Summer 2012




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!
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.

Response to Intervention (RTI) is a multitiered 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/
Systems Model for Academics and Behavior
Academic Systems
1-5% Intensive Individualized
Interventions
5-10% Targeted Interventions
80-90% School-Wide
Programming
Behavioral Systems
1-5% Intensive Individualized
Interventions
5-10% Targeted Interventions
80-90% School-Wide
Programming
Decisions about
tiers of support are
data-based
Analyze
the Problem
Identify
the Problem
Design
Intervention
Implement
Intervention
Monitor
Progress
Evaluate
Intervention
Effectiveness
J
L
6 Week Timeline
WE ARE FOCUSED ON SUPPORTING ALL STUDENTS AND
ENSURING EVERY CHILD IS COLLEGE & CAREER READY
WHEN THEY LEAVE US!
Are you happy with your data?
Let your data do the talking….


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.
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).
If not reading on grade
level by 3rd grade, odds of
ever reading on grade
level are 1 in 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.
•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.
National
eligibility rate is
•We don’t under
85%. (Source: Urban
Special Education
identify or over
Leadership
Collaborative)
identify.
EBD—African American
DD—African American
JCPS Risk Ratio—DD
2.53
2.46
2.42
2011 Dec. 1 Data:
650/1106 (59%) EBD Students in
JCPS are African American
2010 2009 2008
2010 2009 2008
JCPS Risk Ratio—EBD
2.05
1.9
2.2
2011 Dec. 1 Data:
741/1668 (44%) DD Students in
JCPS are African American
HOW DID WE BEGIN..
Timeline for Implementation
◦ 2007-2008—Pilot Reading (K-5)
◦ 2008-2009—Additional Pilots for Reading (K-5)
◦ 2009-2010—Full Implementation of Reading (K-5); Pilots for
Math (K-8); Pilot Reading (6-12); Pilot Social
Development/Behavior (K-12)
◦ 2010-2011—Scaled Expansion to Additional Schools
◦ 2011-2012—Full Implementation K-8
◦ 2012-2013—Full 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
Here are the nuts and bolts…
Tier 3
INTERVENTIONS ARE
PROVIDED IN
ADDITION TO CORE
INSTRUCTION…NOT
IN PLACE OF CORE
INSTRUCTION!
Tier 2
Tier 1
The further up the pyramid…the fewer
number of students there are and the more
intensive the support becomes.
•
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!!
Literacy
Tier 1—Daily KCAS
Instruction with
Workshop Model
Math
Tier 1—Daily KCAS
Instruction with Math
Investigations
Tier 2—Small Group
Instruction with
Additional Guided
Reading Group in
Classroom 2-3 Days a
Week
Tier 2—Small Group
Instruction with Math
Investigations Materials
During Workshop 2-3
Days a Week
Tier 3—SuccessMaker
Daily During Centers
Tier 3—SuccessMaker
Daily in Classroom
Behavior
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
Tier 1—KCAS/Language Arts
Class
Tier 2--Additional Instruction
During Related Arts Period
Using Read 180
Tier 3—Additional Instruction
During Related Art Period Using
SuccessMaker
Math
Soc. Development/
Behavior
Tier 1—KCAS/Daily
Instruction with Connected
Math
Tier 1—KCAS/ Daily
Instruction with CARE for
Kids
Tier 2—Small Group
Instruction using Do the
Math for 2-3 Days a Week
Tier 2--Social Conference
with Teacher 2-3 Days a
Week
Tier 3—SuccessMaker Daily
in Classroom
Tier 3—Individualized
Behavior Contract in Place
WE USE THE NON-NEGOTIABLES TO ENSURE
ALIGNMENT ACROSS SCHOOLS AND
ALIGNMENT WITH KCAS.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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
Core Program
 RtI Team
 Universal Screening
 Review Data
 Develop Plan
 Implement Plan
 Progress Monitor
 Review Data
 Determine Next
Steps
 Continue the
Process

RTI Process
Life Style
 Dr & Staff
 Not feeling well
 Determines Illness—
High 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

Visit to the Dr
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






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
Literacy
Mathematics
Basic Reading
Calculation/ Number Interpersonal/
Sense
Intrapersonal Skills
Reading Fluency
Reading
Comprehension
Problem
Solving/Reasoning
Social
Development/Behavior
Classroom/School
Norms
Interventions are
provided in 6-Week
Rounds to students
based upon results
of Universal
Screening &
Progress
Monitoring.
We determine if the student is Tier 2 or Tier 3?

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
STUDENTS WHO NEED
TIER 2
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
STUDENTS WHO NEED
TIER 3
•
•
•
•
•
•
•
•
•
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
Implementation
Rate!!
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?


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.

See you in 10
minutes!
•
•
•
•
•
•
•
Instructional
Not
accommodations
Linked to the area of
concern
Evidence based
Research based
Systematically
delivered
Monitored
•
•
•
•
Reading
Math
Social
Development/
Behavior
Writing
Behavior & Writing
•
•
•
•
•
•
Earobics (K-2)
Classroom Libraries
SuccessMaker—NEW VERSION!!!
Study Island—New!!
COACH/Crosswalk/Ladders
Comprehensive Assessment of Reading Skills (CARS) &
Strategic Teaching of Reading Skills (STARS)—Contact
Your ECE Consulting Teacher or ECE Team Leader
•
•
•
•
•
Read 180
Classroom Libraries
SuccessMaker—NEW VERSION!!!
Study Island
Comprehensive Assessment of Reading Skills (CARS) &
Strategic Teaching of Reading Skills (STARS)—Contact
Your ECE Consulting Teacher or ECE Team Leader




SuccessMaker Math Skills & Concepts—NEW
VERSION
Study Island—New!!
COACH/Crosswalk & Ladders
Comprehensive Assessment of Math Skills (CAMS)
& Strategic Teaching of Math Skills (STAMS)—
Contact Your ECE Consulting Teacher or ECE Team
Leader
4/7/2015




DO THE MATH NOW Intervention Materials—
Discuss with Your Principal
SuccessMaker Math Skills & Concepts—NEW
VERSION
Study Island
Comprehensive Assessment of Math Skills (CAMS)
& Strategic Teaching of Math Skills (STAMS)—
Contact Your ECE Consulting Teacher or ECE Team
Leader
4/7/2015




Interventions must be KCAS/COMMON CORE
aligned…so get rid of the old
versions/materials that are not!
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.
WE ARE ACCOUNTABLE FOR THE
IMPLEMENTATION OF INTERVENTIONS AND
THE GROWTH OF THE INDIVIDUAL STUDENT.
We must get students on a trajectory to exit
interventions as soon as possible!
90% or better!!!
•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 days—or 5
weeks for other programming or logistical issues.)
•Let’s 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 4th Grade
Level:
Performance 1st
Level:
gradeequivalent
5th Grade
6th Grade
3.5
gradeequivalent
6th
gradeequivalent
•
•
•
•
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
◦ 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. (110-20=90)
◦ There are 30 weeks of
school left. (36-6=30)
◦ He needs to make a 3 word
gain each week. (90/30=3)
◦ 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
WPM=38 WPM).
◦ Progress monitoring—
independent performance
on grade level passages






Tier 1, 2 & 3 for
Area
Average
Possibl Implementati
Grades 6 & 7
Complete e
on Rate
d
Whole Group
# of
33
120
28%
Small Group
Sessions
Software
# of
6
60
10%
Segmen
Independent
ts
Work
90 Minutes Daily •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 825…GRADE LEVEL!!!!!






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:
Learn.ing
Place-Seats
8
20,642
35
23%
Post:
42,819
Gain:
22,177



Tier 3, Novice
5 Times Per Week, 20 Minute Sessions
In and Out of School
Course
Mean Number Possible
of Sessions
for a JCPS
Student
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 7.25…GRADE 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!!!!
We must set goals to ensure students move.
•
•
•
•
•
•
•
Olivia (30 Weeks Left in
School)
Reading Fluency
147-93=54
54/30 weeks=1.8 words a
week
1.8 x 6 weeks of
round=10.8 (round to 11)
93+11=104
•
•
•
•
•
•
Malik (24 Weeks Left in
School)
Reading Comprehension
MAZE/CLOZE—9
33-9=24
24/24 weeks=1 word a
week
1 x 6 weeks of round=6
9 + 6=15




Joe—ORF, Baseline 35, End of Year 90, 30
weeks left in school
Sally—Not Cursing in Classroom, Baseline
20%, End of Year 100%, 30 weeks left in
school
Irvin—Basic Reading, Baseline 2.3, End of
Year 5.9, 30 weeks left in school
Max—Completing Addition/Subtraction
Problems, Baseline 35%, End of Year 90%, 30
weeks left in school

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








THE MOST QUALIFIED PERSON!
Classroom Teachers
Resource Staff
Highly Trained Classified Staff
Behavior & Success Coaches
Reading Recovery Teachers
ECE/ESL Teachers
Others?

Out of the
classroom

In the classroom:
Which leverages the use of resources?
Classroom Progress Monitoring Tool
Teacher:
Mrs. Jones (Grade 3)
Targeted Skill Area/Probe Used :
Comprehension/MAZE
Strategy:
Main Idea & Supporting Details
Materials:
Crosswalk & Ladders Materials
Student Name:
Susie
Marcus
Jennifer
Max
Ebony
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
8
10
12
5
7
8
9
10
11
8
9
11
12
12
12
7
9
10
5
5
6
4
5
5
4/7/2015
59
NO MORE
SPREADSHEETS!
USE CASCADE!
LOG IN TO CASCADE AND TRY OUT THE NEW
SYSTEM!
Student
1
Sample Student
Begin Date
UNIVERSAL SCREENING INFORMATION & INTERVENTION PLAN
Tier 2 Support Strategies/ Materials PM Readers/ Small Group
10/1/2010
End Date
School
Teacher
First Name
12/3/2010
JCPS Elementary
Super Teacher
Sample
Last Name
Student
Grade
Summary of Universal Screening
Data
Area of Focus (Basic Reading;
Fluency; Comprehension)
Tier of Intervention
Baseline
4
DRA 28; ITBS Stanine 2; KCCT Novice; Goal to Exit Intervention
ORF 62; MAZE 4
Expected Weekly Progress
Basic Reading
3
Goal for Round of Intervention
3.2
Tier 1 Core Program
Literacy Workshop with Rigby
Parent Communication
Parent Teacher Conference &
Letter Home
Schedule of Tier 2 Interventions
Tier 3 Support
Schedule of Tier 3 Interventions
Interventionist (Who will track PM
data?)
Progress Monitoring Metric--Select
only one from Tier 3 Intervention
Monday, Wednesday & Friday
SuccessMaker
Daily
ESS Teacher
SM Course Level/GR Equiv
2.3
5
0.15
PROGRESS MONITORING & RESULTS
BASELINE
2.3
Week 1
2.6
Week 2
2.75
Week 3
2.82
Week 4
2.96
Week 5
3.14
Week 6
3.22
Number of Tier 3 Sessions Provided 29
Implementation Rate
96.67%
Did the Student Make Progress?
YES
Did the Student Achieve the Goal? YES
Next Steps
CONTINUE
3.5
3
2.5
2.6
2.75
2.82
2.96
3.14
3.22
2.3
2
Series1
1.5
Linear (Series1)
1
0.5
0
BASELINE Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
ESL & ECE
ECE & ESL/ELL Students



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).



Focus on Program
Services Plan
Programming
recommendations from
the ESL Department—
On Our Way to
English/Discover
English
Focus on Language
Development
ESL/ELL

Not in ECE:
◦ Do we suspect a
disability?
◦ Interventions/ Failure to
Respond
◦ Implementation Rate

In ECE Already:
◦ Goals on IEP=Not RTI
◦ No Goals on IEP=RTI
◦ Already have a plan, goals
and are progress
monitored
ECE
4/7/2015
65
WE DON’T AUTOMATICALLY ASSUME THE
STUDENT NEEDS TO BE REFERRED.
◦ At least 2 cycles/rounds of intensive
interventions should be implemented
before a referral to ECE is considered.
◦ RTI DOES NOT CIRCUMVENT THE
REFERRAL PROCESS…HOWEVER TO
DO A REFERRAL YOU MUST HAVE
INTERVENTIONS & DATA!
◦ IF WE DO RTI…WE HAVE BOTH!!
This directly impacts the final 2 steps …what
were the results and what are the next steps?


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.
YES!
YES!
YES!







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 researchbased interventions for all students.
 What
brought
your BP
down
about RtI
today?
 What
brought
your BP up
about RtI
today?




Questions—get 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