Critical Components of RtI
RtI Vocabulary
Coming Soon...to an RtI school near you.
(HARD questions!)
RtI Tiers (Not Tears)
Miscellaneous
100
A type of assessment that identifies students who may be academically at risk. These assessments are brief and are administered to all students. These assessments take place more than once per year (i.e. fall, winter, spring). We do not use this type of assessment at AAPCS yet; but may in the future.
What are: Universal Screeners?
100
The four components of I.C.E.L. (What does each letter stand for?)
What is: Instruction, Curriculum, Environment, Learner?
100
Assigned teachers should do this after collecting data so the RtI team can analyze it effectively.
What is: Graph the data?
100
The core instructional program provided to all students by the general education teacher in the general education classroom. The core curriculum should be aligned to the NYS learning standards. The instruction should meet the needs of 80% of all students. The instruction should be differentiated to meet the needs of various types of learners.
What is Tier 1
100
Something you should always bring to RtI meetings in order to make decisions about students. If the responsible party does not bring it, valuable time is wasted and the student must be rescheduled. This is especially true when the RtI calendar of students is full.
What is: Progress-monitoring data? (Should be graphed also)
200
This type of assessment is used to monitor students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of intervention. It provides routine data that display student growth over time to determine if the student is progressing as expected.
What is: Progress Monitoring?
200
When teachers use student assessment data and knowledge of student readiness, learning preferences, language and culture to offer students in the same class different teaching and learning strategies to address their needs. This type of instruction can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. This type of instruction is NOT the same as providing research-based intensive interventions to students with learning or behavioral problems.
What is: Differentiation?
200
Basic Reading, Reading Fluency, Reading Comprehension, Math Calculation, Math Reasoning, Written Expression [Correct answer earns your team a treat!]
What are: Areas of potential academic intervention?
200
The minimum amount of time a student should remain in Tier 2, prior to transitioning to Tier 3. (A student may back to Tier 1 whenever they have met grade level standards).
What is: 9 weeks?
200
A tool to identify what motivates your students based on their specific interests. It helps teachers figure out if a student is motivated intrinsically or externally. [Correct answer earns your team a tangible treat!]
What is: Forced-Choice Reinforcement Survey
300
This occurs at all tiers of RTI. Rather than using emotion, seniority or seasoned teacher status, good judgement or gut feelings, problem-solving teams utilize this in order to guide decisions.
What is: Data-Based Decision Making
300
An instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without assistance. (Extra credit for telling the primary tier where this occurs).
What is: Scaffolding?
300
This type of assessment compares a student’s performance to the performance of their same age peers.
What is: Norm-Referenced Assessment?
300
What is the minimum amount of time a student should spend in Tier 3? (A student can transition back to Tier 2 or Tier 1 when they have met grade level standards).
What is: 15 weeks?
300
Name ONE website that provides scripted, research-based interventions for academics and behavior as well as a host of other resources and tools for teachers to implement RtI effectively. [Anyone who has visited the site for more than 5 minutes gets a treat!]
What is: www.interventioncentral.org or www.PBISworld.com
400
Implementing interventions consistently and accurately as outlined in the intervention plan. This term means, "Doing what you say you are going to do." [Correct answer gets your team a treat!]
What is: Fidelity?
400
The four components of R.I.O.T. (What does each letter stand for?)
What is: Review, Interview, Observe, Test?
400
It is the line on a graph that connects the intersection of the student’s initial performance level and date of that initial performance level to the intersection of the student’s year‐end goal and the date of that year‐end goal. It represents the expected rate of student progress over time.
What is: an Aim Line or Goal Line?
400
The appropriate number of times to progress monitor a student at Tier 3.
What is: once per week?
400
The over‐ or under‐representation of racially, culturally, ethnically or linguistically diverse groups of students in special education, restrictive learning environments, or school disciplinary actions (e.g., suspensions and expulsions) in comparison to other students.
What is: Disproportionality?
500
This type of system includes three levels of intensity or prevention. The primary prevention level includes high quality core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention. RtI, PBIS, attendance, and other support frameworks can fall within this umbrella type of system.
What is: a Multi-Tier System of Supports?
500
Instructional practices that demonstrate high learning rates and improved academic performance for MOST students. These practices employ systematic, empirical methods that draw on observation or experiment, involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions, relies on measurements or observation methods that provide valid data across evaluators and observers and across multiple measurements and observations and has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively rigorous, objective and scientific review. In other words, the interventions provided have evidence of effectiveness for the student population used.
What is Scientific-Based or Research-Based or Evidence-Based Intervention (They are not EXACTLY the same).
500
This type of assessment measures what a student understands, knows, or can accomplish in relation to a specific performance objective. It is typically used to identify a student’s specific strengths and weaknesses in relation to an age or grade level standard. It does not compare students to other students. [Correct answer earns your team a treat!]
What is: Criterion-Referenced Assessment
500
Varies, but at least three times per week for a minimum of 20-30 minutes per session.
What is: The appropriate frequency of intervention at Tier 2?
500
The problem‐solving model that AAPCS has adopted which is used to individually tailor an intervention. Through this model, we can avoid "cookie cutter" interventions or targeting the wrong problem. It has six stages: Identify problem, identify intervention, identify goal, implement plan, monitor plan, make decisions.
What is: T.I.P.S. model? (Team Initiated Problem Solving)
M
e
n
u