Dobyns-Bennett High SchoolFebruary 2, 2017

Response to Instruction and Intervention (RtI2)

Policy Change

Tennessee State Board of Education

Response to intervention and instruction is intended to help students close academic

gaps in reading or math.

As of July 1, 2014, RtI2 is the criteria by which a student may be identified as

having a Specific Learning Disability in the state of Tennessee.

What is RTI²?

• A problem-solving model that addresses individual student need

• High-quality instruction and interventions

• Individualized to student need based on student data, including class performance, TVAAS, lexile scores, and nationally normed screeners

• Tiered intervention model that spans from general education to special education in the areas of reading, math, and/or writing

Response to Instruction and Intervention

What are the key components of the RTI² Framework?

1. High Quality Curriculum and Instruction

2. Early Warning System

3. Progress Monitoring

Early Warning System: How are students identified?

Several data points are examined:

▪ TVAAS• Above the 25th Percentile= Tier I• 11th-25th Percentile= Tier II• Below the 10th Percentile=Tier III

▪ Historical Grades

▪ Lexile Scores• Scholastic Reading Inventory (S.R.I.)• Scholastic Phonics Inventory (S.P.I)

Early Warning System: How are students identified?

▪ Nationally Normed Screener

▪ EASY CBM

▪ Above the 25th Percentile= Tier I▪ 11th-25th Percentile= Tier II▪ Below the 10th Percentile=Tier III

Progress Monitoring

• Provides a snapshot of student progress

• Collaborative • The progress monitoring data team meets every four and a half weeks to

review data and make suggestions on intervention

• Data-based• EASY CBM, SRI, SPI, Math Power Standards

• Helps determine whether an intervention is successful or needs to be changed

• Parent Contact• Parent letters are mailed home every four and a half weeks

Progress Monitoring: Collaborative, Data-Based Decisions

• If progress monitoring indicates that intervention is no longer needed, the student continues to receive support from the general education curriculum (Tier I).

• If progress monitoring shows that a student is not responding to the intervention, another intervention is implemented. If the student is not responding to Tier II intervention, the student may be moved to Tier III.

• Students can continue in tiered intervention as long as the learning gap appears to be closing.

• Students who do not respond to Tier III intervention may be referred for special education testing for a specific learning disability.

Fidelity Monitoring

Fidelity is the accuracy to which the materials and curricula are being used in the tiered interventions.

Fidelity monitoring is the systematic monitoring to determine if intervention is being implemented with integrity.

Dobyns-Bennett conducts monthly fidelity monitoring of the interventions in all RtI2 classes.

PROGRAM DESIGN

Dobyns-Bennett High School RtI2

Enrollment

Beginning of the semester:

• Intensive Data Review-Early Warning System• Identification of students below the 25th percentile

on TVAAS and/or EASY CBM

Throughout the semester:

• Guidance counselors review data of students who enroll throughout semester• Student data is sent to the RtI Coordinator• Students are referred to the Graduation Coach for EASY CBM screening• The data team reviews data and makes recommendations• Student is placed in tiered intervention

English Language Learners

● Screened using EASY CBM

● Placed in appropriate tier based collaboration with ELL teacher and screening results

Semester 1 Semester 2

● Tier II Tribe Time○ Served students with one area of

deficit who fell between the 11th-25th percentile in math or literacy

● Tier III Block C ○ Served students with two areas of

deficit with at least one area below the 10th percentile

● Block C○ Serves Tier II and Tier III

students in math and literacy○ Students with one area of deficit

are also enrolled in a study skills class.

Class Structure

Professional Development

• Tennessee Department of Education High School RtI2

• EASY CBM

• READ 180/System 44

• Do the Math NOW!

• Edgenuity: MyPath

• Playlist Creation• Provided by Instructional Design Specialists Amanda Cole, Allyson Dowda,

and Sara Wallingford

• Station Rotation • Provided by Instructional Design Specialists Allyson Dowda and Sara

Wallingford

Instructional Materials: Literacy

• Scholastic Reading Inventory (S.R.I.)• Lexile Assessment

• Scholastic Phonics Inventory (S.P.I)

• Small Group Work• R-Books

• Individualized Technology Component

• Independent Reading

• Whole Group

Instructional Materials: Math

Playlists

Intervention and the Learning Gap

If a student fails to respond to intensive interventions and is suspected of having a

Specific Learning Disability (SLD) by the DB RTI Data Team, then the student is

referred for testing. If determined eligible as a student with an SLD, he/she will be

recommended for special education services (i.e., the most intensive interventions

and services).

Rate of Improvement (ROI) & Gap Analysis

In order to make a data-based decision, the DB RTI Data Team reviews the Progress

Monitoring Data twice a grading period to determine if the student is making

progress in closing academic skills gaps in the area of deficit. ROI is calculated by the

EasyCBM program. A Gap Analysis is completed by the school psychologist to assist

the DB RTI Data Team in determining if a student’s ROI is aggressive enough to

close the gap or if a special education referral is warranted.

SEMESTER ONE: RESULTS

Dobyns-Bennett High School RtI2

Tier II Math

Served: 9 Students

• 5/9 Closed the academic gap and moved to Tier I

• 1/9 Transferred to another district

• 1/9 Transferred to DB Excel

• 2/9 Referred to Tier III

Tier II Literacy

Served: 18 Students

• 13/18 Closed the academic gap and moved to Tier I

• 1/18 Transferred to another district

• 1/18 Transferred to DB Excel

• 3/18 Referred to Tier III

Tier III Literacy

Served: 28 Students

• 7/28 Closed the academic gap and moved to Tier I

• 13/28 Recommended to remain in intervention

• 3/28 Transferred to another school

• 5/28 Qualified for special education services

Tier III Math

Served: 38 Students

• 4/38 Closed the learning gap and moved to Tier I

• 20/38 Recommended to remain in intervention

• 14/ 38 Qualified for special education services

Additional Resources on RtI2

Tennessee Department of Education RtI2

https://www.tn.gov/education/section/tdoe-rti2

RtI Action Networkhttps://www.rtinetwork.org

SCHOOL LEVEL TEAM

Dobyns-Bennett High School RtI2

DBHS RtI2 Coordination / Leadership

Amanda Arnold

Associate Principal and DB-RtI2 Program Coordinator

Richard Brown

Assistant Principal and Administrative Liaison to

DB-RtI2 Program

Leilani DeFord

School Psychologist and DB-RtI2 Support Designee

Dr. Brian Cinnamon

Chief Academic Officer-Secondary

Kingsport City Schools

Dr. Chris Hampton

DB PrincipalRtI Data Team

RtI2 Math Teachers

Travis Free

Teacher

Theresa Fuller

Teacher

Ronea Murray

Teacher

Nick Lingerfelt

Teacher

RtI2 Literacy Teachers

Michael Holt

Teacher

Angie Vogt

Teacher

Michael Sampson

Teacher

RtI2 Support

Rebecca Osborne

DB Graduation Coach

LeighAnne Sheppard

ESL Teacher

For more information about the Dobyns-Bennett RTI Program, contact

Amanda Arnold, aarnold@k12k.comRichard Brown, rbrown@k12k.com

Dobyns-Bennett High School RtI2