SUCCESSFUL IMPLEMENTATION
OF RTI² IN MURFREESBORO CITY
SCHOOLS
FOX Conference
March 1, 2014
GOALS FOR TODAY: I
CAN
I. Understand the purpose of RTI and how it fits into
school culture and climate
II. Explain each tier of instruction
III. Understand the details of implementation
CHANGE
FROM TEACHING TO LEARNING
FROM ISOLATION TO COLLABORATION
FROM INTENTIONS TO RESULTS
OUR TEAM
 Dr. Linda Gilbert: Director of Schools
 Dr. Caresa Brooks: Coordinator, Reading and Instructional
Interventions
 Dr. Tammy Garrett: Principal, Hobgood Elementary
 Doris Coffey: Academic Interventionist, Hobgood
Elementary
 Rebecca Sublett: Academic Interventionist, Hobgood
Elementary
 Sarah Wylie: Academic Interventionist, Hobgood
Elementary
FOUR VALUES
Truth
Trust
Open Communication
Focus First on Children
FOCUS FIRST ON CHILDREN
STUDENTS
TEACHERS
DIRECTOR
PRINCIPALS
C. O. STAFF
DIRECTOR
BOARD
THE WHOLE CHILD
MASLOW
TEAM MATTERS
https://www.youtube.com/watch?v=s46M7AGG39I
https://www.youtube.com/watch?v=1qzzYrCTKuk
PROFESSIONAL LEARNING
COMMUNITIES
1.
What do we expect students to learn?
(Tier 1—standards/expectations)
2.
How will we know they have learned it?
(Universal Screeners and formative assessment)
3.
How will we respond when students experience difficulty
learning?
(Intervention-Tier 2 and 3)
4.
How will we respond when students already know it?
(Intervention Tier 2)
IMPACT OF
INTERVENTION
ALL
2010
2011
2012
2013
12.3
8.3
6.3
5.9
37
38.1
34
33.4
Proficient
38.3
40.5
43.9
45.4
Advanced
12.4
13.1
15.8
15.3
Below Basic
Basic
ECONOMICALLY
DISADVANTAGED
2010
2011
2012
2013
Below Basic
18.1
12.6
10.2
9.5
Basic
43.8
45.6
41.7
43.2
Proficient
31.2
33.6
39.5
39.2
Advanced
6.9
8.2
8.6
8.1
STUDENTS WITH
DISABILITIES
2010
2011
2012
2013
Below Basic
30.3
17.8
14.8
17.8
Basic
42.1
40.3
44.8
42.1
Proficient
18
25.1
24.6
26
Advanced
9.6
16.8
15.8
12.5
ENGLISH LANGUAGE
LEARNERS
2010
2011
2012
2013
30
7.2
5.6
4.9
Basic
46.3
37.6
33.1
32.2
Proficient
20.5
41.7
45
47
Advanced
3.2
13.5
16.3
15.9
Below Basic
2
RTI
BASICS
PURPOSE OF RTI
• Number 1 purpose is to provide early prevention and
early intervention for academic difficulties
• RTI will be the ONLY avenue to special education for
students with Learning Disabilities (LD) beginning next
school year
• RTI replaces the Discrepancy Formula for identification
of LD
TIER 1 INSTRUCTION
General Education Curriculum
ALL STUDENTS
NEW GUIDELINES FOR
TIER 1 TIME
Reading
K
1
2
3
4
5
6
Tier 1
150
150
150
**90
**90
**90
90
Tier 2
20
30
30
30
30
30
30
Tier 3
20
30
30
30
30
30
30
Tier 1
60
60
75
90
90
90
90
Tier 2
20
20
30
30
30
30
30
Tier 3
20
20
30
30
30
30
30
Math
**3-5 reading--120 minutes recommended
THOUGHTS ABOUT TIER 1
• Schedules
• Must build intervention blocks into a master schedule
• This should work for 80-85% of our students
• If it’s not, we must look at what we are doing as our core
curriculum
• K-3 Extra reading time
• 2-6 Extra math time
TIER 2 INSTRUCTION
SOME students (10-15%)
Students scoring in the lowest 25% on Universal Screeners
WHO IS IDENTIFIED AS
TIER 2?
• Students scoring in the lowest 25% on Universal
Screener
• Intervention Block
• We have TWO Tier 2 interventions in the schedule: one for
reading and one for math
READING TIER 2
• Students are divided during Tier 2 reading intervention
time
• High
• Medium
• Low (TIER 2): Classroom Teachers/Small
group/documentation
• Sped
• ELL
• LOWEST 10% (Interventionists)
TIMES IN TIER 2
Reading
K
1
2
3
4
5
6
Tier 1
150
150
150
**90
**90
**90
90
Tier 2
20
30
30
30
30
30
30
Tier 3
20
30
30
30
30
30
30
Math
Tier 1
60
60
75
90
90
90
90
Tier 2
20
20
30
30
30
30
30
Tier 3
20
20
30
30
30
30
30
**3-5 reading--120 minutes recommended
WHAT ABOUT MATH???
• Tier 2 built into the schedule!
• Teachers will level their students at this time
• Classroom Teachers provide the math intervention
TIER 3 INTERVENTION
FEW students (3-5%)
<10th percentile OR 1.5 to 2 years below grade level
Special Education
ESL
TIER 3
• ONE intervention block built into the schedule
• Can be reading, math, writing or all the above
• INTENSIVE intervention for our lowest performing
students
TIME IN TIER 3
Reading
K
1
2
3
4
5
6
Tier 1
150
150
150
**90
**90
**90
90
Tier 2
20
30
30
30
30
30
30
Tier 3
20
30
30
30
30
30
30
Tier 1
60
60
75
90
90
90
90
Tier 2
20
20
30
30
30
30
30
Tier 3
20
20
30
30
30
30
30
Math
TOTAL TIME: TIER 3
Reading
K
1
2
3
4
5
6
Tier 1
150
150
150
**90
**90
**90
90
Tier 2
20
30
30
30
30
30
30
Tier 3
20
30
30
30
30
30
30
Combination
40
60
60
60
60
60
60
Tier 1
60
60
75
90
90
90
90
Tier 2
20
20
30
30
30
30
30
Tier 3
20
20
30
30
30
30
30
Combination
40
40
60
60
60
60
60
Math
SPECIAL EDUCATION…
• Must provide intervention AND progress monitoring in
the area of deficit
•
•
•
•
•
•
Basic Reading
Reading Comprehension
Reading Fluency
Math Calculations
Math Problem Solving
Written Expression
SPECIAL EDUCATION….
• This is still rolling out (how students will move through the
tiers to special education)
• Nonresponse to interventions will be the criteria for
eligibility for Specific Learning Disability ONLY
• Begins July 1, 2014
TIER 1 INSTRUCTION
General Education Curriculum
ALL STUDENTS
TIER 2 INSTRUCTION
SOME students (10-15%)
Students scoring in the lowest 25% on Universal Screeners
TIER 3 INTERVENTION
FEW students (3-5%)
<10th percentile OR 1.5 to 2 years below grade level
Special Education
ESL
BIG 4 FOR THIS YEAR
2
(RTI )
 Master Schedules
 Universal Screeners
 Interventions
 Data Teams
I. MASTER SCHEDULE
 What does it REALLY look like?
HOW DO I CREATE
“IT”?
Build “IT” around
Tier II Reading
Tier II Math
Tier III Intervention
(and of course lunch)
II. UNIVERSAL SCREENER
• Identifying Skill deficits
• Standards versus skills
THE READING ROPE
SKILLED READING:
Language
Comprehension
● Background Knowledge
● Vocabulary Knowledge
● Language Structures
● Verbal Reasoning
● Literacy Knowledge
fluent execution and coordination of word
recognition and text comprehension.
Increasingly strategic
Word Recognition
● Phonological Awareness
● Decoding (and Spelling)
● Sight Recognition
Increasingly automatic
Reading is a multifaceted skill, gradually acquired over years of instruction and practice
AREAS OF DEFICIT
READING
• Basic Reading
• Phonological Awareness
• Decoding skills (and spelling)
• Sight word recognition
• Reading Fluency
• Retrieval speed
• Reading quickly, correctly, and with expression
• Reading Comprehension
• Background Knowledge
• Vocabulary Knowledge
• Language Structures
• Verbal Reasoning
• Literacy Knowledge
IDENTIFYING SKILL
DEFICITS
• Benchmark Testing
• Red Flag that something is wrong
• Much like a thermometer; a fever indicates something is
wrong….but what???? Have to go deeper
• Skills Assessment
• Identify deficit then assess that skill for instruction
EXAMPLE
• 3rd grade student flags in reading CBM (fluency
measure) at the 8th percentile
• Questions to ask:
• Is the fluency deficit due to a Basic Reading Deficit?
• If you don’t ask this question, you could provide intervention
for a fluency deficit and never address the underlying deficit
• How far below the standard is the student?
• What skills must be remediated to help the student reach
the standard?
• INTERVENTION
EXAMPLE (CONT’D)
• 3rd grade student
• RTI team feels the student has deficit Basic Reading Skills
• Administer a test of phonological processing and basic
decoding and sight word recognition
• This student is found to have deficits in phonemic
segmentation, confusing short and long vowel patterns
(reading and spelling), and poor retrieval speed
EXAMPLE (CONT’D)
Standard for third grade
• Know and apply gradelevel phonics and word
analysis skills in decoding
words.
• Prefixes and suffixes
• Multisyllable words
• Read irregularly spelled
words
SKILL DEFICIT (to reach this
standard)
• Phonemic Segmentation
• Read and spell short
vowel sounds
• Read common sight
words in first and second
grade
UNIVERSAL SCREENERS
 Who? (Academic Interventionists)
 What? (AIMSweb)
 When? (3 Times per year) + progress monitor lowest
25%
47
UNIVERSAL SCREENER
Benchmarking
Progress Monitoring
BENCHMARKING TESTS
Kindergarten
READING
--Letter Name and Letter Sound
 First Grade
 Fall: Nonsense Words and
Phoneme Segmentation
 Winter: CBM
 Spring: CBM
 2nd-6th
 CBM and Maze
BENCHMARKING TESTS
MATH
 Kindergarten (administered by AI)
Counting
Number ID
Quantity Discrimination
 First Grade (administered by AI)
Number ID
Missing number
Quantity Discrimination
 Second-Sixth (administered by AI; teachers score)
MCAP
50
BENCHMARKING TIME
Kindergarten: 5 minutes per
child
1st grade: 5-7 minutes per child
2nd-6th: 4 minutes individually;
11 minutes per class
Time to enter EVERY score
51
AREAS OF DEFICIT-READING
Area of Deficit
AIMSweb
Basic Reading
LN, LS, PSF, NWF
Reading
Comprehension
Maze
Reading Fluency
CBM
52
AREAS OF DEFICIT-MATH
Area of Deficit
AIMSweb
Math Computation Item Analysis
Tests of Early
Literacy
MCAP
Math Problem
Solving
PROGRESS MONITORING
 <25%
Reading Fluency (CBM)
Reading Comprehension (Maze)
Basic Reading (LS, LN, PSF, NWF)
Math Calculations
Math Problem Solving
 Every other week
Math (one week)
Reading (next week)
III. INTERVENTION
IDENTIFYING STUDENTS
• Benchmarking takes place three times a year: fall,
winter, and spring.
• Students who are identified at the lowest 10% of AIMS in
reading fluency and/or MAZE qualify for intervention
with an academic interventionist.
• Students who are identified at 11%-25% work with a
classroom teacher in a separate small group.
INTERVENTION
• Letters are sent home to inform parents their child is
receiving intervention. Monthly progress reports go
home to parents as well.
• Interventionists review data to split students into groups
with the same needs.
• Interventionists also meet with an administrator and the
grade level team.
• Every student is placed in the intervention that best fits
their academic needs.
• Look for groups that need extra support and place our
EA help in those classrooms.
INTERVENTION
• Sessions are held for 30-60 minutes depending on
whether they are Tier 2 or Tier 3 or both.
• If a student qualifies for both reading and math, they
go to:
Tier 3 reading three days/week
Tier 3 math two days/week.
• However this must change next year to include 5 days
of Tier 3 instruction for both reading and math.
• Research based practice suggests that we keep
groups to 3-5 students in order to be most effective.
INTERVENTION
• To get at the skills students need we pre-test:
• Sidewalks,
• SPIRE,
• Rigby Benchmark,
• other assessments (Survey Level assessments)
• To teach skills that pre-tests indicate are necessary:
• Sidewalks, (keep in mind that Sidewalks is written 1 year
below grade level)
• SPIRE
• Rigby Benchmarking
• other research based materials
• Supplement with other materials if skills or reading levels
call for it
INTERVENTION
• Measuring continued progress…
• AIMS for fluency and comprehension
• Think-Link probes for all other language arts skills
• Pre and post tests
• Individual student goals are set in our AIMS monitoring program.
• As students meet their goals, they either move up to their next
goal (if working below grade level)
• They are moved out of the intervention group and up to the
next level of intervention to make sure they continue to make
the most progress.
• This means that our groups are fluid and flexible. We do not
necessarily work with the same kids all year long.
RTI MEETINGS
• Every 4 weeks RTI meetings take place to discuss
students in the 0-25%.
• RTI meetings include interventionists, Exceptional
Education Specialists, ESL teachers, grade level
teachers, a special area representative, administration,
social worker, school counselor, school psychologist,
and a representative from district office.
5-3-1
• 5-3-1—Discussion points…
• A week before RTI meetings, teachers are given a 5-3-1
to address concerns they want to discuss about a
student. The 5-3-1 addresses these questions…
• What are 5 things you would like to discuss during this RTI
meeting?
• Circle your top 3 choices of discussion points listed
above.
• Star the 1 burning discussion point you need to have
answered during our meeting.
RTI MEETINGS…
• During the RTI meeting, teachers have the opportunity
to discuss their concerns and strategies they are using
in the classroom. The RTI team will discuss other skills
and strategies to adjust in the learning plan of the
student.
• Action plan and documentation is key in the RTI
meeting. The principal documents the plan and
interventionists document student RTI files.
RTI MEETINGS…
• If a strategy and skill is not working, the RTI team will
create a plan or “tweak” in students program.
• If questions or concerns are not answered during the RTI
meeting, a follow up meeting takes place within a
week of the scheduled RTI meeting.
• The principal plays a key role in follow up with action
steps, documentation, and making sure everyone is
accountable for following through the action plans.
5th Grade RTI Meetings Documentation 2013-14
Hobgood Elementary
DOCUMENTATION
EXAMPLE…
Student
Teacher
PM
Services
Intervention
Teacher
Notes
Action Steps/Person
responsible for action
step
Action
Step
Notes/Follow
up
IV. DATA TEAMS
DATA TEAMS
• Data Teams are the next step for our district. Hobgood
has started the data team process this year.
• There is one member from each PLC team on the data
team. Those members take what is learned from the
data meetings back to their PLC meetings so that all
the PLC meetings are about discussing data and
strategies.
ANALYZING DATA
• There are six steps used by collaborative, instructional, gradelevel teams to collect and analyze data and used to drive
instruction. Teams use common formative assessments and
based on the results create goals and determine and
implement research-based interventions for diverse learners.
1.) Collect and chart data
2.) Analyze data and prioritize needs
3.) Set/review/revise SMART goals
4.) Select research-based instructional strategies
5.) Determine results indicators
6.) Monitor and evaluate results
Bring this chart completed to the PLC meeting along with work samples from each group. During steps 2-5 be prepared to reflect using student work samples.
Teachers
#
Meeting Standard
Exceeding Standard
#
%
Names
#
%
Names
Approachng Standard
#
%
Names
Far Below Standard
#
%
Teacher 1
New
Moved
Teacher 2
###
###
###
###
Teacher 3
###
###
###
###
Teacher 4
###
###
###
###
###
###
###
###
Names
EXAMPLE OF SIX STEP
DATA PROCESS
• Example: Kindergarten Intervention Group (Lowest 10%)
1.) Teachers give a pre-assessment (letter names, letter
sounds, sight words). Teachers chart the data to identify
which students need skills.
2.) Teachers analyze the data to see how to group the
students that we have during the Kindergarten
Intervention time.
3.) Teachers set a SMART goal. % of students will master
the letter names, letter sounds, sight words taught in a 2
week time period. Goals are revised as needed.
EXAMPLE (CONTINUED)
4.) Teachers select the instructional strategies. For the K
students we work with we use a lot of multi-sensory strategies.
We show the students different objects that begin with the
letter being taught, pictures of objects, shaving cream to
practice writing letters, stoplight paper to practice writing
letters, magnetic letters, segmenting the sounds in words using
magnetic chips and wands, etc.
5.) Teachers look at students’ behavior and work.
6.) Teachers monitor how the students are progressing.
Teachers give a post-assessment to show whether the students
have met the goals set. Teachers are able to see if the
strategies they used were effective or not. Do we need to try
different strategies with certain students?
Caresa Brooks
615-893-2313