The KSI/RTI Puzzle: Do the pieces fit? Judith Halasek Pamela Pickens Judith Halasek Pamela Pickens

Is RTI required by law? RTI was first introduced to schools with the reauthorization by Congress in 2004 of Individuals with Disabilities Education Improvement Act (IDEIA 2004).

KRS (subsection 20) The reporting structure shall include… (b) requires An individual student report to parents for each student in grades three (3) through eight (8) summarizing the student's skills in reading and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths; KRS (subsection 20) The reporting structure shall include… (b) requires An individual student report to parents for each student in grades three (3) through eight (8) summarizing the student's skills in reading and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths; 3 Legislative Guidance…

KRS (subsection 20) The reporting structure shall include…  (20) (c) An individual report for each student who takes a high school or college readiness examination administered under subsection (11)(a) of this section that: 1. Provides the student's test scores; 2. Provides a judgment regarding whether or not a student has met, exceeded, or failed to meet the expectations for each standard assessed; and 3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation KRS (subsection 20) The reporting structure shall include…  (20) (c) An individual report for each student who takes a high school or college readiness examination administered under subsection (11)(a) of this section that: 1. Provides the student's test scores; 2. Provides a judgment regarding whether or not a student has met, exceeded, or failed to meet the expectations for each standard assessed; and 3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation 4 Legislative Guidance…

KRS (Interventions) - Any student who does not meet ACT benchmarks on the EXPLORE or PLAN - Any student who does not meet college readiness benchmarks on the ACT … Shall have intervention strategies included in their individual learning plan * Intent is not to wait until their junior year to intervene- but to intervene early, and often, to assure college readiness. KRS (Interventions) - Any student who does not meet ACT benchmarks on the EXPLORE or PLAN - Any student who does not meet college readiness benchmarks on the ACT … Shall have intervention strategies included in their individual learning plan * Intent is not to wait until their junior year to intervene- but to intervene early, and often, to assure college readiness. 5 Legislative Guidance…

704 KAR 3:305 (Minimum Graduation Requirements) - If students do not meet college readiness benchmarks on the ACT (English, Math, Reading) … a transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school. 704 KAR 3:305 (Minimum Graduation Requirements) - If students do not meet college readiness benchmarks on the ACT (English, Math, Reading) … a transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school. 6 Legislative Guidance…

Legislative Guidance KRS Reading and Writing Mathematics Behavior KRS Reading and Writing Mathematics Behavior

8 Proficiency Plan- Target Indicators

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The target indicators define the work required to realize Unbridled Learning: Proficiency for All. 10 Proficiency Plan- Target Indicators 2012 ScoresGoal Kindergarten28.1%64.1% by rd Grade46.1%73.1% by th -8 th Grade44.0%72.0% by 2017

Log on to CIITS Click on the PD 360 Icon Type “Defining RtI” in the Search Box Log on to CIITS Click on the PD 360 Icon Type “Defining RtI” in the Search Box 11 Defining RtI

The Kentucky System of Interventions (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade Kentucky System of Interventions

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Quality academic and behavioral instruction Research based instructional strategies Characteristics of Highly Effective Teaching and Learning (CHETL)CHETL Regular formative assessment Approximately 75-80% of all students should be successful with academic and behavioral instruction Do you know how your students are performing? Quality academic and behavioral instruction Research based instructional strategies Characteristics of Highly Effective Teaching and Learning (CHETL)CHETL Regular formative assessment Approximately 75-80% of all students should be successful with academic and behavioral instruction Do you know how your students are performing? Core/Tier 1

Tier 1 + small group for targeted interventions Tier 2

Tier 1 + Tier 2 + individualized intensive interventions Tier 3

Things to Remember There may be a significant change in staff roles and responsibilities Provide appropriate professional learning opportunities There may be a significant change in staff roles and responsibilities Provide appropriate professional learning opportunities

20 School Implementation Team – The Whole Process Student Intervention Team – The Individuals Team Work – Heart of KSI

First Pieces of the Puzzle Teach

First Pieces of the Puzzle Universal Screener

First Pieces of the Puzzle Examine the Core

First Pieces of the Puzzle School and Student Teams

First Pieces of the Puzzle Examine and Utilize Evidence-Based Interventions

First Pieces of the Puzzle Analyze Data

Finishing the Puzzle Focus on Individual Students

Finishing the Puzzle Implement Interventions with Fidelity

Finishing the Puzzle Progress monitor effectively

Finishing the Puzzle Address the needs of ALL Students

Finishing the Puzzle Provide Professional Learning

Finishing the Puzzle Involve families in the process

Finishing the Puzzle Celebrate Success

 Kentucky System of Interventions (KSI)  Academic & Behavioral Response to Intervention (ABRI)  National RTI Center  Kentucky Center for Instructional Discipline (KYCID)  IRIS Center  Characteristics of Highly Effective Teaching & Learning (CHETL) L+Common+Characteristics.tm L+Common+Characteristics.tm  What Works Clearinghouse  Kentucky System of Interventions (KSI)  Academic & Behavioral Response to Intervention (ABRI)  National RTI Center  Kentucky Center for Instructional Discipline (KYCID)  IRIS Center  Characteristics of Highly Effective Teaching & Learning (CHETL) L+Common+Characteristics.tm L+Common+Characteristics.tm  What Works Clearinghouse 34 ResourcesResources

Questions? KSI/RTI General Questions April Pieper – Reading Interventions Judith Halasek- Math Interventions Pamela Pickens – Behavior Interventions Bonnie Tomberlin –