RTI Workshop

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• RTI Workshop
• Response to Intervention
• ESUSD Board Presentation
• September 25, 2007

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Mission Statement

• The goal of the RTI committee is to investigate
  and implement a menu of research and best
  practices based, properly staffed interventions
  targeted for students who require intensive
  academic support. The committee will accomplish
  this by
• investigating how to blend our current general
  special ed support systems
• Researching new and additional research-based
  interventions (including study skills)
• Exploring the learning center model
• Planning how to effectively and efficiently
  utilize our instructional aide resources
• Providing staff planning time, collaboration and
  professional development
• Conducting pilot programs
• The hoped for outcomes include
• Providing earlier intervention to students in
  need of support and academic interventions
• Developing a larger school-based menu of
  effective interventions
• Continue raising API scores
• Reducing student behavioral challenges
• Reducing Sp Ed referrals and placements to reduce
  student retentions

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RESPONSE TO INTERVENTION What is RTI?

• A way for teachers to intervene before students
  fail
• Small group, intensive academic instruction
• High-quality research based instruction and/or
  intervention matched to student needs
• Use of continuous assessments to track student
  learning or lack thereof
• The RTI model is ANYTHING ESUSD decides
• it needs to be!!!

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• 3 Tiered Model of RTI

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Tier 1 Benchmark Intervention80 -90 of
Student Population

• Achieving grade level standards, but
• may require additional assistance
• Utilize Core grade level curriculum
• with differentiated strategies

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Tier 2 Strategic Intervention510 Student
Population

• 1 - 2 years below grade level standards
• Utilize Core grade level curriculum plus
• supplemental materials
• Increase instructional time while utilizing
• supplemental materials to support Core
• grade level text

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Tier 3 Intensive Intervention1-5 Student
Population

• Two or more years below grade level
• Utilize SBE approved intervention program in
• lieu of Core Program
• Additional instructional time required based
• on program model
• Small class size and fidelity (consistency) of
  
• implementation
• Fidelity to model in instructional practices
• (teacher training)

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Features of RTI that Benefit ALL Students

• Restructures thinking and practice so all
• students learn (data driven)
• Identifies strategies with high probability
• of improving student performance
• Keeps attention focused on the most
• important thing student learning

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Critical Friends Groups and RTI

• PLC makes teaching practice explicit and public
  by
• "talking about teaching
• Schools work collaboratively in democratic,
• reflective communities
• Establishes foundation for spirit of inquiry
• Provides context to understand student work,
• relationships with peers, thoughts,
  assumptions,
• and beliefs about teaching and learning
• Helps educators turn theories into practice, and
  
• standards into actual student learning while
• addressing student needs

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Benefits to developing RTI Model for ESUSD

• Improved student success
• Faculty empowerment
• Cost effective use of IAs
• Maximization of resources
• Interventions for struggling learners (not just
  Sp. Ed.)

• Ability to tailor curriculum and teaching to
  specific student needs
• Ability to act before student fails damaging
  self-esteem
• Increased socialization in education

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Site Strengths RSS

• Early Bird Later Gator guided reading at
  student grade levels
• Leveled books for K 5 for independent reading
• Lit circles upper grade levels
• Writers Workshop 2 x year grade-level writing
  prompt
• Reading Intervention with Specialist and Aide
• Organizational check-ins
• Math Intervention (before/after school, grades 3
  - 5)
• Read Naturally (fluency)
• Earobics
• Classworks (skill building in math reading)
• Spelling/Rigby all students 4 x year
• Assessing continuously reading level, fluency,
  site-word
• Math Trimester Common Assessments

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Site Strengths - CSS

• Intervention teams to study RTI model configure
  interventions
• Resource reading specialists speech math
  psychologist SDC
• Early Bird Later Gator extended day
• EduSoft data analysis math language arts
  common assessments Houghton Mifflin themed tests
  (overview of major assessments to drive
  instruction and interventions)
• Earobics Classworks Reading Lab
• Committees to create common language between
  grade levels
• Reading Specialist K 3 intensive focus 4 x
  week, small group max 6 focused on individual
  student areas of need
• Leveled books targeted to specific student needs
• Leveled listening tapes author bins free choice
  reading books/novels

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Site Strengths ESMS

• Math intervention in place of elective (students
  rotate in/out at trimester based on need)
• Read 180 computer program for Sp. Ed and
  reading intervention
• 3-station rotation books on tape, computer
  component, direct instruction
• Planning for online access to Social Studies
  books for at-home use
• SSTs (Student Study Teams)
• Resource Lab
• WAVE (Writing and Vocabulary Enrichment 25
  minutes embedded in 2nd period, vocab, Character
  Counts, free writing and reading)
• MyAccess provides immediate feedback and rubric
  scored writing assessment
• EduSoft Data analysis

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Site Strengths - ESHS

• Push-in program for Resource students
  (collaboration between resource and general ed
  teachers to modify, accommodate, and score
  student work)
• AVID (Advancement via Individual Determination)
• LINK Crew Transition program for incoming 9th
  grade students
• Discussion of extended lunch by 30 minutes for
  at risk students
• Reading Intervention Class High Point
  Intervention Program
• CAHSEE Math English intervention classes
• EduSoft to create ongoing common assessments
  data driven instruction
• 2 year Algebra 1 course w/UC credit one
  semester of Algebra per year
• Intervention Counselor monitors SSTs and 504
  plans
• Tutoring by credentialed teachers at no cost to
  students
• CBI Lab community based instruction for
  non-diploma bound students emphasizing life and
  independent living skills

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Where do we go from here?RSS

• Observe successful RTI models
• Build RTI awareness with staff
• Schedule time to release students from classrooms
  for interventions
• Upper grade reading teacher training
  implementing
• Additional Earobics training
• Articulation with CSS
• High School tutors as intervention
• Integrating RTI into SST process in tracking
  in-class interventions
• More math assessments
• Solve problem of teacher staffing/funding for
  intervention tutoring

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Where do we go from here?CSS

• Revisit RTI models in Torrance
• Spread culture of RTI to staff to achieve buy
  in with positive attitude outcome
• Take pulse of teacher areas of passion,
  expertise, curriculum, logistics to discover what
  each person can bring to the table
• Create subgroups to dig deeper into RTI models
  and move forward to develop program addressing
  CSS student needs

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Where do we go from here?ESMS

• Introduce entire staff to RTI concept
• Take General Education teachers back to Burt Lynn
  MS in Torrance
• Brainstorm a perfect world scenario of Learning
  Center for ESMS issues
• Space, different models, 3 or 4 classrooms??
• Release time for sp ed teachers to work with
  w/gen ed teachers to make sure all on same page

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Where do we go from here?ESHS

• Revisit Peninsula HS to see Learning Center
  nuts-and-bolts (staffing, case load etc.)
• Solve physical space problem at HS
• Formalize program for CAHSEE intervention program
• Solve tutoring issue
• Common assessments for push-in ELA and EL classes
  
• Common assessments to analyze effectiveness of
  supplemental materials

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Where do we go from here?ESUSD

• Provide support to specific sites
• Provide release time for staff to research
  appropriate RTI models
• Provide research based materials to pilot
• based on site specific student needs
• Provide structured ESUSD monthly workshops to
  maintain open lines of communication and problem
  solve TOGETHER.
• Pilot an RTI program at one site by 2008 - 2009