RESPONSE TO INTERVENTION RtI

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RESPONSE TO INTERVENTION(RtI)

• Carrollton-Farmers Branch ISD
• 2008 - 2009

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What is RtI?

• Response to Intervention (RtI) is a federal
  mandate in accordance with NCLB and IDEA 2004.
• RtI is a model for providing differentiated
  instructional interventions in the general
  education setting to students who are at risk
  of academic failure and/or who have behavioral
  difficulties.

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What differentiation strategies and safety nets
are already in place on your campus?
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What is RtI?

• RtI is a multi-tiered, data driven model in which
  the academic and behavioral needs of students are
  addressed in the general education setting.
• RtI is a model focused on prevention, early
  identification, and early intervention.
• RtI addresses reading, math, and behavior.

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Current Student IdentificationNational Statistics

• There are currently 6 million students in special
  educationa 300 increase since 1976.
• There are almost 3 million students identified as
  learning disabled.
• There is an over-identification of minority
  students as mentally retarded and emotionally
  disturbed.

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Tier 3 Individual students(one-on-one
basis)high intensityinstructionlonger
timetable
Tier 2 Struggling studentsin small
groupsspecializedinterventions
Student Population decreases
Tier 1 All students receivehigh quality,
differentiatedinstruction in the general
education setting
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Tier 1 EVERYTHING that is done on a daily
basis by effective classroom teachers to meet the
needs of all students
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Tier 1

• Meets the needs of 85-90 of students
• Serves as a foundation and supports all higher
  tiers
• Serves students in the general education
  classroom using high quality, differentiated
  instruction
• Utilizes data from universal screenings,
  benchmarking, and assessments to drive decisions
  for instruction

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CFB Best Practices

• COL
• Content Literacy Strategies
• AVID
• Understanding by Design (UbD)
• Differentiation
• Collaborative learning
• Assessment as learning
• Tutoring

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Tier 1 Universal Screening
Universal given to ALL students at the same
time Screening used to determine students
levels of achievement for
intervention purposes

• Middle School - MAP
• High School - ???

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Tier 2

• Serves approximately 10-15 of students who need
  more strategic interventions because of
  insufficient progress in Tier 1
• Serves students in small groups and provides
  continuous instructional interventions in Tier I
• Requires measurable goals that address the needs
  of each student

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Tier 2 2008-09

• Read 180 double blocked
• Ramp Up
• Step Up

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Tier 2

• Decisions are made to determine the following
• the intervention to occur
• the person responsible for the instructional
  interventions
• the time frame for providing interventions and
• the frequency of the interventions.

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Tier 2Setting Academic Goals
Goals for each student should

• Be attainable.
• Be measurable.
• Be flexible to allow for revision.
• Incorporate monitoring and accountability.

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Tier 2

• Individual intervention plans must be
• concise and clearly written
• designed to incorporate accountability and
  monitoring and
• inclusive of student assessment.

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Tier 3

• Serves students who do not respond to
  intervention in Tiers 1 and 2
• Serves approximately 3-5 of total student
  population
• Provides intensive interventions

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Referral for Special Education Assessment

• If a student does not respond to interventions in
  Tiers 1, 2, or 3, he/she may be referred to
  special education for screening.
• Cross battery assessments would then be
  administered to determine whether a learning
  difference exists.

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If the student does not qualify for special
education, the district must be prepared to meet
his/her Tier 3 needs in general education.
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• The
• Planning and Progress
• of RtI in
• C-FBISD

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RtI 2006-2007

• An RtI Task Force was formed, and meetings
  were held throughout the 2006-2007 school year.
  Members of the committee included
• assistant superintendents,
• principals,
• curriculum coordinators,
• special education staff, and
• a campus-based instructional facilitator.

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Expansion of the RtI Task Force

• The RtI Task Force 2007-08 included
• a middle school principal,
• a high school associate principal,
• a high school counselor,
• a middle school counselor,
• an intervention specialist, and
• an at risk support facilitator.

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Decisions of the RtI Task Force for 2007-2008

• Implement reading at the elementary level
• Expand the task force in 2007-08
• Design the next phase of RtI implementation

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Paradigm Shift

• Student Success Team (SST)
• was renamed
• Safety Net Acceleration Planning Team
• (SNAP Team).

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SNAP Teams

• Suggested membership administrator, AVID
  teacher, counselor, instructional facilitator,
  other teachers of the student
• Meet a minimum of four times annually
• Collaborate to set goals and make instructional
  decisions for intervention based on student data
• Identify students for placement in Tiers 1, 2, or
  3
• Determine whether a referral for special
  education assessment is warranted

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SNAP Team MeetingAgenda

• Review of data to show progress of students
• previously identified for intervention
• Recommend and document next course of
• action
• Discuss additional students not
• previously identified for intervention

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The Next Phase of RtI

• Universal screening for math
• Universal screening for reading at the high
  school level
• Universal screening for behavior (TBSI)
• Programs for progress monitoring
• Implementation of RtI in middle and high school

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Implications for Funding

• Personnel
• Programs
• Differentiated materials and resources
• Professional development

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Vision Statement All students will meet the
Texas Assessment of Knowledge and Skills (TAKS)
at the proficient or commended level and
graduate college-ready without remediation.
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Mission Statement Together with families and
community we commit all district resources to
guide the learning of each student to graduate as
a responsible individual, a passionate life-long
learner, a complex thinker, and an effective
communicator who understands and respects our
global interdependence.