Secondary RtI Newsletter

February 2016 - Volume 3

Reviewing Resources with the RtI Reference Guide Site

Do teachers know the resources that are available on the RtI Website? Use the embedded S'more link with your staff to help them navigate the website successfully!

What types of data can we collect?

There are many options for collecting data. Yes, standardized assessments are one piece of data, but usually assessments like these show a snapshot of what the student is able to do in one timeframe. Other pieces of assessment can be just as meaningful. When thinking of assessment, think of ways to avoid the "DRIP"--data rich, information poor--collection that gives little insight into the student's abilities.

Here are some whole class strategies that can be used to collect data, that can seamlessly be added into a teacher's daily routine:

What can we do with the data we have?

Eduphoria is your friend!!

Use the analyze tab in Eduphoria to look at the standards that your students missed on the assessments. Not only will this help you target your RtI intervention, but it will help you see what standards your students as a whole are not mastering. Janice Faris, our Eduphoria master, has created two excellent tutorials for navigating Aware. Check them out!

After going to Absolute Service, login as usual, and search the Self-Help tab for "Aware Interactive". Both tutorials, one for administrators and one for teachers/support staff, will pop up.

Time for a change? Analyze the interventions that you are using!

When you are sitting together to make intervention plans for a student, and afterwards looking at the student data, it can be tough to figure out if the student is being successful. Some things to consider:

1. How many data points have been collected? Rule of thumb: You will get a pretty good idea of the success of the intervention after 3-5 data points are collected.

2. What is the data trend? If you were to graph the progress, how does the progress look?

3. What other factors need to be taken into account? For example, was the student/teacher absent? Did a critical event influence the outcome? Have we chosen the correct item upon which to intervene?

4. What is the student's progress look like compared to his/her peers? For example, if the whole class is struggling with the same concept, it might not be the intervention that needs to be changed.

5. What if the intensity or approach of the intervention is changed? Maybe the student would be successful in a different grouping, smaller group size, more time on the intervention, or with a different presentation of the material.

Ways to Make Your RtI Conversations Rich

So, you have an RtI meeting soon. Here are some tips to keep the conversation purposeful and meaningful to all stakeholders.

1. Bring your data, and be ready to talk about it.

2. Keep the conversation focused on the data.

3. When creating interventions, ask yourself: is the goal is subjective or objective? Is the goal/focus measurable?

4. Be specific with the timeframe of the intervention, and assign who will be intervening with the student.

5. Work on the FOG (or other form) as the meeting is occurring.

6. Set the date of the review meeting.

RtI Resource Page

Click on the link for more information regarding RtI