WORKING TOGETHER TO MEET ALL
STUDENTS’ NEEDS
Classroom Teachers
Special
Education
Teachers
CC
Students
Central
Office
Support
Staff
RTI/RTA Specialists
GROWTH and LEARNING FOR EVERYONE
2013/2014 Presentation by Myssi Turner
Goals:
 Obtain a better understanding of RTI by
building a common language across the
district
 Know the difference between differentiation
and interventions
 Implement effective differentiation practices
& interventions into daily classroom routines
 Learn where to locate resources/tools and the
right intervention
Show WhatYou Know….
Label one post-it note per term:
 Student RIT scores
 RIT Scale
 RTI
 DesCartes
 Instructional Level
 Differentiation
 Interventions
Explain what each term is….
YOU HAVE FOUR MINUTES.
http://www.online-stopwatch.com/countdowntimer/
The RTI framework represents a fundamental rethinking and reshaping of general
education into a multilevel system oriented toward early intervention and prevention.
In other words, the focus of RTI is on intervention and prevention as opposed to
disability identification and eligibility for special education services (D. Fuchs,
2012). Prevention is key to promoting school success. As educators, we need to help
students avoid school dropout, unemployment, incarceration, poor health, and a
myriad of other negative consequences related to poor success in school.
Refer to page 9 in your
RTI Handbook.
Read the “Classroom
Teachers” description.
Classroom Teachers Roles and Responsibilities
• Provide core instruction, core (Level 1) differentiation,
and/or Level 2 (classroom level) interventions to students as
required.
• Attend all grade level team (GLT) meetings.
• Monitor the progress of ALL students receiving Level 2
intervention.
• Complete CCS Intervention Grapher for each student within
Level 2 and Level 3 intervention in partnership with person
providing the intervention.
• Maintain appropriate communication with parents on
student progress (phone calls, letters home, parent
conferences, etc.)
• Any other responsibilities assigned by the building principal
at his/her discretion.
Refer to page 6 & 10.
Principal
Elementary
Building Level Team (BLT)




Members:
o Principal
o BLT Chair
o Counselors
o Staff Developer
o RTI Specialist
o *Intervention
Teachers,
*FRYSC,
*Speechlanguage
pathologist
(*As Needed)
Meet once per month (at
the discretion of the
Principal)
Data Review & Analysis
School-wide Academic
& Behavior Intervention
Planning
BUILDING LEVEL
TEAM (BLT)
Grade
Level Team
(GLT)
Student
Level
Team
(SLT)
Student Level Team (SLT)

Grade Level Team (GLT)


Members:
o Principal/BLT Chair
o Staff Developer
o Grade Level Teachers
o *RTI
Specialist,*Counselor,*FRYSC,
*Intervention teacher, *Behavior
Specialist (*As Needed)
Meet Once Per Month for RTI purposes
o Core (Level 1) Differentiation
Planning
o Level 2 Classroom Intervention
Planning
o Review student progress and make
data-based decisions



Members:
o Principal/Co-Chair
o Parent (as appropriate)
o Classroom Teacher
o * RTI Specialist,
*Counselor,*FRYSC,
*/Behavior Specialist,
*Intervention
teacher,*Speech
Pathologist (*As Needed)
Plan intensive intervention
Review student progress and make
data-based decisions
Meet As Needed Prior to and
during Level 3 Intervention
Is there a core
need?
Who needs Level
2 Intervention?
GLTs
What should we
do for Level 2
Intervention?
What is the
responsiveness to
the Intervention?
Examine various formal and informal data to drive
core instruction.
Embedded PD on topics that address opportunities
and challenges for core instruction.
Design appropriate Level 1 and 2 differentiation/
interventions and plan for implementation.
Levels of Intervention Overview
Curricular
Breadth
Curricular
Focus
Time
Level 1
Core
Level 2
Core + Supplemental
Reading and Math:
As Required by
Curriculum
Reading, Math, and Behavior:
Behavior:
As Required by Schoolwide Expectations
As Required by
building schedule for
core instruction
Level 3
Core + Supplemental
and/or Intensive
Reading, Math, and Behavior:
Targeted area(s) of Deficit as
identified by the Grade/Content
Level Team
Specific deficit(s) as identified
by the Student Level Team
Minimum of three times per
week/30 minutes or more or as
prescribed by the intervention as
designed
Minimum of three times per
week/30 minutes or more or as
prescribed by the intervention
as designed
Group Size
Whole Classroom
No more than 6-8 students (or as
determined appropriate by the
Building Level Team)
No more than 3 students (or as
determined appropriate by the
Building Level Team)
Frequency of
Progress
Monitoring
Three times a year
(Universal
Benchmarks)
Weekly or less as deemed
necessary by the Grade/Content
Level Team
Weekly or more as deemed
necessary by the Student Level
Team
Differentiation
Differentiated instruction includes changes to instruction
designed to meet the needs of students at a different
instructional levels within the classroom and should be a
natural part of a good core instruction at LEVEL 1. It may
involve a combination of Accommodations (changes to the
way a child is expected to learn or how he/she is tested which
eliminate obstacles that would interfere with a student’s
ability to perform at the same standard of performance as all
general education students) and Modifications (changes to
what a child is expected to learn which lower the standards of
performance). It may also include additional small group
instruction and/or purposeful design of instructional centers
within the classroom. (RTI HB p. 12-16)
This occurs in Level 1. We are beginning with level 1 by building a strong
core with differentiation then moving to Level 2 interventions.
Differentiation by Readiness:
Content - what a student should know,
understand, and be able to do as a result of
the lesson (MUST provide access to same
curriculum for all students)
Process - Activities designed to help the
student come to make sense of or “own” the
content
Product - How the student will demonstrate
and extend what she has come to know,
understand, and be able to do
Sample Classroom Methods
 Baseline Assessment
 SF: Strategic interventions- Leveled
Readers/Small Group Lessons/Sleuth
 Text Selection- questions and strategies to meet
the learner’s needs
 SF: Independent Stations
 SF: Blue teacher kit labeled incorrectly as
Response to Intervention Kit
 Compass
 Teacher centered station/center
Sample Classroom Methods
EDM:
PreAssessments
Every day, for every lesson, Section 3 identifies a variety of activities for
differentiation. There are activities for advanced learners, as well as for readiness and
ELL students
EDM recommends: (average times)
3-5 minutes Mental Math and Reflexes
3-5 minutes Math Message
3-5 minutes Home Link or Study Link Follow-up
Part 1 - 20 - 25 minutes
Part 2 - 20 - 25 minutes
Game time daily for 7-10 minutes
Going with the high end of time is the best option (if there are a few extra minutes,
students can write and react in a math notebook or interactive journal OR
review/reteach/enrich with Coach books)
Part 3 - Differentiation options, as needed (this can be done during the whole group
lesson - if you have students who don't need to hear what you are teaching, they need to
be doing the enrichment activities. If students need additional support, they can be doing
some of the readiness activities (with support)
 Students have to be exposed to grade level standard:
whole group lesson and grade level text- weekly
selection
 Flexible grouping-Look at DesCartes and (BASELINE
DATA) to determine if students are working on, below,
or above grade level based on their RIT scores.
 RIT SCORES indicate students’ current instructional level (NOT
mastery level), aligns with content and skills that are most appropriate
for student instruction, aligns with national normative data, aligns
with proficiency benchmarks for your state, reported for subject area
tested as well as goal areas as defined by your standards
 RIT SCALE is an equal-interval scale measuring academic growth like a
yardstick measures physical growth, aligns with both normative data
and instructional content and skills and is not grade-level dependent
 http://buildingrti.utexas.org/rti-
presentations/differentiated-instruction-key-tostudent-success/ Video Example of Differentiation
Targeting Skills
• What is it that none of my students know?
• What is it that a few of my students know?
• What is it that most of my students know?
• What is it that all of my students know?
Sample from DesCartes:
DesCartes gives teachers the ability to start where students are.
.
Student responds
correctly to test item
75% of the time
Student responds
correctly to test item
50% of the time
Student responds
correctly to test item
25% of the time
The column on the left,
Skills and Concepts to
Enhance, includes those
skills and concepts that
students may need
continued reinforcement,
support, and enhancement
to maintain.
In
In the center column, Skills
and Concepts to Develop,
are those skills and concepts
the students are ready to
learn. These include skills
and concepts that teachers
may want to include in
current classroom
instruction.
The column on the right,
Skills and Concepts to
Introduce, includes skills and
concepts that students
might be ready to learn if
the appropriate groundwork
is laid or if a task is
presented in a more
structured format.
1. Identify skill/standard/goal to be
addressed (Match up to current unit of
study) Example: EDM Grade 4, Unit 4 Decimals
and Their Uses & Standards that are aligned
2. Identify RIT bands that are present in
your class
3. Match RIT bands to DesCartes
statements
Remember this is just one
snapshot of your student.
Use professional judgment
and other data sources
when placing students in
groups.
 Flexible grouping for instruction
 Focusing instruction
 Monitoring students’ progress
 Advancing students who are on outer ranges of a class
 Resource for targeting and individualizing instruction
Remember your grade level team? You will need to work
with them by providing this information. Our purpose
for using DesCartes is for differentiating in the
classroom. What might this look like in your classroom?
Building?
 How would you address students in the lower RIT
ranges that are not yet prepared to learn the grade
level standard?
 How would you address students in the upper RIT
ranges who are able to measure in smaller increments?
 If more than 20% of the class population is not
responding to regular classroom instruction, LEVEL 1
instruction or classroom management should first be
analyzed and changes made before planning LEVEL 2
interventions.
 Level 2 of RTI…..
Interventions
An intervention is a specific
academic/behavioral strategy or program that
differs from activities occurring in the student’s
classroom as part of the general curriculum. An
intervention is instruction designed to
build/improve an at-risk student’s skills in areas
that are necessary to allow him/her to achieve
grade-level expectations.
Work with a partner to decide which statements
are interventions.
Interventions
 Must involve instruction.
 Must be provided in a small group or individually.
 Must be in addition to not in place of the general
curriculum.
 Must be provided consistently a minimum of 3 x
a week over a period of at least 6 weeks.
 Cannot be more of the same thing, presented in
the same way. Must be focused on remediating a
skill deficit.
 Must have a logical structure/progression of skills
or be targeted to a specific identified weakness.
 Ideas as to where interventions could take place in
your daily routine
 What about RBI time? Does it occur in your building?
If not, could it time wise? If so, how is it occurring?
 Use of targeted interventions for Numbers and
Operations & Integration of Ideas and Vocabulary and
Acquisition
An intervention is a specific
academic/behavioral strategy or program
that differs from activities occurring in the
student’s classroom as part of the general
curriculum. An intervention is instruction
designed to build/improve an at-risk
student’s skills in areas that are necessary to
allow him/her to achieve grade-level
expectations.
You are working on skill deficits.
 Explicit instruction with modeling
 Systematic instruction with scaffolding
 Multiple opportunities for practice with corrective
feedback
 Adequate pacing
 (Where is it that we find the best intervention for that
skill? Core program suggestions??? Using something
other than what we tried whole class.)
 Start with Core programs
 What standard/skill are you currently working on?
 Tie that to where students fall in their RIT Band, then
look for that set of skills in DesCartes.
 Focus on the skills to DEVELOP
What can I use for interventions?
Instruction & Modeling + Practice & PACING + Progress
Monitoring = Effective Intervention
 When you apply the effective traits of intervention to
any of our researched based resources, you have an
Intervention. 
 If any of those pieces are missing, you do not have an
intervention.
Video Example of Interventions:
http://buildingrti.utexas.org/rtipresentations/differentiated-instruction-key-tostudent-success/
I do
1.Teacher models and explains
We do
2.Students practice (with teacher’s guidance) what the
teacher modeled
3.Teacher provides prompts/feedback
4.Students apply skill as teacher scaffolds instruction
You do
5.Students practice independently
6.Teacher provides feedback
7. Teacher tracks progress
As you design interventions that are systematic and
explicit, make sure you spend plenty of time on the “We
do” stage. That is your best opportunity to catch mistakes
and clarify misconceptions.
Voyager or Sidewalks
Number Worlds
http://np.harlan.k12.ia.us/reading_center.htm
http://www.interventioncentral.org/
http://buildingrti.utexas.org/rti-presentations/differentiated-instruction-key-tostudent-success/
Packet of Interventions- provided
Instructional Routines before Student Center Activities for
Small Groups
http://www.fcrr.org/assessment/ET/routines/routines.html
Student Center Activities for Small Groups
http://www.fcrr.org/curriculum/SCAindex.shtm
Instructional Routines before Student Center Activities for
Small Groups
http://www.fcrr.org/assessment/ET/routines/routines.html
Student Center Activities for Small Groups
http://www.fcrr.org/curriculum/SCAindex.shtm