Supporting Schools and Students to Achieve

SHERRI YBARRA, ED.S., SUPERINTENDENT OF PUBLIC INSTRUCTION

Response to Intervention Alayna Knop M.Ed.

September 2019

11/13/2019

My Background

16 years in education

5 years as classroom teacher

4 years as academic interventionist

3 years as a RTI District Coordinator

3 years as District Dyslexia & Reading Specialist

4 years at ISDE as MTSS Coordinator

My Education

B.A. Sociology

National Board-ELA/Literacy EC-Middle Grades

M.Ed. Curriculum and Instruction

No matter what accomplishments you

make, somebody helped you.

-Althea Gibson Response to Intervention | 2

Today’s Objectives

1. Gain a deeper understanding of RTI

2. Review the components that make RTI effective

3. Learn how to find resources to support RTI

implementation

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RTIE Is not the pathway to Special Education

RTI is NOT the pathway to Special Education

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Mind blown

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Effect Size

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Most Effective Practices

2017 Ranking Chart

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An Important Distinction

RTIAn systematic framework that provides targeted instructional interventions matched to a specific student need utilizing data based decision making.

MTSS

A comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate databased instructional decision making. Taken from ESSA RTI vs MTSS Article

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Chart

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Response to Intervention

http://www.sde.idaho.gov/topics/rti/index.html

Multi Level Instruction

Data Based Decision Making

Leadership

Parent Involvement

Assessment

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Leadership Team

•Procedures and protocols

•Alignment to programs and processes within the school

•Professional Development

Effective Leadership Team Strategies

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Leadership For Learning Framework

This Photo by Unknown Author is licensed under CC BY-SA

Leadership

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Idaho Comprehensive Assessment System

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Screening

• Informs core instruction

•Responsive to ALL students

•80% of students needs are met

This Photo by Unknown Author is licensed under CC BY-NC-ND

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Diagnostic

•Phonological Awareness

•Phonics

•Vocabulary

•Comprehension

•Fluency

•Operations and Algebraic Thinking

•Number and Operations in Base Ten

•Measurement and Data

•Geometry

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Progress Monitor

• Skill based progress monitoring

• Incudes a trend line

• Collection timeline depends upon tier level

This Photo by Unknown Author is licensed under CC BY-NC

• Administration of assessments becomes a part of the system

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Benchmark/Summative

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Computer Adaptive Idaho Reading Indicator

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Idaho Standards Achievement Test (ISAT)

Presentation Title | 19

Sample ELA: Grade 6

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Sample Math: Grade 6

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Cycle of Assessment

3rd

1st

4th

2nd

➢Progress Monitor

➢Screen

➢Benchmark

➢Diagnose

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Data Based Decision Making

1. Gather and analyze data

2. Set attainable goals

3. Determine frequency of data collection to monitor

progress

4. Collect and graph data

5. Analyze and make instructional decisions

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Planning for Early Literacy Intervention

1. School Level

2. Grade/Classroom Level

3. Student Level

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ISAT Reports-Proficiency

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ISAT Reports-Performance

Claim Level reporting informs core instruction at the school level

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ISAT Reports

Target level reporting informs core instruction at the grade level

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ISAT Reports (2)

Target level reporting informs core instruction at the grade level

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Multi-level Instruction

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Core Instruction

• Supports ALL students

• Core curriculum

• Sufficient for 80-90%

• Delivered whole class

• Includes small group differentiation

• Progress monitor with general probes 3 times per year

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Tier 2 Intervention

• Supports students struggling in 1 or more academic areas

• Instruction is delivered in small groups by the classroom teacher or intervention support teacher

• Instruction is in addition to core curriculum

• Progress monitoring is skill specific,NOT general probes

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Tier 3 Intervention

• Supports students struggling in Tier II small group intervention

• Instruction is delivered 1:1 or 1:2 by an intervention support teacher

• In addition to Tier II instruction

• Progress monitoring is skill specific,NOT general probes

• Data collection is weekly

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Movement

Movement through the tiers of instruction is a fluid process allowing student needs to be met!

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Digital Library

•The Digital Library resources include•Classroom activities• Tasks•Assignments• Lesson plans

The O3 Code

Research Time!

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Family and Community

• Involve families as soon as weaknesses are identified.

• Send assessment results home to parents

• Formalize the process for communicating with parents whose

students are involved in RTI

• Educate families about how RTI works

• Create a brochure outlining RTI in your school/district

• Give families strategies to help their children

• Host literacy and math nights that are interactive

http://www.schoolcommunitynetwork.org/

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Learning Opportunity Module 1: Response to Intervention (RTI) Overview

Module 2: Comprehensive Assessment System

Module 3: Tiered Interventions

Module 4: Intervention Design I– Elementary

Module 5: Intervention Design II – Elementary

Module 4: Intervention Design I– Secondary

Module 5: Intervention Design II– Secondary

Module 6: Family and Community Involvement

Module 7: Progress Monitoring

Module 8: Leadership

Module 9: Implementation Cycles within RTI Response to Intervention | 38

http://idahotc.com/Topics/N-Z/SPDG-Response-to-Intervention?folderId=4373

Fact or Fib

✓ RTI has 5 components.

✓ The principal does not participate in the leadership team.

✓ Data based decision making only happens at the classroom level.

✓ There are 4 parts to a comprehensive assessment system.

✓ RtI is the pathway to special education.Response to Intervention | 39

Supporting Schools and Students to Achieve

SHERRI YBARRA, ED.S., SUPERINTENDENT OF PUBLIC INSTRUCTION

Questions

Alayna Knop | ELA/Literacy Assessment Coordinator

Idaho State Department of Education

650 W State Street, Boise, ID 83702

208 332 6979

aknop@sde.Idaho.gov

www.sde.Idaho.com

https://youtu.be/VrSUe_m19FY Motivation

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