Goldsmith Response to Intervention (RTI)

Framework 2013-2014

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/

What is RTI?

Systems Model for Academics and Behavior

Academic Systems Behavioral Systems

5-10% Targeted Interventions5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Programming

80-90% School-Wide Programming

Decisions about tiers of support are

data-based

Problem Solving/RtI“The Scientific Method”

Identify

the ProblemDesign

Intervention

Monitor

ProgressAnalyze

the ProblemImplement

Intervention

Evaluate

Intervention

Effectiveness

6 Week Timeline

LJ

GOLDSMITH RTI IS FOCUSED

WE ARE FOCUSED ON SUPPORTING ALL OUR STUDENTS AND ENSURING EVERY CHILD IS COLLEGE

& CAREER READY WHEN THEY LEAVE US!

Why do we need to implement RTI at

Goldsmith?

Are you happy with your data?

Let your data do the talking….

Let’s 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! We have a tracking sheet for each 6 week process.

RtI has a strong basis in statute and rule. RTI is part of District Procedures, State Regulations and Federal Law.

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).

2004

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.

17If not reading on grade level by 3rd grade, odds of ever reading on grade

level are 1 in 17.

WHAT DOES RTI LOOK LIKE AT GOLDSMITH?

Let’s look at our steps…

All, 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!!

Tier 1—Daily KCAS Instruction with Workshop Model

Tier 2—Small Group Instruction with

Additional Guided Reading Group during WIN 2-3 Days a WeekTier 3—SuccessMaker

Daily

Tier 1—Daily KCAS Instruction with Math In

Focus

Tier 2—Small Group Instruction with Math In Focus Materials During WIN 2-3 Days a Week

Tier 3—SuccessMaker Daily i

Tier 1—Daily Instruction with Care for Kids

Tier 2—Small Group Social Skills Instruction with Second Steps 2-3

Days a Week

Tier 3—Individual Behavior Contract in

Place

Literacy Math Behavior

Goldsmith Examples

• Intensive Support for the Tier 3/Novice Student in Reading & Math (k-5th)

• Instruction, review and practice on critical skills and concepts

• Supplements and assesses learning for each student

• Reinforces skills mastery

• Newer animated version for older level students

What is SuccessMaker?

What is Study Island?

A Support for Tier 2/Higher Apprentice Students in Reading & Math (3rd-5th)

Study Island is a Web-based program designed to help students master state standards. It is a self study

course!

GOLDSMITH RTI IS ALIGNED

WE USE THE NON-NEGOTIABLES TO ENSURE ALIGNMENT ACROSS SCHOOLS

AND ALIGNMENT WITH KCAS.

1. Implement a Quality Core Program 2. Establish RtI Team (grade Level team)

3. Use a Universal Screening Process (at least 3 points of data)

4. Review Student Data with grade level team

5. Develop Plan with your team (23 Min. Intervention Planning Process Sheet)

6. Implement the Plan (interventions during WIN time)

7. Monitor the Plan (Track student progress with tracking sheet)

8. Review Results (Every 6 weeks during embedded)

9. Determine Next Steps10. Continue Process if necessary

Non-Negotiables for RTI

“Ask 3 Before You Ask Me”

What are the steps for the RTI Process at Goldsmith?

Step 1: Collect at least 3 points of dataStep 2: 23 Minute Invention Planning Process SheetStep 3: Use Intervention Menu to determine Area of Need/Focus Step 4: Data Collection & MonitoringStep 5: Implementation check & follow up meeting Step 6: Determine next steps

OBJECTIVE data from everyone

“RED” FLAG STUDENTS WHO ARE NOT ON GRADE LEVEL

USE MULTIPLE PIECES OF DATA: ◦ KPREP◦ Running Records (DRA)◦ MDA/MPA◦ RDA/RPA◦ STAR Reading/Math ◦ Sight word benchmarks

DETERMINE TIER LEVEL based on the data

Step 1: UNIVERSAL DATA SCREENING

What’s the Difference?

STUDENTS WHO NEED TIER 2

STUDENTS WHO NEED TIER 3

Academics◦ 1-2 Grade Levels Below◦ Apprentice Range◦ Potential to “Catch Up”

within 1 School-Year Behavior

◦ Mild to Moderate Behaviors

◦ Lower Intensity & Frequency

Academics◦ 2+ Grade Levels Below◦ Novice Range◦ May Need More Than 1

Year to “Catch Up” Behavior

◦ Moderate to Severe Behaviors

◦ Higher Intensity & Frequency

Work with your grade level team to discuss students of concern

Complete a sheet for every child that needs an intervention-MUST HAVE A MEASURABLE GOAL to track/monitor

Step 2: 23 Minute Intervention Planning Process Sheet

Literacy Mathematics Social Development/Behavior

Basic Reading

Reading Fluency

Reading Comprehension

Calculation/ Number Sense

Problem Solving/Reasoning

Interpersonal/ Intrapersonal Skills

Classroom/School Norms

Step 3: Areas of Need/Focus

Use the Intervention Menu to determine your skill/strategy focus for WIN

Let’s practice the process with a child…

At your tables are scenario cards. • Work with your team to work through the

23 Minute Planning Process Sheet and determine a proactive plan of interventions.

Interventionist-Who? YOU!!◦Documentation of Skill/Strategy used during

WIN Time-Use Data Tracking sheet provided in folder

◦Progress Monitoring of Data Graphed Alert your team when concerns arise

RtI Team◦Implementation check with your grade level

team every 6 weeks◦We’re the response when interventions are

not helping a student

Step 4: Data Collection &Monitoring

Interventions are provided in 6-Week Rounds to students based upon results of Universal Screening & Progress Monitoring.

Interventions must be KCAS/COMMON CORE aligned.

Choose a few and do them very well. Implement with fidelity!!!!! It’s about the strategy…not the program.

Programs just package it for us. Check-in with grade level team regularly

to see if intervention is working/not working

We are accountable for the implementation of interventions and the growth of our students!

Step 5: It’s about implementation…90% or better!!!

Step 6: DID IT WORK? WHAT HAPPENS WHEN INTERVENTIONS DON’T

WORK?WE DON’T AUTOMATICALLY ASSUME THE

STUDENT NEEDS TO BE REFERRED.

Monitoring of the plan is very important because we can’t say that a student hasn’t responded

to an intervention when it hasn’t 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?

◦At least 2 cycles/rounds of intensive interventions should be implemented before a referral to ECE is considered.

◦Schedule a meeting with Michelle or Maureen to look deeper at intervention plan.

◦RTI DOES NOT CIRCUMVENT THE REFERRAL PROCESS…HOWEVER TO DO A REFERRAL YOU MUST HAVE INTERVENTIONS & DATA!

◦IF WE DO RTI…WE HAVE BOTH!!

When should we think about a referral…

Instructional issues must be ruled out. Curricular access blocked by any of the

following must be addressed:◦ Attendance◦ Health◦ Mobility◦ Hearing/ vision screenings

Sufficient exposure to and focus on the curriculum must occur.

Frequent, repeated monitoring must be conducted.

Implications

Dr. Renner will now talk about RTI for behavior: The SRT (Student Response Team)

Who is it for? Our top 5% of students with behavior

issues“Opportunities”

Access the PBIS website:1) JCPS Homepage >Employees>Teachers2) Resource Links3)Positive Behavior Intervention Supports (PBIS)4)Resources for PBIS & SRT class, school, & district student support5)Login using your JPCS login

Next Steps Additional Training Resources

Any Questions?

The question is not, ‘Is it possible to educate all children well?’ But rather, ‘Do we want to do it badly enough?’

D. Meier

Thank you !