Title: JCPS Response to Intervention (RTI) Framework: Focus, Aligned
1JCPS Response to Intervention (RTI) Framework
Focus, Aligned Accountable
2Warm-Up
- Take a few minutes to write down your questions
about RTI on the index cards on your table. - As we go through the session check to see if your
questions have been answered. - When you get the answer write it on the back!
- We will check our cards at the end of the session!
3Entering Checklist
- Please be sure you signed in the session.
- Turn your cell phones to vibrate.
- Get all of the handouts and organize your area
for active learning.
4What is RTI?
- Response to Intervention (RTI) is a
multi-tiered approach to help struggling
learners. Students' progress is closely monitored
at each stage of intervention to determine the
need for further research-based instruction
and/or intervention in general education, in
special education, or both. - http//www.rtinetwork.org/
5Systems Model for Academics and Behavior
Academic Systems
Behavioral Systems
Decisions about tiers of support are data-based
6Problem Solving/RtIThe Scientific Method
Evaluate Intervention Effectiveness
Monitor Progress
Analyze the Problem
Identify the Problem
Implement Intervention
Design Intervention
J
L
6 Week Timeline
7JCPS RTI IS FOCUSED
- WE ARE FOCUSED ON SUPPORTING ALL STUDENTS AND
ENSURING EVERY CHILD IS COLLEGE CAREER READY
WHEN THEY LEAVE US!
8Why do we need to implement RTI in JCPS?
- Are you happy with your data?
- Let your data do the talking.
9There will be no prizes for predicting
rain..Prizes will be given only for
building arks.
10Lets do some Myth Busting Before We Begin
- RtI is a process not a new program. It is a
framework on which we should be able to hang
our efforts. - RtI is more about general education than special
education. The purpose of RTI is to provide a
system that meets the needs of all students,
ensuring achievement gaps close. Special
Education may or may not be a result. - RtI is not a complicated process with tons of
paper! There are no forms. We have an online
documentation system. - RtI has a strong basis in statute and rule. RTI
is part of District Procedures, State Regulations
and Federal Law.
11Heres some data and information that support the
need for RTI!
122004
- NCLB and IDEA 2004 require districts to implement
a new process for addressing students who are not
making progress. - This process is called
- Response to Intervention (RtI).
13If not reading on grade level by 3rd grade, odds
of ever reading on grade level are 1 in 17.
17
- In 4th grade, students need 2 hours of
instructional time to make the same gains as made
in 30 minutes of instructional time in
Kindergarten.
14- Approximately 50 of students who are referred
for ECE in JCPS did not qualify across the 13
disability areas. - It is not a kid issue, it is an instructional
issue. - JPCS Percent in ECE (12-14) is aligned with
nation and state. - We dont under identify or over identify.
National eligibility rate is 85. (Source Urban
Special Education Leadership Collaborative)
15Disproportional Representation
2011 Dec. 1 Data 650/1106 (59) EBD Students in
JCPS are African American
2011 Dec. 1 Data 741/1668 (44) DD Students in
JCPS are African American
State Target is Below 2.0
16This must change
170/174
17WE KNEW WE NEEDED RTI
18- Timeline for Implementation
- 2007-2008Pilot Reading (K-5)
- 2008-2009Additional Pilots for Reading (K-5)
- 2009-2010Full Implementation of Reading (K-5)
Pilots for Math (K-8) Pilot Reading (6-12)
Pilot Social Development/Behavior (K-12) - 2010-2011Scaled Expansion to Additional Schools
- 2011-2012Full Implementation K-8
- 2012-2013Full Implementation
- Professional Development Support for Schools
- District Based
- Provided to Key Role Groups
- Principals, Counselors, Resource Teachers, School
Psychologists and School-based Teacher Leaders - Sessions Offered During Summer Conferences
- School Based
- Faculty Meetings
- Embedded PD Sessions Grade Group Meetings
19WHAT DOES RTI LOOK LIKE IN JCPS?
- Here are the nuts and bolts
20We use 3 Tiers of layered support
Tier 3
INTERVENTIONS ARE PROVIDED IN ADDITION TO CORE
INSTRUCTIONNOT IN PLACE OF CORE INSTRUCTION!
The further up the pyramidthe fewer number of
students there are and the more intensive the
support becomes.
21All, Some A Few
- All Students get
- Tier 1
- Some Students get
- Tier 1 and Tier 2
- A Few Students get
- Tier 1, Tier 2 and Tier 3
- BASED ON NEED VERIFIED BY DATA!!
22Elementary School Examples
Literacy
Math
Behavior
23Middle School Examples
Literacy
Math
Soc. Development/ Behavior
24JCPS RTI IS ALIGNED
- WE USE THE NON-NEGOTIABLES TO ENSURE ALIGNMENT
ACROSS SCHOOLS AND ALIGNMENT WITH KCAS.
25Non-Negotiables for RTI
- Quality Core Program
- Establish RtI Team
- Universal Screening Process
- Review Student Data
- Develop Plan
- Implement the Plan
- Monitor the Plan
- Review Results
- Determine Next Steps
- Continue Process
26Dont Let RTI Raise Your BP!
- Core Program
- RtI Team
- Universal Screening
- Review Data
- Develop Plan
- Implement Plan
- Progress Monitor
- Review Data
- Determine Next Steps
- Continue the Process
- Life Style
- Dr Staff
- Not feeling well
- Determines IllnessHigh BP
- Meds/Yoga Goal for BP
- Take meds go to yoga class
- Take blood pressure daily
- See Dr again
- Meds Yoga
- See Dr in 6-weeks
27LETS LOOK AT THE NON-NEGOTIABLES IN DEPTH
28Data used in JCPS for Universal Screening Process
Area Source
Literacy KPREP Results Grades Developmental Reading Assessment (DRA) Scholastic Reading Inventory (SRI) Core Content Assessments (CCAs) Program Assessments SuccessMaker Course Level 1-Minute Timed Reads Phonics Screeners MAZE Assessments ACT Plan/Explore Teacher Observations RDAs RPAs
Math KPREP Results Grades Core Content Assessments (CCAs) Program Assessments Program Unit Tests Classroom Work Samples SuccessMaker Course Level Teacher Observations District Developed Screeners ACT Plan/Explore MDAs MPAs
Social Development/ Behavior Attendance Out of School Suspension In-School Suspension Office Referrals Grades Teacher Observations
29UNIVERSAL SCREENING
- OBJECTIVE DATA FROM EVERYONE
- CASTS A NET OVER ALL CHILDREN
- HELPS US SCREEN TO DETERMINE WHO IS AND WHO IS
NOT MEETING STANDARDS - RED FLAGS STUDENTS WHO ARE NOT ON GRADE LEVEL
FOR A DEEPER REVIEW OF THEIR DATA - USE MULTIPLE PIECES OF DATA
- KEY PIECE OF DATA IS KPREP SCORE
30Areas of Focus
Literacy Mathematics Social Development/Behavior
Basic Reading Reading Fluency Reading Comprehension Calculation/ Number Sense Problem Solving/Reasoning Interpersonal/ Intrapersonal Skills Classroom/School Norms
31- Interventions are provided in 6-Week Rounds to
students based upon results of Universal
Screening Progress Monitoring.
32WHAT HAPPENS NEXT?
- We determine if the student is Tier 2 or Tier 3?
33Whats the Difference?
- Academics
- Somewhat Behind
- 1-2 Grade Levels Below
- Apprentice Range
- Potential to Catch Up within 1 School-Year
- Behavior
- Mild to Moderate Behaviors
- Lower Intensity Frequency
- Academics
- Significantly Behind
- 2 Grade Levels Below
- Novice Range
- May Need More Than 1 Year to Catch Up
- Behavior
- Moderate to Severe Behaviors
- Higher Intensity Frequency
34Lets Talk About the Tiers of Support
- Tier 2
- Small Group
- In addition to Tier 1
- Progress monitoring occurs during intervention 1
time every 2 weeks. - NOT AN ASSESSMENT!
- DIPSTICK!!
- 1-3 MINUTES
- Group or Individual
- Focused on Need/Goal
- Tier 3
- Individualized/Smaller Group
- In addition to Tier 1 2
- Progress monitoring occurs during intervention 1
time each week. - NOT AN ASSESSMENT!
- DIPSTICK!!
- 1-3 MINUTES
- Group or Individual
- Focused on Need/Goal
90
Implementation Rate!!
35Lets talk in detail about Tier 2/3 Interventions
- Each group is going to be assigned an area to
develop a list intervention strategies. - WHAT DO YOU DO WHEN STUDENTS STRUGGLE IN READING?
MATH? WRITING? BEHAVIOR?
36Break Timebut before you go-
- Take a minute to do a GALLERY WALK around the
room to get a closer look at all the posters from
the groups for each area. - Use the post-it notes to add ideas and
suggestions.
37Interventions are--
- Instructional
- Not accommodations
- Linked to the area of concern
- Evidence based
- Research based
- Systematically delivered
- Monitored
Above/ beyond Regular instruction
38Do we need to revise our lists?
- Reading
- Math
- Social Development/ Behavior
- Writing
39Where do we find menus of interventions?
40District Provided Intervention Materials for
Literacy--Elementary
- Earobics (K-2)
- Classroom Libraries
- SuccessMakerNEW VERSION!!!
- Study IslandNew!!
- COACH/Crosswalk/Ladders
- Comprehensive Assessment of Reading Skills (CARS)
Strategic Teaching of Reading Skills
(STARS)Contact Your ECE Consulting Teacher or
ECE Team Leader
Look at what you have at your school!!
41District Provided Intervention Materials for
LiteracyMiddle School
- Read 180
- Classroom Libraries
- SuccessMakerNEW VERSION!!!
- Study Island
- Comprehensive Assessment of Reading Skills (CARS)
Strategic Teaching of Reading Skills
(STARS)Contact Your ECE Consulting Teacher or
ECE Team Leader
Look at what you have at your school!!
42District Provided Intervention Materials for
Math--Elementary
- SuccessMaker Math Skills ConceptsNEW VERSION
- Study IslandNew!!
- COACH/Crosswalk Ladders
- Comprehensive Assessment of Math Skills (CAMS)
Strategic Teaching of Math Skills (STAMS)Contact
Your ECE Consulting Teacher or ECE Team Leader
43District Provided Intervention Materials for
MathMiddle School
- DO THE MATH NOW Intervention MaterialsDiscuss
with Your Principal - SuccessMaker Math Skills ConceptsNEW VERSION
- Study Island
- Comprehensive Assessment of Math Skills (CAMS)
Strategic Teaching of Math Skills (STAMS)Contact
Your ECE Consulting Teacher or ECE Team Leader
44Please remember
- Interventions must be KCAS/COMMON CORE alignedso
get rid of the old versions/materials that are
not! - Choose a few and do them very well.
- Implement with fidelity!!!!!
- Its about the strategynot the program.
Programs just package it for us.
45JCPS RTI IS ACCOUNTABLE
- WE ARE ACCOUNTABLE FOR THE IMPLEMENTATION OF
INTERVENTIONS AND THE GROWTH OF THE INDIVIDUAL
STUDENT.
46INTERVENTIONS ARE NOT A LIFE SENTENCE!!
- We must get students on a trajectory to exit
interventions as soon as possible!
47Its about implementation
48Successmaker
- National research and district data has shown
that 20-25 hours results in approximately a
one-grade equivalent of growth in about 22.5
hours of programming. - There are 177 instructional days for students and
during a school year a student could complete a
minimum of 150 lessons at 20 minutes per day.
(This allows for 27 daysor 5 weeks for other
programming or logistical issues.) - Lets do the math
- 150 Days x 20 Minutes per Day 3,000 minutes
year - 3000 Minutes / 60 Minutes per Hour 50 Hours
During a Year - Approximately 2.5 Years potential
grade-equivalent growth in 150 instructional
days. - Below are 2 examples which illustrate 5-years
grade-equivalent potential growth in 2 years.
Actual Grade Level 4th Grade 5th Grade 6th Grade
Performance Level 1st grade-equivalent 3.5 grade-equivalent 6th grade-equivalent
49110
- Joey is a 3rd grader who reads 20 WPM in
September. - The end of year benchmark for 3rd grade is 110
words per minute. - Joey has a 90 word difference. (110-2090)
- There are 30 weeks of school left. (36-630)
- He needs to make a 3 word gain each week.
(90/303) - The goal for this 6-week intervention cycle would
be 18 WPM (3 WPM x 6 wks) growth for an ending
goal of 38 WPM (20 WPM 18 WPM38 WPM). - Progress monitoringindependent performance on
grade level passages
- Number of words per minute a 3rd grader should be
able to read by the end of the year. - This means setting a goal for each student to
achieve grade level. - 1 year for somewhat behind
- 2-years for significantly behind
50Read 180
- Tier 1, 2 3 for Grades 6 7
- Whole Group
- Small Group
- Software
- Independent Work
- 90 Minutes Daily
Area Average Completed Possible Implementation Rate
of Sessions 33 120 28
of Segments 6 60 10
- Average gain of 64 Lexile Points for ¼ of time in
program. - Full implementation would have meant 256 Lexile
Point gain for the average middle school student
or moving from 569 to 825GRADE LEVEL!!!!!
51Study Island
- Tier 2
- Apprentice
- 3-5 Times Per Week
- 20 Minutes
- Reading, Math, Science Social Studies
- In and Out of School
Grade Average of Log Ins/ Sessions Per Student Enrolled Possible Implementation Rate Blue Ribbons
All Users 28 35 80 Pre 20,642
Learn.ing Place--Seats 8 35 23 Post 42,819
Gain 22,177
52SuccessMaker
- Tier 3, Novice
- 5 Times Per Week, 20 Minute Sessions
- In and Out of School
Course Mean Number of Sessions for a JCPS Student Possible Implementation Rate
Reading 47 120 40
Math 12 35 34
- Based on current data full implementation would
have meant the average student would have made
2.0 years gain this school year in Reading or an
increase in average course level from 5.25 to
7.25GRADE LEVEL. - Based current data full implementation in Math
for March, April May would equal .93 course
level gain in Math for 2.5 months or 2.79 years
gain in a school year of potential growth!!!!
53Lets look at an individual child
- We must set goals to ensure students move.
54Goal Setting--
- Malik (24 Weeks Left in School)
- Reading Comprehension
- MAZE/CLOZE9
- 33-924
- 24/24 weeks1 word a week
- 1 x 6 weeks of round6
- 9 615
- Olivia (30 Weeks Left in School)
- Reading Fluency
- 147-9354
- 54/30 weeks1.8 words a week
- 1.8 x 6 weeks of round10.8 (round to 11)
- 9311104
55Now you do it!!
- JoeORF, Baseline 35, End of Year 90, 30 weeks
left in school - SallyNot Cursing in Classroom, Baseline 20, End
of Year 100, 30 weeks left in school - IrvinBasic Reading, Baseline 2.3, End of Year
5.9, 30 weeks left in school - MaxCompleting Addition/Subtraction Problems,
Baseline 35, End of Year 90, 30 weeks left in
school
No one Told Me RtI involved me doing math!
56Monitor the Plan
- Interventionist
- Progress Monitoring of Data Graphed
- Alert RtI Team/Classroom Teacher When Concerns
Arise - Documentation of Sessions/Lessons
- Evidence of Sharing Information with Classroom
Teacher - Conversation Connection to Classroom
Instruction with Generalization of Performance - RtI Team/Administration
- Implementation Check for Intervention At Least 1x
During Intervention Cycle - Schedule, Components/Structure, Quality
57Who provided interventions?
- THE MOST QUALIFIED PERSON!
- Classroom Teachers
- Resource Staff
- Highly Trained Classified Staff
- Behavior Success Coaches
- Reading Recovery Teachers
- ECE/ESL Teachers
- Others?
58Students Served in 1-Hour using small groups with
6- students per group.
18
6
Which leverages the use of resources?
59Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool
       Â
Teacher Mrs. Jones (Grade 3) Teacher Mrs. Jones (Grade 3) Â Targeted Skill Area/Probe Used Comprehension/MAZE Â Targeted Skill Area/Probe Used Comprehension/MAZE Â Targeted Skill Area/Probe Used Comprehension/MAZE Â Targeted Skill Area/Probe Used Comprehension/MAZE Â Targeted Skill Area/Probe Used Comprehension/MAZE Â Targeted Skill Area/Probe Used Comprehension/MAZE
       Â
Strategy Main Idea Supporting Details Strategy Main Idea Supporting Details Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials
       Â
Student Name Week 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
 Susie  8  8  10   12 Â
 Marcus  5  5 7 8 9 10 11
 Jennifer 8 8 9 11 12 12 12
 Max  7  7  9   10 Â
 Ebony  5  5 5 6 4 5 5
       Â
       Â
       Â
This is given to RTI Lead Weekly!
60RTI LEAD ENTERS DATA IN CASCADEITS NEW! (NO
MORE SPREAD SHEETS!)
X
61LETS LOG INTO CASCADE!
- LOG IN TO CASCADE AND TRY OUT THE NEW SYSTEM!
62Student Student 1 Sample Student Sample Student Sample Student
UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN
Begin Date 10/1/2010 10/1/2010 Tier 2 Support Strategies/ Materials Tier 2 Support Strategies/ Materials PM Readers/ Small Group
End Date 12/3/2010 12/3/2010 Schedule of Tier 2 Interventions Schedule of Tier 2 Interventions Monday, Wednesday Friday
School JCPS Elementary JCPS Elementary Tier 3 Support Tier 3 Support SuccessMaker
Teacher Super Teacher Super Teacher Schedule of Tier 3 Interventions Schedule of Tier 3 Interventions Daily
First Name Sample Sample Interventionist (Who will track PM data?) Interventionist (Who will track PM data?) ESS Teacher
Last Name Student Student Progress Monitoring Metric--Select only one from Tier 3 Intervention Progress Monitoring Metric--Select only one from Tier 3 Intervention SM Course Level/GR Equiv
Grade 4 4 Baseline Baseline 2.3
Summary of Universal Screening Data DRA 28 ITBS Stanine 2 KCCT Novice ORF 62 MAZE 4 DRA 28 ITBS Stanine 2 KCCT Novice ORF 62 MAZE 4 Goal to Exit Intervention Goal to Exit Intervention 5
Area of Focus (Basic Reading Fluency Comprehension) Basic Reading Basic Reading Expected Weekly Progress Expected Weekly Progress 0.15
Tier of Intervention 3 3 Goal for Round of Intervention Goal for Round of Intervention 3.2
Tier 1 Core Program Literacy Workshop with Rigby Literacy Workshop with Rigby Parent Communication Parent Communication Parent Teacher Conference Letter Home
     Â
PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS
BASELINE BASELINE 2.3
Week 1 Week 1 2.6
Week 2 Week 2 2.75
Week 3 Week 3 2.82
Week 4 Week 4 2.96
Week 5 Week 5 3.14
Week 6 Week 6 3.22
Number of Tier 3 Sessions Provided Number of Tier 3 Sessions Provided 29
Implementation Rate Implementation Rate 96.67
Did the Student Make Progress? Did the Student Make Progress? YES
Did the Student Achieve the Goal? Did the Student Achieve the Goal? YES
Next Steps Next Steps CONTINUE
63SPECIAL POPULATIONS!
64Special Populations
- Must be included in the Tiered Intervention
process relative to their individual needs. - On Our Way to English is the preferred Tier 1
Core program for ESL/ELL students. - First priority is to the implementation of the
Individual Education Plan (IEP) and/or Program
Services Plan (PSP).
Collaboration is key!
65Lets Talk About ECE ESL
- Not in ECE
- Do we suspect a disability?
- Interventions/ Failure to Respond
- Implementation Rate
- In ECE Already
- Goals on IEPNot RTI
- No Goals on IEPRTI
- Already have a plan, goals and are progress
monitored
- Focus on Program Services Plan
- Programming recommendations from the ESL
DepartmentOn Our Way to English/Discover English - Focus on Language Development
66WHAT HAPPENS WHEN INTERVENTIONS DONT WORK?
- WE DONT AUTOMATICALLY ASSUME THE STUDENT NEEDS
TO BE REFERRED.
67When should we think about a referral
- At least 2 cycles/rounds of intensive
interventions should be implemented before a
referral to ECE is considered. - RTI DOES NOT CIRCUMVENT THE REFERRAL
PROCESSHOWEVER TO DO A REFERRAL YOU MUST HAVE
INTERVENTIONS DATA! - IF WE DO RTIWE HAVE BOTH!!
68Monitoring of the plan is very important because
we cant say that a student hasnt responded to
an intervention when it hasnt been implemented
with fidelity over time as designed.
- This directly impacts the final 2 steps what
were the results and what are the next steps?
69Implications
- Instructional issues must be ruled out.
- Curricular access blocked by any of the following
must be addressed - Attendance
- Health
- Mobility
- Sufficient exposure to and focus on the
curriculum must occur. - Frequent, repeated monitoring must be conducted.
70Does RtI Really Work?
71Because of RTI
- We have increases in reading levels.
- We have increases in math levels.
- We have decreased in ECE referrals.
- We have improved rates of eligibility.
- We have decreased rates of suspensions.
- We have improved rates of implementation.
- We have access to high quality research-based
interventions for all students.
FOCUSED, ALIGNED, ACCOUNTABLE
72Exit SlipUse the index cards
- What brought your BP down about RtI today?
- What brought your BP up about RtI today?
73Thank you so much!
- Questionsget out your cards!
- Next Steps
- Additional Training
- Resources
The question is not, Is it possible to educate
all children well? But rather, Do we want to
do it badly enough? D. Meier