11 October, 2012

RTI: Implementation - Full Implementation

The Full Implementation stage provides opportunities for a school to identify levels of proficiency, opportunities for professional development, and to begin to report on measures of fidelity.  During the Full Implementation stage reporting on the health of the implementation is completed monthly by a Framework Analysis Collaborative Team [FACT]
  • Use of the Universal Screener data to assist in student placement is reviewed and fine tuned to ensure that students are assigned to and receive the appropriate levels of intervention
    • Cut scores from the universal screeners used to place students into respective Tiers should be clearly defined
    • Procedures to accomodate exceptions to cut score placement should be discussed and carefully outlined
  • Tiered Levels of instruction are reviewed to ensure that program and assessment practices are being implemented with fidelity, an increase in academic time is being appropriately allocated for Tier 2 and Tier 3 students, and that staff understands the process of identification and use of empirical data to assign and move students through the Tiers.
  • Progress monitoring practices are reviewed to ensure that they are practical, informational, and used by teachers to assist in driving instruction.
During the Full Implementation stage it is important for the Effective Problem Solving Teams to carefully collect data representative of the health of the implementation.  This includes qualitative feedback provided by teachers, parents, and students as well as quantitative data collected by an implementation coordinator/specialist.  The data that is collected should be used to drive future professional development sessions.  Examples of professional development that may arise from such data may include:
  • Understanding the purpose for using an RTI framework
  • How to interpret assessment scores collected from Universal Screeners
  • Understanding Tier placement
  • Core curriculum/program use
  • Supplemental program use
  • Tier 3 and the supplanted core curriculum/program use
  • Procedures for responding to student academic progress [Mastery Measures, Curriculum Based Measures, General Outcome Measures]
    • Understanding and using formative assessment data to drive instruction
    • How to differentiate instruction before differentiating the curriculum

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