Response to Intervention2

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Response to Intervention2

• Christy Brown, RTI Coach

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Training Goals

• Deeper understanding of RTI and the Tennessee
  RTI2 Framework
• Provide clarity on each tier and where focus
  should be on each tier
• Provide a schedule for the Universal screeners

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A New Way of Thinking
Targeted Instruction Time LEARNING
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Tennessee RTI2 Model

• District Goal80/15/5
• School Goal (Varying percentiles
  andvarying Tier I needs)

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What is RTI2?

• Response to Instruction and Intervention
• Prevention and early intervention
• Systematic response a school take when students
  are not successful in the classroom.
• RTI2 is a joint effort led by general education

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What RTI2 is NOT

• A road map to SpEd
• SpEd is not a place the most intensive
  intervention.
• Only for beginning reading
• Only for non-title I, non-ESL, or non-SpEd
  students.
• An optional intervention program if schools elect
  to use it

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Wrap Activity

• Line up in the room with the person having an
  abundant amount of knowledge regarding RTI2 in
  front stretching to those having a need for more
  knowledge in the back...
• Wrap around and share what you know about the
  three tier characteristics.

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Tier II-Some Students

• 25th percentile_____Tier II
• 10th percentile_____Tier III

Proficiency on TCAP
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Six Specific Learning Disabilities

• READING
• basic reading skills
• reading fluency
• reading comprehension

• MATH
• mathematics calculation
• mathematics problem solving

• written expression

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Universal Screener-The starting point

• Nationally normed, skills-based assessment
  (K-8)(measuring performance on 6 learning areas)
• Brief screening assessment of grade level
  academic skills administered to ALL students
• Used to identify students in need of further
  intervention due to identified skill deficits.
• Administered three times per year

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Parental contactwww.rcschools.net

• Brochure for all parents should go home at the
  beginning of the year.
• Parents are contacted for the following reasons
  before initiating or discontinuing tiered
  interventions to communicate progress
  monitoring data in writing every 4.5 weeks
  for students receiving tiered interventions
  (progress report time report card time) if
  there is a referral to special education dates
  of universal screenings (Done by the teachers)

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Mid term Students

• When student enters from outside the district
  after the universal screener and a records review
  or classroom performance indicates interventions
  may be needed, action should be taken.
• Teacher Actions- notify coach of student having
  difficulty and complete the form for further
  review...see handout
• Possible Coach Actions could includegive full
  universal screener ORgive a probe from the
  universal screener ORgive a grade level
  placement test OR
• At the next RTI meeting, review assessment data
  and place student in intervention as needed

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Mid term students inside the district

• Coaches work with attendance secretary to
  identify new students transferring within the
  district
• Students should continue previous interventions
  to the greatest extent possible.
• Intervention files should travel from coach to
  coach (Implementation Guide, p. 58)

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Procedures for English Language Learners

• All ELL students that have been in the country
  for longer than 12 months, will be given the
  universal screener.
• ELL students who fall below the 25 and have not
  acquired intermediate fluency will receive
  rigorous ELL services.
• An ESL teacher should be part of the RTI2 team to
  discuss the specific needs of the ELL child
  (language acquisition or academic deficit).
  (Implementation Manual, p. 90-92)

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RTI--Real world application
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Where are you now? Table Talk.

• What is the difference between a tier II/III
  class and a PLC remediation class?

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Role of the Intervention Team

• The primary role of the intervention team is to
  focus intently on the individual needs of the
  schools most at-risk students. --Buffum,
  Mattos, Weber

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RTI ² Intervention Team

• Who are the CES RTI² team members?principal,
  assistant principalRTI coach
  
  academic interventionistsschool
  psychologistguidance counselorESL
  teacherSpecial education teacher(s)classroom
  teachers
• When will we meet? Once every 4.5-5 weeks

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Key responsibilities

• Ensuring the fidelity and integrity of
  instruction and interventions
• Making data based decisions regarding student
  placement in the tiers and interventions
  (includes progress monitoring data AND
  attendance)
• Matching interventions to specific areas of
  deficit and revising when needed
• Team decision vs individual teacher decision

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RTI Meetings

• Celebrate successes
• Discussion of students for which there are
  concerns
• Any students possibly exiting
• Any next steps
• These should be brief excluding Universal
  Screening meetings

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Universal Screener
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Table Top Discussion

• What resonates with you in this quote?
• All students should receive high quality
  differentiated instruction from the general
  education teacher during Tier I.--Framework, p.26

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Lets Define ALL

• All includes any student who will be expected to
  live as a financially independent adult someday.
  For these students, achieving anything less than
  high school plus will make it virtually
  impossible to thrive as adults. Buffman,
  Mattos, Weber, 2012
• RTI2 Framework refers to students who are
  suspected as having a learning disability not
  students with severe and profound disabilities.

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Tier I --ALL students

• The most critical for student success.
• No amount of interventions can replace good first
  teaching.
• Core classes meet/exceed grade-level CCSS
  standards
• Include differentiation and flexible small group
  instruction.--RTI2 Framework, p. 2123

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Tier I continued

• Identified Essential Learning based on grade
  level state standards.
• Common assessments given on Essential Learning
  standards/ Power Standards.
• ALL students receive research-based, high
  quality, general education instruction using
  state standards in a positive behavior
  environment that incorporates ongoing universal
  screenings and ongoing assessment to inform
  instruction.--RTI2 Framework p. 14

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Recommended Instructional Times
CES has an intentional school wide schedule to
ensure adequate time for all Tiers
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RTI2 In the Simplest Form

• Dont tell me all kids can learn. Show me what
  you do when they dont.
  - Rick DuFour

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Tier II-Some Students

• 25th percentile_____Tier II
• 10th percentile_____Tier III

Proficiency on TCAP
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Tier II Above the 25

• Major work of the PLC Team
• Intervene to re-teach Power Standards on which
  students did not show mastery.
• Common formative assessments used to identify
  students in need of additional help with grade
  level chosen power standards.
• No requirement for time or data for these
  interventions (2 days or 2 weeks)
• Grade level, standard based interventions
• By student, by standard

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Response to Intervention2

• Tiers in the RTI process are not intended to be
  a destination, a label, or a hoop to jump through
  to qualify a child for Special Education they
  are to guide our thinking.
• --Buffman, Mattos,
  Weber

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Tier II-Some Students

• 25th percentile_____Tier II
• 10th percentile_____Tier III

Proficiency on TCAP
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Tier II Below the 25This is where RTI2 kicks
in!

• Below the 25 on the universal screener and
  struggling academically.
• Research-based interventions on a specific area
  of deficit.
• 30 minutes a day in addition to Tier 1 (Kinder
  20)
• Progress monitored every other week
• 8 10 data points needed to make a data-based
  decision (16-20weeks)

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Tier II Below the 25

• Highly-trained personnel with a suggested 1 to 5
  ratio.
• Parent notification required
• If they need both math and reading, CES will go
  with the lower of the two.
• 25 percentile is the MINIMUM

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Skills Based vs. Standards Based

• Tier II interventions are systematic, researched
  based interventions that target the students
  identified area of deficit
• basic reading
• reading fluency
• reading comprehension
• math calculation
• math problem solving
• written expression --Framework, p.38
  Use the same language to discuss deficit

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Progress Monitoring

• Why do we progress monitor?To assess students
  academic performanceTo quantify a students
  rate of improvement or response to
  instructionTo evaluate the effectiveness of
  instruction (fidelity)

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Progress Monitoring Procedures

• At least every other week
• Probes parallel to the universal screener
• Must be measured at the students skill or
  instructional level
• Bi-weekly progress monitoring officially begins
  at Tier 2 below the 25

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Who is responsible?

• Classroom teachers will provide tier II
  instruction if the interventionists classes are
  full.
• Tier II progress monitoring responsibility of the
  coach.

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DATA BASED DECISIONS

• A minimum of 8-10 data points if progress
  monitored every other week
• 10-15 data points if progress monitored weekly

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Tier III vs. Tier II

• Below the 10 percentile on the universal
  screener.
• 1.5 2 years behind
• Not making significant progress in Tier 2
• The school level RTI2 team will determine which
  students will be placed in Tier 3.
• 45 60 minutes in addition Tier1

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What stays the same?

• Skills based intervention
• Research based
• Progress monitoring
• Highly trained
• 8-10 data points (every other week)10-15 data
  points (weekly)
• Ratio--K-5 (13)(recommended)

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Who is responsible for Tier III?

• Academic interventionist-primary
  responsibilitydiagnose to more specific deficit
  instruct to the specific deficitprogress
  monitor to the specific deficit
• Intervention team is still responsible for
  intervention plan
• Problem solving is essential at this Tier

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Effective Intervention?

• http//www.youtube.com/watch?vKdxEAt91D7k

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What is our Goal?

• All students will learn at high levels
  or
• All students will learn at high levels the first
  time material is taught.

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Consider the Positive Possibilities

• Ensuring every child gets additional support in
  the area they need it.
• Intervening with students early instead of
  waiting until they fail and it is too late.
  
• Giving every child what I would want for my
  child.
• Empowering our students for long term success

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The Great Reward
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• Mouse vs. Mouse Trap

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Fall Universal Screener Dates

• K Aug.18-19
• 1st Aug. 13, 20, 21
• 2nd Aug.13 20
• 3rd Aug.12, 13, 24
• 4th Aug. 12, 13 24
• 5th Aug. 12, 13, 18, 19