Response to Intervention RTI at Lakeland Union High School Who, what, where, why, when…. …and HOW!

RTI – A Historical Perspective No Child Left Behind - 2002 Individuals with Disabilities Education Act – 2004 - Reauthorization allows for RTI rather than I.Q. discrepancy model – identification of students with learning disabilities. - For most students, RTI does not lead to special education.

Response to Intervention Is a philosophy and a practice of how our school should operate with regards to the academic, social, and emotional requirements of our students. It entails: - Building a structure within the school setting that will allow success for all students. - Implementing research-based instruction and interventions. - Utilizing balanced assessments to measure the pulse of student progress.

RTI @ LUHS RTI = FOCUS Focus is Lakeland Union High School’s commitment to a meaningful and fluid learning process that is in tune with student needs and research-based educational advancements. MONITORS PROGRESS OF STUDENT TO PREVENT STUDENT’S FROM SLIPPING THROUGH THE CRACKS, SO THAT ALL STUDENTS NEEDS ARE MET…FROM THE GIFTED STUDENT TO THOSE WITH DISABILITITES. IT IS A SYSTEMATIC, EFFICIENT PROCESS THAT WILL MEET THE NEEDS OF ALL STUDENTS BY HAVING ALL STAFF ON BOARD. THIS WILL TAKE TIME, YEARS…SO THAT THE POINT OF RTI, THE FIDELITY REALLY, ISN’T WASTED AWAY.

Fundamental Concepts Starts in the classroom - additional steps instructors take to ensure student success. All students will SUCCEED ALL MEANS ALL

Three Tier Break Down of RTI   Academic Systems Behavioral Systems Tier 3: Intensive, Individual Interventions * Individual Students * Assessment-Based * High Intensity * Of Longer Duration Tier 3: Intensive, Individual Interventions * Individual Students * Assessment-Based * Intense, Durable Procedures 1-5% Tier 2: Targeted Group Interventions * Some Students (at risk) * High Efficiency * Rapid Response Tier 2: Targeted Group Interventions * Some Students (at risk) * High Efficiency * Rapid Response 5-10% Tier 1: Universal Interventions * All Students * Preventative * Proactive Tier 1: Universal Interventions * All Settings * All Students * Preventive * Proactive 80-90% Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005). Note: Percentages are approximations and may vary by district.

Three Tier Break Down @ LUHS   Academic Systems Behavioral Systems Tier III Special Education Alternative Education 504 Tier III Special Education - BIP Alternative Education 504 Tier II Summer School – Read 180 Math Lab – Writing Center After –School Tutoring – ER PMER – AP & Honors Courses – Youth Options Project Lead the Way Capstone – BCT – Grade Monitoring – Restricted Study Hall – Gifted & Talented – National Honor Society 1-5% Tier II Gifted & Talented Restricted Lunch – Restricted Study Hall – In-School Detention – National Honor Society – All Extended Resource Programs 5-10% Tier I Math Lab – Writing Center General Instruction – P/T Conferences – After School Tutoring – Co curriculars Frosh Focus – Career Cruising – Study Halls Tier I Freshman - Senior Focus Journey 80-90%

Balanced Assessment Scientifically based practice to assess on-going student progress Assess effectiveness of student intervention

Balanced Assessment System Tier III More Frequent CBM Tier II Curriculum Based Measurement (CBM) (In addition to assessments used in Tier I) Summative Assessments: WKCE Benchmark Assessments: MAP, course tests & quizzes, district assessments Formative Assessments: Running Records Documented Informal Observations in Focus Groups Summative Assessments determine how students in schools, districts and states are progressing, informs curriculum and instruction, determines adequate yearly progress Benchmark Assessments determine to what extent all students are progressing MAP= Measures of Academic Progress Provided three times per year. Formative Assessment is an intentional and systematic process used by teachers and students during instruction that provides feedback to adjust on-going teaching and learning to improve students’ achievement of the intended instructional outcomes Formative Assessments helps to consider what learning comes next for students. To improve learning while there is still time to act-before the graded event. Tier I

Recommendations Things LUHS Does Well Areas to Modify Possible Additions/Omissions Highly Qualified Instructors Math and Writing Labs Co-Curricular Activities Sports Freshman Focus Restricted Study Hall Assemblies Alternative Education Homeroom 504 Differentiated Instruction School Day Climate Group Counseling Building Consultation Intervention Team Use Experts w/in Our School Enrichment Hour Differentiated Instruction Professional Development G & T Program ILPs E-Portfolio

Katie Panske Alison Ongna Phil Burley Karen Gries-Roehrich A Special Thanks to the RtI Contributors: Katie Panske Alison Ongna Phil Burley Karen Gries-Roehrich John Eckardt Bjorn Hanson Stephanie Caroselli Lori Siegler Tim Raymond