.
.
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Carriage Crest
Elementary . . .
Where Learning is
Always “Howling” &
Coyotes are
Respectful, Responsible,
Cooperative, & Safe
October 2011
Volume 1, Issue 1
Editor: Mrs. Fish - Ext. 2007
susan.fish@kent.k12.wa.us
Inside this Issue
1
Carriage Crest Response to
Intervention/MultiLeveled Prevention
Model
2
2
Intervention Update
MTI Word Wall
Intervention Inquirer
Response to
Intervention/MultiTiered Intervention
Supporting the Learning of
All Students
6. Instructional practices are
linguistically and culturally
responsive
.Words in bold print can be found on
Page 2 in the “MTI Word Wall” on Page
2.
Response to Intervention/Multi-Tiered
Intervention is a systematic, problemsolving approach for meeting the needs
of all children.MTI provides additional
time, intensity and targeted intervention
for all students. It addresses academic
and behavioral needs and is an
integrated school improvement model
that is standards-driven, proactive and
incorporates both prevention and
intervention. RTI is effective at all levels
(Early childhood through High School).
~ Adapted from Colorado Dept. of Education
Editor’s Note:
Welcome to the first edition of the
“intervention Inquirer!” The purpose
of this publication is to provide
information about Response to
Intervention, a KSD and a national
initiative for meeting the needs of all
children. In the editions to follow, I
will cover related topics such as:
“The Role of the Academic Support
Teacher,” (me!) An overview of
KSD-adopted resources for
RtI/MTI/MTI, ways to support your
child at home, and a variety of other
topics that can be generated by you!
If you have any questions, please
contact me at
susan.fish@kent.k12.wa.us or at
253.373.2027
~ Mrs. Fish
research-based
Essential Components of
RtI/MTI
1. A school-wide multi-level
prevention (and behavioral)
system for preventing school
failure
2. Universal Screening
3. Progress Monitoring
4. Data-based decision-making
for instruction, movement
within the multi-level system,
and disability identification (in
accordance with state law)
5.
Next Edition:
What is an Academic
CoreIntervention
CurriculumSupport
is
Teacher?
This graphic represents the relationship
among the essential components of RTI.
Data-based decision making is the
essence of good RTI practice; it is
essential for the other three
components, screening: progress
monitoring and multi-leveled
instruction. All components must be
implemented using culturally
responsive and evidence based
practices.
MTI at Carriage Crest
Who, What, Where, When,
How, and Why
WHO: All CC students will receive 3040 minutes of intervention using the
multi-leveled prevention model. This
includes n model. Students who are
not at grade level standard,
. . . . . . . . . . . . . . . . . . . . . . .
(Intensive and Strategic) students who
are at grade level standard,
(Benchmark), and students who have
reached proficiency. (Advanced)
Learning will be differentiated at all
levels, implementing district-adopted
resources. All students will receive KSDadopted core + differentiated instruction
and intervention.
quality instruction for all students.
WHAT: The intervention resources that
will be implemented are part of the KSD
“Pathways” document All intervention
strategies align with the CC 2011-2012
School Improvement Plan. (SIP)
Intervention blocks began the week of
September 19.
WHERE: The intervention block that all
grade levels receive will take place in a
variety of venues: Coyote Canyon, bays,
classrooms, and the Coyote Resource
Ranch.
WHEN: Intervention, a 30-40 minute
block at each grade level, will take place
every day for each grade level from 8:35
AM – 11:05 AM and 12:05 PM – 2:30
PM.
WHY: The RtI/MTI initiative is a
philosophy of curriculum, instruction,
and student data management. It is a
Intervention Update
comprehensive early detection and
prevention strategy that identifies
struggling students and assists them
before they fall behind. RtI systems
combine universal screening and high
“Interventions begin in the general
classroom. Modifications include
changing the intervention frequency,
intensity, and duration until the
student achieves success.”
Interventions =Instruction
~Deloite, Howell, and Patton,
Understanding Response to Intervention:
A Practical Guide to Systemic
Implementation
HOW: Intervention blocks will be
facilitated by the Intervention Team and
classroom teachers. We will provide
leveled instruction/intervention to all
students in some combined grade levels
and straight grade levels based on
student needs..
implemented with individual students or
an entire class
Multi-Level Prevention System: The
progression of support across the multilevel prevention system
Universal Screener: A common
assessment administered to all students
in order to inform data-driven decisionmaking and instruction/intervention
MTI Word Wall
Core Curriculum: WA State Math
Standards, K-8 and KSD-adopted
resources for Tier 1 instruction,
implemented with fidelity, capacity,
intention and rigor, and differentiated
within the resources; Found on the KSD
“Pathways” document
Culturally Responsive Teaching:
Using the cultural knowledge, prior
experiences, and performance styles of
diverse students to make learning more
appropriate and effective for them; it
teaches to and through the strengths of
these students
Ideal RTI Multi-Leveled
Prevention Model
Tertiary Level –
Students who don’t
progress with Tier 2
interventions after a
reasonable amount
of time (Ideally 5%
of students
Data: Relevant, effective, formal and
informal information to drive instruction
Primary Level –Core
Curriculum; General
classroom instruction
(Ideally 85% of
students)
Data-Based Decision Making:
Collaborative, instructional decisions to
support instruction
Evidence-Based Intervention: The
intervention is shown to improve the
results for students who receive the
intervention
Advanced
High-Quality Instruction: Instruction
with purpose + rigor + engagement +
results
Progress Monitoring: a scientifically
based practice that is used to assess
students' academic performance and
evaluate the effectiveness of instruction.
Progress monitoring can be
Secondary Level
–Students
demonstrating
problems on
screening
measures; Slow
progress (Ideally
15% of students)
QUESTIONS?
Contact Mrs. Fish at:

susan.fish@kent.k12.wa.us
or

253.373.2007