QUESTIONS and ANSWERS: Implementing RTI in your School OR in your District

1
QUESTIONS and ANSWERSImplementing RTI in your
School OR in your DistrictNuts and Bolts from
Colleagues who are using RTI

• Giancarlo Anselmo
• School Psychologist/RTI Coordinator
• Cleveland County Schools

2
Nuts and Bolts

• Training
• What RtI looks like in our schools
• Things we have done to gain support
• Typical day
• Special circumstances

3
Cleveland County Schools

• Roughly 17,000 students
• 4 high schools, 4 middle schools, 2 intermediate
  schools, 16 elementary schools
• 13 of population is EC

4
Questions

• How many people have gone through state training?
• How much training did you receive in how to
  implement Tier I and Tier II?

5
Level IV IEP Consideration
Level III Consultation with the Problem Solving
Team
Level II Consultation With Other Resources
Level I Consultation Between Teachers-Parents
Amount of Resources Needed to Solve Problem
Intensity of Problem
6
(No Transcript)
7
Initial Training Team

• School Psychologist
• Curriculum Coordinator
• School Counselor
• Kindergarten Teacher
• Educational Diagnostician
• Principals of two initial schools

8
Local Norm Project

• Hybrid between DIBELs and Skill Builder Probes
• Local norm sample consisted of 576 students
  across 1st-5th grades
• More than 100 students per grade
• DIBELS data was from approximately 400 students
  per grade K-2

9
Sample From 1st and 2nd Grade
10
Overall Implementation and Expansion

• 2006/2007 school year RTI procedures were piloted
  in two elementary schools
• One large school (700 students) Springmore
• One small school (400 students) Casar
• 2007/2008 implementation has expanded into two
  more large elementary schools
• Fallston Elementary (600 students)
• Union Elementary (600 students)
• 2008/2009 we plan to expand into 2 to 4 new
  schools

11
Training Our District

• Initial team trained each school
• Separate trainings have been done on
• Overview of process
• Tier I procedures
• Tier II/III procedures
• Interventions
• School Psychologist did a separate training with
  school-based problem solving teams to teach Tier
  III procedures

12
(No Transcript)
13
Teacher Supports

• Teachers have been trained on all tiers of
  process
• CBM training
• Teachers each received intervention notebooks
• Intervention training
• Teachers are assigned case colleagues from the
  Problem Solving Team to help with procedures,
  paperwork, or interventions starting at Tier I

14
Case Colleagues

• Every grade has a case colleague
• Case colleagues help teachers with paperwork,
  interventions, moral support, and scheduling of
  meetings
• Case colleagues meet with teachers on a weekly
  basis

15
Roles of Case Colleague

• Case colleague will meet with teacher at the
  beginning of Tier I/Tier II to help with
  paperwork, interventions, and answer any other
  questions that arise
• Case colleagues also meet with teachers every
  other week to check in on progress
• Case colleagues will also meet with teachers at
  the end of Tier II
• Case colleagues will be in charge of setting up
  PST Team meeting if moving to Tier III

16
PST Team Makeup

• People who might be on your team
• Principal
• School Psychologist
• EC representative
• Regular Education Teacher
• Interventionists
• Teacher of student
• Parents
• Others as needed

17
How PST Team Changed

• Last Year
• Principal
• School Psychologist
• EC teacher
• Diagnostician
• Teacher of student
• Regular ed teacher
• Title 1 reading specialist
• Counselor
• Social worker
• Parent

• This Year
• Principal
• School Psychologist
• Case Colleague
• Title 1/Interventionist
• Parent
• Teacher of student
• Diagnostician
• Others used as needed

MISTAKES
18
What is the Best Way to Train a Problem Solving
Team

• First Year Training
• Consisted of training teams using PowerPoints
  from state training
• Trained teams from two schools at once

• Second Year Training
• Trainings consisted of sitting down with each PST
  team and going over case studies
• Cases from their own schools were used to help
  them go through the process

MISTAKES
19
Teachers Teaching Teachers

• Intervention training done in the middle of the
  year
• 90 of training was done by teachers who had
  shown great ability to run interventions in their
  classrooms and differentiate instruction
• Training went very well and most teachers were
  very receptive to ideas from other teachers

20
Students Entering Tier 1

• First Year
• K-2 Students entered Tier I in reading based on
  DIBELS data
• All other subject areas and grades 3-5 where
  based on teacher discretion

• Second Year
• All Children K-5 went through benchmarking
  process at RtI schools

MISTAKES
21
Benchmarking All RTI Schools K-5th Grade

• All students are screened three times a year
  using either DIBELS, Skill Builder probes, or
  Aims Web Maze Fluency probes
• Teachers have been shown data and given
  recommendations on who needs to enter Tier 1
• Teachers have been shown what skill to teach and
  what to use to progress monitor each child

22
(No Transcript)
23
Curriculum Based Measurements

• Teachers are being taught to use CBMs for
  progress monitoring
• Training was done by school psychologists during
  planning times broken up over several weeks
• Nearly all instruction is tracked using CBM data
  
• Data is not graphed or charted until child enters
  Tier III
• Teachers are given guidance on setting
  appropriate goals

24
Jim Wright 2005
25
Timelines

• Beginning of the year benchmark assessment
• Targeted students enter Tier I based on
  information from class and assessments
• Plan is written with help of parent and usually
  Case Colleague
• Teachers intervene in specific area for 6 weeks
  or longer
• Dialogue continues with Case Colleague
• Process will repeat with Tier II except more
  people are generally involved

26
Tier III Structure

• Different people at all schools handling
  interventions
• School 1- Person hired with Title 1 money doing
  all interventions
• School 2- 3 Title one teachers doing most
  interventions
• School 3- EC teachers are main interventionists
• School 4- Combination of Title 1 and EC

27
School Wide Support For Process

• Showing how the Discrepancy model was probably
  not the best model in order to catch students
  early
• Studies done at local level showing legitimacy of
  Curriculum Based Data

28
(No Transcript)
29
Cleveland County Schools EOG/CBM data 2007
30
Correlation Studies looking at EOG and CBM
Assessments

• EOG and ORF correlation coefficients
• 3rd grade .69
• 4th grade .59
• 5th grade .53
• EOG and Maze Fluency correlation coefficients
• 3rd grade .61
• 4th grade .63
• 5th grade .63

31
Correlation Studies looking at District
Performance on EOG and CBM Assessments

• EOG and Skill Builder Word Problem probes
  correlation coefficients
• 3rd grade .64
• 4th grade .49
• 5th grade .60

32
School Approach to Interventions

• Each grade level has an intervention period built
  into the daily schedule
• Fluid time when any student in that grade level
  can go anywhere in the school to receive
  intervention
• Students not on intervention plan receive
  challenge enrichment activities gifted teacher
  can consult with staff about activities
• Can be hard to schedule but has great results and
  great teacher feedback

33
Psychologists Roles at RtI Schools

• Help with implementation and scoring of Benchmark
  data
• Crunch data from benchmark and put into
  consumable form for teachers and administration
• Help teachers with academic and behavioral
  interventions-How to implement? Where to find?
• Provide guidance on whether progress is
  sufficient enough to warrant moving up or down in
  the tiers

34
Psychologists Roles at RtI Schools

• Help with the monitoring of student behaviors for
  management plans
• Give guidance on appropriate goals
• Teach how to administer and score CBMs
• Sit on Problem Solving Team
• Progress monitor students in Tier III two to
  three times a week
• Keep master database of where each child is
  located in process

35
Special Circumstances

• Child moving within district from RTI school to
  non RTI
• Child moving within district from non RTI school
  to RTI school
• Parent request for testing

36
Parent Request for Testing

• Child still goes through the RTI process
• Traditional testing is completed
• All data is then used to make a decision about
  placement

37
Fidelity and Integrity checks

• Case Colleague meeting form
• Interventions are observed before a child moves
  to a new tier
• Intervention observation form is used
• Before placement is considered, third party is
  looking over Tier III process to make sure
  everything has been done properly

38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
Behavior Students

• Tier I simple behavior plan and modifications are
  implimented and monitored
• Teacher meets with PST team at the start of Tier
  II
• Part of this process will generally incorporate a
  FBA/BIP

43
Child Moving within District from Non RTI School
to RTI School

• If child was in SSMT process, child automatically
  enters Tier II
• If child was in the middle of an evaluation, then
  the child starts receiving interventions in Tier
  III

44
Child Moving within District from RTI School to
Non RTI School

• If child is in Tier I, new school is instructed
  to keep a close eye on students progress
• If child is in Tier II or Tier III, it is
  suggested that they use their SSMT process and
  decide whether an evaluation is appropriate

45
Questions?
46

• mail.clevelandcountyschools.org/ganselmo
• RTI/Intervention Resources Cleveland County
  Schools