https://youtu.be/SqBP0SDtwvg

Tiers Without Tears: Wash, Rinse, and Don’t Repeat Emily Tipton, Reading Interventionist Melissa Dicken, Math Interventionist Conkwright Elementary, Grades K-4 Clark County Public Schools

What is RTI? “Response to intervention (RtI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to maximize social and behavioral competencies. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence- based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities”. (National Center on Response to Intervention) http://www.rti4success.org/

Kentucky House Bill 69 HB 69 (BR 282) - L. Belcher, S. Overly, M. Dossett, M. Nemes, J. Tilley, A. Wuchner     AN ACT relating to early education assessment and intervention.       Create a new section of KRS Chapter 158 to define "aphasia," "dyscalculia," dyslexia," "phonemic awareness," and "scientifically based research"; require the Kentucky Board of Education to promulgate administrative regulations for district-wide reporting on the use of K-3 response-to-intervention implementation in reading by August 1, 2013, in mathematics by August 1, 2014, and behavior by August 1, 2015; require the Department of Education to make available technical assistance, training, and a Web-based resource to assist all local school districts in the implementation of the system and instructional tools based on scientifically based research; require the department to collaborate with other state agencies and organizations; require conformity with 20 U.S.C. sec. 1414(a)(1)(E) for initial evaluations of students with suspected disabilities; require the department to report to the Interim Joint Committee on Education on implementation by November 30, 2013, and annually thereafter; amend KRS 157.200 to conform with the federal definition of a "specific learning disability." http://education.ky.gov/educational/int/ksi/Documents/KSIRtIGuidanceDocument.pdf

Tier I Strategies and Ideas Classroom teachers’ responsibility Differentiated instruction within the classroom Small group reading and math following whole group lesson Assessments used to identify common standards to be addressed in reteach Reteach can come from adopted curriculum (such as intervention boxes and kits) Success in Tier I limits the need for Tier II and III instruction

Tier II/III Strategies and Ideas Classroom teacher may implement Tier II within the classroom setting and should provide progress monitoring Tier II pullout by a certified teacher or interventionist for students whose needs are greater than Tier II Classroom can address Intervention must be outside the adopted curriculum and must be research-based Progress monitoring is recommended every two weeks in Tier II and weekly in Tier III Tier III instruction must be more frequent and/or more intense and is preferably taught by a highly trained specialist Tier II small groups of 5-8 students, Tier III small groups of 1-3 students

Fountas and Pinnell’s Leveled Literacy Intervention Reading Tier II/III Math Tier II/III Fountas and Pinnell’s Leveled Literacy Intervention Literacy First PAST/Phonics continuum SRA Guided Reading Repeated Reading Math Recovery Student Numeracy Assessment Progressions Marilyn Burns Literacy Math Library Van de Walle’s Teaching Student- Centered Mathematics Context for Learning Mathematics Kentucky Numeracy Project

Progress Monitoring Examples

Data-Driven Decision Making Monthly RTI Meetings and Weekly Grade Level PLCs RTI Meetings include grade level teachers, interventionists, administrators, school psychologist, special education facilitator, other stakeholders as needed, and can also include parents Examine progress monitoring data to determine if the student’s rate of progress is sufficient for him/her to reach grade level goals Strategies and programs can be modified before moving Tiers Emphasize strategies (FREE!) over programs ($$$) Universal screeners for all students and triangulated data for RTI students

Tiers Without Tears: Wash, Rinse, and Don’t Repeat Emily Tipton, Reading Interventionist Melissa Dicken, Math Interventionist Conkwright Elementary, Grades K-4 Clark County Public Schools