Response to Intervention2

Christy Brown, RTI Coach

Training Goals

• Deeper understanding of RTI and the Tennessee RTI2 Framework

• Provide clarity on each tier and where focus should be on each tier

• Provide a schedule for the Universal screeners

A New Way of ThinkingTargeted Instruction + Time = LEARNING

Tennessee RTI2 Model

•District Goal80/15/5

•School Goal (Varying percentiles andvarying Tier I needs)

What is RTI2?

• Response to Instruction and Intervention

• Prevention and early intervention

• Systematic response a school take when students are not successful in the classroom.

• RTI2 is a joint effort led by general education

What RTI2 is NOT

•A road map to SpEd

•SpEd is not a place – the most intensive intervention.

•Only for beginning reading

•Only for non-title I, non-ESL, or non-SpEd students.

•An optional intervention program if schools elect to use it

Wrap Activity

• Line up in the room with the person having an abundant amount of knowledge regarding RTI2 in front stretching to those having a need for more knowledge in the back...

• Wrap around and share what you know about the three tier characteristics.

Tier II-Some Students

• 25th percentile_____Tier II

• 10th percentile_____Tier III

Proficiency on TCAP •The RTI2 mandate only addresses students below the 25th percentile.

•We know that we must address all students not proficient on grade level essential learning.

Six Specific Learning Disabilities

• READING

• basic reading skills

• reading fluency

• reading comprehension

• written expression

• MATH

• mathematics calculation

• mathematics problem solving

Universal Screener-The starting point

• Nationally normed, skills based assessment (K-8)‐(measuring performance on 6 learning areas)

• Brief screening assessment of grade level academic skills administered to ALL students

• Used to identify students in need of further intervention due to identified skill deficits.

• Administered three times per year

Parental contactParental contactwww.rcschools.net

• Brochure for all parents should go home at the beginning of the year.

• Parents are contacted for the following reasons: *before initiating or discontinuing tiered interventions*to communicate progress monitoring data in writing every 4.5 weeks for students receiving tiered

interventions (progress report time & report card time)*if there is a referral to special education*dates of universal screenings (Done by the teachers)

Mid term StudentsMid term Students

• When student enters from outside the district after the universal screener and a records review or classroom performance indicates interventions may be needed, action should be taken.

• Teacher Actions- notify coach of student having difficulty and complete the form for further review...see handout

• Possible Coach Actions could include:*give full universal screener OR*give a probe from the universal screener OR*give a grade level placement test OR

• At the next RTI meeting, review assessment data and place student in intervention as needed

Mid term students inside the Mid term students inside the districtdistrict

• Coaches work with attendance secretary to identify new students transferring within the district

• Students should continue previous interventions to the greatest extent possible.

• Intervention files should travel from coach to coach (Implementation Guide, p. 58)

Procedures for English Language Learners

• All ELL students that have been in the country for longer than 12 months, will be given the universal screener.

• ELL students who fall below the 25% and have not acquired intermediate fluency will receive rigorous ELL services.

• An ESL teacher should be part of the RTI2 team to discuss the specific needs of the ELL child (language acquisition or academic deficit). (Implementation Manual, p. 90-92)

RTI--Real world application

Where are you now? Table Talk.

• What is the difference between a tier II/III class and a PLC remediation class?

Role of the Intervention Team

The primary role of the intervention team is “to focus intently on the individual needs of the school’s most at-

risk students”. --Buffum, Mattos, Weber

RTI ² Intervention Team

• Who are the CES RTI² team members?*principal, assistant principal*RTI coach *academic interventionists*school psychologist*guidance counselor*ESL teacher*Special education teacher(s)*classroom teachers

• When will we meet? Once every 4.5-5 weeks

The primary role of the intervention team is “to focus intently on the individual needs of the school’s most at-risk students”. --Buffum, Mattos, Weber

Key responsibilities• Ensuring the fidelity and integrity of

instruction and interventions

• Making data based decisions regarding student placement in the tiers and interventions (includes progress monitoring data AND attendance)

• Matching interventions to specific areas of deficit and revising when needed

• Team decision vs individual teacher decision

RTI MeetingsRTI Meetings

• Celebrate successes

• Discussion of students for which there are concerns

• Any students possibly exiting

• Any next steps

• These should be brief excluding Universal Screening meetings

Universal Screener

Table Top Discussion

• What resonates with you in this quote?

• All students should receive high quality differentiated instruction from the general education teacher during Tier I.”--Framework, p.26

Let’s Define ALL

•“All includes any student who will be expected to live as a financially independent adult someday. For these students, achieving anything less than high school plus will make it virtually impossible to thrive as adults.” – Buffman, Mattos, Weber, 2012

•RTI2 Framework refers to students who are suspected as having a learning disability – not students with severe and profound disabilities.

Tier I --ALL students

•The most critical for student success.

• No amount of interventions can replace good first teaching.

• Core classes meet/exceed grade-level CCSS standards

• Include differentiation and flexible small group instruction.--RTI2 Framework, p. 21–23

Tier I continued

•Identified Essential Learning based on grade level state standards.

•Common assessments given on Essential Learning standards/ Power Standards.

• “ALL students receive research-based, high quality, general education instruction using state standards in a positive behavior environment that incorporates ongoing universal screenings and ongoing assessment to inform instruction.”--RTI2 Framework p. 14

Recommended Instructional Times

CES has an intentional school wide schedule to ensure adequate time for all

Tiers

RTI2 In the Simplest Form

•“ Don’t tell me all kids can learn. Show me what you do when they don’t.” - Rick DuFour

Tier II-Some Students

• 25th percentile_____Tier II

• 10th percentile_____Tier III

Proficiency on TCAP •The RTI2 mandate only addresses students below the 25th percentile.

•We know that we must address all students not proficient on grade level essential learning.

Tier II – Above the 25%

• Major work of the PLC Team

• Intervene to re-teach Power Standards on which students did not show mastery.

• Common formative assessments used to identify students in need of additional help with grade level chosen power standards.

• No requirement for time or data for these interventions (2 days or 2 weeks)

• Grade level, standard based interventions

• By student, by standard

Response to Intervention2

• “Tiers in the RTI process are not intended to be a destination, a label, or a hoop to jump through to qualify a child for Special Education; they are to guide our thinking.”

--Buffman, Mattos, Weber

Tier II-Some Students

• 25th percentile_____Tier II

• 10th percentile_____Tier III

Proficiency on TCAP •The RTI2 mandate only addresses students below the 25th percentile.

•We know that we must address all students not proficient on grade level essential learning.

Tier II – Below the 25%This is where RTI2 kicks in!

•Below the 25% on the universal screener and struggling academically.

•Research-based interventions on a specific area of deficit.

•30 minutes a day in addition to Tier 1 (Kinder 20)

•Progress monitored every other week

•8 – 10 data points needed to make a data-based decision (=16-20weeks)

Tier II – Below the 25%

•Highly-trained personnel with a suggested 1 to 5 ratio.

•Parent notification required

• If they need both math and reading, CES will go with the lower of the two.

•25 percentile is the MINIMUM

Skills Based vs. Standards Based

• “Tier II interventions are systematic, researched based interventions that target the student’s identified area of deficit

• basic reading

• reading fluency

• reading comprehension

• math calculation

• math problem solving

• written expression” --Framework, p.38 Use the same language to discuss deficit

Drilling down with the survey

level assessment

Progress Monitoring

•Why do we progress monitor?*To assess student’s academic performance*To quantify a student’s rate of improvement or response to instruction*To evaluate the effectiveness of instruction (fidelity)

If a student is not progressing,

what should be looked at first?

Progress Monitoring Procedures

• At least every other week

• Probes parallel to the universal screener

• Must be measured at the student’s skill or instructional level

• Bi-weekly progress monitoring officially begins at Tier 2 below the 25%

Who is responsible?

• Classroom teachers will provide tier II instruction if the interventionists’ classes are full.

• Tier II progress monitoring responsibility of the coach.

DATA BASED DECISIONS

•A minimum of 8-10 data points if progress monitored every other week

•10-15 data points if progress monitored weekly

Tier III vs. Tier II

•Below the 10 percentile on the universal screener.

• 1.5 – 2 years behind

• Not making significant progress in Tier 2

• “ The school level RTI2 team will determine which students will be placed in Tier 3.”

• 45 – 60 minutes in addition Tier1

What stays the same?

•Skills based intervention

•Research based

•Progress monitoring

•Highly trained

•8-10 data points (every other week)10-15 data points (weekly)

•Ratio--K-5 (1:3)(recommended)

Who is responsible for

Tier III?

•Academic interventionist-primary responsibility*diagnose to more specific deficit *instruct to the specific deficit*progress monitor to the specific deficit

• Intervention team is still responsible for intervention plan

•Problem solving is essential at this Tier

Effective Intervention?

•http://www.youtube.com/watch?v=KdxEAt91D7k

What is our Goal?•All students will

learn at high levels or

• All students will learn at high levels the first time material is taught.

Consider the Positive Possibilities

•Ensuring every child gets additional support in the area they need it.

• Intervening with students early instead of waiting until they fail and it is too late.

•Giving every child what I would want for my child.

Empowering our students for long term success

The Great Reward

Mouse vs. Mouse Trap

Fall Universal Screener Fall Universal Screener Dates:Dates:

• K: Aug.18-19

• 1st: Aug. 13, 20, & 21

• 2nd: Aug.13 & 20

• 3rd: Aug.12, 13, & 24

• 4th: Aug. 12, 13 & 24

• 5th: Aug. 12, 13, 18, & 19