Response to Intervention

1
Response to Intervention

• Making it Work in Jessamine County
• Michelle Gadberry, Psy. S.
• Assistant Director of Special Programs

2
Background

• 05-06 funds allotted to purchase reading/math
  programs
• Jan 07 I met with CRAs to introduce RTI
• March 07 DoSE introduced RTI to principals and
  secured volunteers to pilot the process in 07-08
• K-2 only in reading
• 4 elementary schools involved

3

• 07-08 PILOT YEAR
• Used DRA for universal screening
• DIBELS for Progress Monitoring
• Curriculum Coaches and Curriculum Administrators
  provided school structure
• Each tier was outlined with suggested
  interventions for each level.
• Still used discrepancy formula for SLD
  identification

4
If we could do it again

• We would have used district administrators to
  train all teachers so the message was more
  consistent.
• Would have provided more organizational structure
  rather than allow flexibility.
• Monitored interventions and process more
  intentionally.

5
Year Two 08-09

• All elementary schools involved
• K-3 for Reading
• Trained on DIBELS and administered 3x year as
  universal screening
• Identified bottom 10 district-wide
• All other grades were expected to use RTI to
  implement interventions with at-risk students and
  monitor progress (Pyramid of Interventions) for
  reading and other areas including attendance.

6
Year Two

• Developed district forms for monitoring
  implementation, documenting meetings and a rubric
  for level/tier changes.
• Provided a stipend for a coach to serve as the
  POI coach at each elementary.
• I met with RTI Coaches each month to review
  intervention ideas, share concerns and
  celebrations, and share information as needed.

7
End of the year planning

• All day planning with coaches
• Refined district forms
• Developed plan for district Pyramid of
  Interventions University in August 09.

8
Year Three and on

• With support of ARRA funds, each school hired an
  Intervention Resource Teacher (see job
  description.)
• Asst. DoSE dedicated half of her time to RTI
  coaching (two years only.)
• Currently - all schools are implementing RTI in
  some form or fashion. Elementary schools have
  the tightest program.

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How are students selected?

• We use universal screening (3x a year).
• K-2 uses DIBELS for reading.
• 3-11 uses PAS for reading and math.
• Scores are combined and sorted to determine the
  bottom 10 district-wide.
• Schools are then notified of the students in the
  Bottom 10.
• Teachers may also refer students.

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Levels

• Refer to Handbook
• Three levels of increasing intensity/frequency
  based upon student need
• Pyramids have been developed for reading, math,
  behavior and attendance

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Progress Monitoring

• We use DIBELS for reading K-5
• We use MBSP for math 1-5
• We use Aimsweb for reading/math middle school
• We use a combination of created maze probes and
  PAS probes at high school.

12
Schedules

• Elementary all have blocks of time for students
  to receive intervention. Schedules vary but most
  have combined intervention teacher, reading
  teachers and assistants to cover multiple
  programs and multiple grade levels.
• Computerized programs are used to supplement also
  and allow flexibility.

13
Schedules

• Middle both have a 30 minutes block for
  enrichment/intervention. Additional intervention
  is provided in pockets of time including
  before/after school.
• High school both have intervention classes
  which provide an elective credit.
• One high school also provides individualized
  intervention (computer based) for small groups of
  students all day.

14
Student Monitoring Meetings

• Teams meet monthly to review student progress.
• Decisions are based on data.
• Interventions are selected based on student need,
  not teacher convenience.
• Targeted Intervention Plan form is completed each
  month to maintain record of progress.

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Elementary Team Meeting
16
Elementary Team Meeting
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Interventions

• Level 1 reading and math is differentiated
  instruction using evidence based practices.
• We love the Florida Center for Reading Research
  activities that line up with the areas of
  reading.
• We created intervention packets from our
  Envisions materials.

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Interventions

• Level Two supplemental 30 minutes
• Interventions vary but most school have added
  quite a lot over the last few years
• In most cases the same programs can be used for
  Level Two and Level Three the intensity and/or
  frequency may vary, though.

19
Interventions

• Level Three should be 5 or less of population
• Intervention should be changed if not working
  before referring for special education.
• Prior to referral must show dual discrepancy.

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What if it doesnt work?

• Referral for special education is only made when
  you can show that
• The student has received intensive evidence-based
  intervention geared at his/her academic deficits.
• The student has failed to show an adequate
  response (slope).
• The students skills remain well below that of
  their peers.

21
Training

• Train, train and then train some more!
• POI University
• IA University
• DIBELS trainings
• Problem Solving Process trainings
• Specific intervention trainings

22
Forms

• Teacher Handbook
• TIP
• Level Change Rubric
• Implementation Documentation
• Referral Checklist

23
Success!

• First grade students
• May 08 vs. May 09
• The percentage of students Low Risk in oral
  reading fluency increased from 53 to 63!!
• The AVERAGE score for a 1st grader on ORF
  increased from 49 wpm to 63 wpm an increase of
  11 words per minute!

24
QUESTIONS??

• Contact information
• Michelle Gadberry
• Michelle.gadberry_at_jessamine.kyschools.us