RTI

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RTI
From behavior to academics The Journey in
Pulaski County
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Figure 1 PCIS Three-Tier Model of Interventions
Behavior Systems Intensive Interventions
Targeted students Small group/individual
interventions Interventions increase in
intensity Minimum weekly monitoring of
progress Strategic Instruction/Interventio
ns Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Universal/Core Instruction
All students
School-wide/classroom
instruction
Behavior in all settings
Preventative, proactive
instruction
Monitored a minimum of 3
times a year
Academic Systems Intensive Interventions Targeted
students Small group/individual
interventions Interventions increase in
intensity Minimum weekly monitoring of
progress Strategic Instruction/Interventions Tar
geted students (at-risk) Classroom/small group
interventions Minimum bi-monthly monitoring of
progress Universal/Core Instruction All
students School-wide/classroom instruction All
content areas Preventative, proactive
instruction Monitored a minimum of 3 times a
year
1-5
1-5
5-10
5-10
80-90
80-90
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History of RTI in Pulaski County
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History of RTI in Pulaski County
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Schools doing SW-PBS well report a 25 lower rate
of ODRs
.85
.64
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Lessons learned living in the land Egypt

• Tiers of intervention
• The importance of prevention
• Intensive intervention isintensive!
• Data-based decision making
• Team work

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Lessons learned living in the land Egypt

• Tiers of intervention

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Identification
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Essential Component 1 Multi-tier Model
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Systems Model for Academics and Behavior
Academic Systems
Behavioral Systems
Decisions about tiers of support are data-based
Adapted from OSEP Effective School-Wide
Interventions
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Response to Intervention
Tier 3 Intensive Instruction
Tier 3
Positive Behavior
Tier 2
Tier 2 Targeted Instruction
Tier 1
Math
Tier 1 Universal Instruction
Reading
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Behavior Interventions

• Northern Middle School
• Somerset, Kentucky
• 63 free/reduced lunch
• 800 students
• 6th , 7th , 8th grades

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Lessons learned living in the land Egypt

• The importance of prevention

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Year One 2006-2007

• Established the ABCs of Northern campaign to
  focus on our expectations
• ABCs of Northern PowerPoint
• Reviewed each grading term within the classrooms
• ABCs poster

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Year One 2006-2007

• Established a leadership team and attended 30
  hours of initial training
• Established and posted school wide expectations
  for common areas
• Common Area Expectations
• LAB Expectations

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Lessons learned living in the land Egypt

• Intensive intervention isintensive!

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• Behavioral
• Tiered mentoring
• Social skills groups
• Wrap around
• Increased supervision
• In-school suspensions
• Academics
• SRA groups
• Word Power
• Number Power

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Lessons learned living in the land Egypt

• Data-based decision making

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Never, never think outside the Box !
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1
3
80
12
20
4
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KYCID
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KYCID
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Lessons learned living in the land Egypt

• Team work

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RTI Models of Implementation
Problem-Solving Model Uses interventions,
selected by a team, that target each students
individual needs.
Standardized Model Uses one consistent
intervention, selected by the school, that can
address multiple students needs.
Learn more at National Center on Response to
Intervention RTI Two Approaches
(document)
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RTI Procedures in Pulaski County
Team Training Tool
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Instructional Team
Compiling Interventions/Resources to
Share District WebPages Intervention
Spreadsheet
Finding Research Based Interventions Florida
Center for Reading Research CCITL (Commonwealth
Center for Instructional Technology and
Learning) Best Evidence Encyclopedia What
Works Clearinghouse
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Administrative/Leadership Team

• Professional Development
• Participated in training from Special Ed. Coop.
• Brought in Dr. John McCook to train district
• administrators in the spring of 2008 and other
  
• staff in July 2008.

• District Implementation
• Provided support to building administrators in
• assessing implementation.
• Tool for Assessing Implementation

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Academic Behavior
Responsiveness to Intervention
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Figure 1 PCIS Three-Tier Model of Interventions
Behavior Systems Intensive Interventions
Targeted students Small group/individual
interventions Interventions increase in
intensity Minimum weekly monitoring of
progress Strategic Instruction/Interventio
ns Targeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Universal/Core Instruction
All students
School-wide/classroom
instruction
Behavior in all settings
Preventative, proactive
instruction
Monitored a minimum of 3
times a year
Academic Systems Intensive Interventions Targeted
students Small group/individual
interventions Interventions increase in
intensity Minimum weekly monitoring of
progress Strategic Instruction/Interventions Tar
geted students (at-risk) Classroom/small group
interventions Minimum bi-monthly monitoring of
progress Universal/Core Instruction All
students School-wide/classroom instruction All
content areas Preventative, proactive
instruction Monitored a minimum of 3 times a
year
1-5
1-5
5-10
5-10
80-90
80-90
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• RTI Lessons Learned
• Schools enrolled with KYCID seemed to
• handle the transition easier.
• A greater shift in philosophy had to occur with
• middle and high schools.
• Scheduling interventions is different at the
• middle and high school level.
• More research has gone into interventions in
• reading than other areas.
• Universal screening is a must to move from
• reactive to proactive with intervention.

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• Stop asking me if were almost there were
  Nomads, for crying out loud.

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Where We Are Going From Here

• Analyzing data regarding fidelity of
  implementation
• at each school
• Rolling out district wide procedures and ongoing
  
• professional development
• Expanding our use of universal screening and
• progress monitoring (piloting behavior
  screening)
• Expanding our use of research based
  interventions
• Scheduling intervention classes as special
  classes
• and electives in our middle and high schools.

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Resources Multiple tiers of scientific,
research-based instruction Reading National
Reading Panel The Florida Center for Reading
Research Math Center on Instruction Math
Webpage Writing The Access
Center Scientifically Based Research Behavio
r Kentucky Center for Instructional
Discipline Positive Behavior Interventions and
Supports (PBIS) General Intervention
Central CCITL (Commonwealth Center for
Instructional Technology and Learning) Best
Evidence Encyclopedia What Works
Clearinghouse
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Resources Universal Screening and
Progress Monitoring Dynamic Indicators of
Basic Early Literacy Skills (DIBELS) AIMSweb
System to Enhance Education Performance
(iSTEEP) Fidelity of Implementation Ques
tions to Consider for Design and
Implementation (KDE Document) Assessing
Implementation
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Credit where credit is due

• McCook, John E. (2006). The RTI Guide
  Developing and Implementing a Model in Your
  Schools. LRP Publications
• John McCooks presentatiosn in Pulaski County in
  2008
• AIMSweb technical manuals from www.aimsweb.com
• Presentations by Cherry Boyles, Assistant
  Director of Curriculum, KY Department of
  Education Lucille Eber George Sugai of OSEP
  Center on PBIS Rob Horner of the University of
  Oregon

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Contact Information Dusty Phelps
Psychologist Pulaski County Schools E-mail
dusty.phelps_at_pulaski.kyschools.us WebPage
http//teachers.pulaski.net/dphelps1/ Phone
606-679-1123