org
Jan Coopwood - jan.coopwood@knoxschools.org
Karla Halcomb - karla.halcomb@knoxschools.org
Mary Lyster - mary.lyster@knoxschools.org
Christine Pope - christine.pope@knoxschools.org
Heidi Swaney - heidi.swaney@knoxschools.org
Beth Underwood - bethany.underwood@knoxschools.org
Jennifer Yow - jennifer.yow@knoxschools.org