at
Manatee Elementary
Agenda
1)
2)
3)
4)
RtI Overview
How to Begin
CST Gets a Makeover
Q&A
Overview
Condition 1
Underachievement in:
Oral expression
Listening comprehension
Written expression
Basic reading skills
Reading fluency skills
Reading comprehension
Mathematics Calculation
Mathematics
problem-solving
Condition 2
+
RTI:
Resource intensive or
insufficient response
to scientific,
research-based
intervention
Condition 3
+
Conditions 1 and 2 not
primarily the result of:
Visual, hearing or motor
disability
Intellectual disability
Emotional/Behavioral
disability
Cultural factors
Irregular attendance
Environmental or
economic disadvantage
Classroom behavior
Limited English
proficiency
4
Big Ideas of RtI
► More than just about elgibility
► Being proactive
► Early intervention for those
who need it
► High quality instruction using
best practices in Tier 1
► Data-based decision making
► Identifying the level of
services needed by which
students
► Problem Solving Method
1.
Tiers of Intervention: Students who do not respond to high-quality
classroom instruction (Tier 1) and intervention (Tier 2) receive more
intensive, individualized research-based interventions (Tier 3). Tiers
are the level of intensity of the intervention.
2.
Progress Monitoring: Data-based documentation of repeated
assessments reflecting student progress.
3.
Data Based Decision Making: Students who don’t respond to these
interventions or require a highly individualized program to progress are
evaluated in a more comprehensive manner.
Tiers of Service Delivery
Problem Identification What is the Problem?
I
II
Response
to
Intervention
III
Problem Analysis
Is it working?
Why is it
occurring?
What are we going to do about it?
Intervention Design
Translation
iii
=
Tier 2 level of
services
Special Education
Sea of Ineligibility
General Education
Beginning
Implementation
◦ Core instruction – differentiated, high quality
◦ Establish teams – Teacher Data Teams that can
make collaborative decisions
 Meeting times
 Facilitator
 Problem Solving method
◦ Identify at risk students
(FIND ‘EM)
 FAIR, observation, FCAT, formative assessments
◦ Skill deficits, interventions, progress monitoring
Let’s Get This Baby Off the Ground!
◦ Core instruction – differentiated, high quality
◦ Teacher Data Teams
◦ Identify at risk students
(FIND ‘EM)
 FAIR, observation, FCAT, formative assessments
◦ Intervention blocks set up
School Leadership Team
Teacher Data Team
Individual Problem Solving
Team (IPST)
None of us is as smart as all of us!!!
Ken Blanchard
The Work of the
Teacher Data Team
► Discussing
ACADEMIC & BEHAVIOR NEEDS
of students.
► Problem Solving & Developing intervention
plans
► Looking at Data-Are students being
successful?
► Solving the problems that we identify at
Tiers 1, 2, and 3?


When: Planning Time – Two times a month
Who Attends (can be determined by purpose):
◦ Must:
Grade Level Teachers
Guidance Counselor
Administration
◦ Could:
ESE Teacher,
Speech Teacher,
Reading Coach,
◦ Other experts as needed (e.g. school psych,
behavior analyst)
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Planning Time – Every Other Tuesday
August 17
•Analyze historical and diagnostic
data to determine areas of focus to
be strengthened in core instruction
•Begin forming intervention &
enrichment groups.
August 31
•Finish forming intervention &
enrichment groups.
•Plan resources to be used for core
and supplemental instruction
**See meeting handout.

Tier One Focus
 Assess strengths of Tier One core instruction by reviewing
benchmark data.
 How can we improve differentiated instruction in the 90 min
reading block.

Tier Two Focus (Find ‘em, watch ‘em):
 Grouping kids in need of similar
interventions/enrichment based on data.
 Determine focus of interventions, set goals, determine
how to progress monitor. Decide specifics of
intervention: who, where, how long, etc.
 Decide on how interventions will be documented.
 INDIVIDUAL STUDENTS who are not responding.
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Identify
the Problem
Analyze
the Problem
Implement
Design
Intervention Intervention
Monitor
Progress
Evaluate
Intervention
Effectiveness
J
L
Timeline
‘Circle of Accountability’
•Identify students who
need additional support
•Use research-based
interventions to assist
students
•Monitor these students
progress on ongoing basis
Interventions
Let’s Discuss
◦ Tier One: Differentiation
◦ Tier Two: Double Dose of Differentiation
◦ Tier Three:
◦
More time
 More intensity
 More Concrete
 ReAddress Problem
◦ Who: grade level teachers, instructional asst., ESE
(5th and 6th), speech, all hands on deck.
◦ When: 8:15 – 8:45 am (grades 1-6)
◦ How:
 Group students by skill deficit, enrichment area,
reading or math.
 Smallest group should be neediest kids
 Work as a grade level to determine resources,
instruction, who’s teaching what.
3rd Grade – Walk to Intervention (Turner Elementary)
CVC
Skill 2
(Jungovich 506)
Sherman
Tiffany
Gabriel
Jane
Bob
Ross
DeeDee
Trevor
Walsh
Jake
Kayla
Ray
(9)
CVC
Skill 2
(Mazziotti 801)
SRA
Jungovich
Caleb
Sara
Travis
Dwight
Ashley
(5)
Instructional Delivery:
Instructional
95% Group Phonics
Delivery: SRA
Library Lessons and
Decodable Text for Skill
2
Progress
Monitoring Tool: PSI
Form B and C
Blends Skill 3
(Ross 507)
Jungovich
Bradlee
Lillie
Terri
Walsh
Christopher
Ross(6)
Joe
Tom
Comp/Fluency
Voyager
(Shelton/Pagan)
Pagan Group (3rd Grade Pod)
Jungovich
Sara
Joe
Logan
Lucia
Daniel
Walsh
Charles
A.J.
Jospeh
Colton (9)
(Room 501)
Trenton
Dante J
Dave
Moe
Nick
Andrews
Tommi
Ross
David
Megan
Shane
Najet
Jamie
James
Diamond
Cassandra (15)
Instructional
Instructional Delivery:
Delivery: 95% Group Voyager Passport F
Phonics Library
Lessons and
Decodable Text for
Skill 3
Progress
Progress
Progress
Monitoring Tool: PSI Monitoring Tool: PSI Monitoring Tool:
Form B and C
Form B and C
Voyager Passport RCT
Comprehension
Anthologies
(Walsh 504)
Jungovich
Zachary
Kari
Kate
Nick
Pam
Dan
Jon
Derrick
Bry
Ed
Wyatt
Joey
Sam
Bobby
Walsh
Jim
Dana
Bill
Elaina
Javier
(19)
Comprehension
Anthologies
( 505)
Walsh
George
Sophia
Harvey
Ken
Christina
Silvia
Stever
Eli
Brianna
Abel
Ross
Ethan
Destiny
Aiden
Chris
Tristi
Melina
Ki
Kevin
Jescee
Dylan
Alexis
Ericka
(22)
Instructional Delivery:
Instructional
Comprehension through Delivery:
Anthologies
Comprehension
through Anthologies
Progress Monitoring
Tool:
CARS
Progress Monitoring
Tool: CARS
Riviera Elementary – Grade 2
Intervention Groups
◦ Cycle: a three week period of continuous supplemental
instruction
◦ Progress Monitoring Week: occurs after a 3 week cycle.
Progress monitoring data is gathered. At risk students
are re-assessed. Teachers meet to reorganize groups
and instructors.
◦
◦
◦
◦
Cycle 1: September 7 – 24
Progress Monitoring Week: Sept. 27 – Oct. 1
Cycle 2: October 4 – 22
Progress Monitoring Week: Oct. 25 -29
◦ Compromise, Integrity, Flexibilty, ?????

Skill Deficit
◦ Student lacks skills to successfully complete task

Performance Deficit
◦ Factors interfering with student’s capability of
performing the skill
Reading:
•Text Processing
•Phonological Awareness
•Phonics
•High Frequency Words
•Fluency
•Comprehension
•Listening
•Strategies
•Fiction vs. Nonfiction
•Types of questions
•Vocabulary
Math
•Number sense
•Basic Facts
•Problem Solving
Tools used to collect READING
data:
•PASI (Phonological Awareness
Screener)
•PSI (Phonics Screener)
•Running Records
•Inventories
•Checklist
•ORF (oral reading fluency)
•FAIR
•Curriculum based assessments
Tools used to collect MATH data:
•Inventories
•Fluency checks
•Curriculum based assessments
•Item analysis
•Formative assessments
Where do I
get these
INTERVENTIONS?
Inventory
Your
Resources
And Try to
Develop More!
School Leadership Team
Teacher Data Team
Individual Problem Solving
Team (IPST)
IPST
Individual
Problem Solving
Team
•Testing
•Discrepancy
•Q or DNQ
•Place in
Program
•Monitoring
Interventions
•Discrepancy
•Peer comparisons
•Data driven
•Problem solving





Students referred when there is a poor
response to Tier 2 services
After at least two different interventions
documented
Looking for academic gap
Slower learning rate over time
Team decides… additional academic or
behavioral intervention, placement, etc.
Individual Problem Solving Team (IPST) Quick Reference
Members
Function
Administrator (s)
Guidance Counselor (recommended facilitator)
School Psychologist
Classroom Teacher(s)
Parents
ESE contact/teacher
Interventionalist/Title 1 Teacher
•Problem solve on an individual
student level after multiple
interventions have been conducted.
Additional Members as needed:
Speech/Language Pathologist
Staffing Specialist
Instructional Staff (coaches)
Gifted Teacher
Behavioral Analyst
Occupational Therapist
Physical Therapist
Social Worker
Activity or Specials teachers
•Examine intervention and progress
monitoring data to make decisions.
•Look for Academic Gap, Peer
comparison, Learning Rate over
Time
•Data based decisions
Student
Peers
Student
Peers
Identify
the Problem
Analyze
the Problem
Select/Design
Intervention
Implement
Intervention
Monitor
Progress
Evaluate
Intervention
Effectiveness
J
L
Timeline
Courtesy of Florida’s PS/RtI Project
 Informational
Brochure
 Intervention Notices
 Progress Monitoring Updates
 Include Parents at All Levels of
the RtI Pyramid
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