 Kingsport City Schools

 The foundation of our work with RTI is to support all student needs using a solutions-focused approach. We will utilize evidence-based practices, instructionally relevant assessments, data-based decision making, and effective professional development in order to ensure the success of ALL students.

 Universal Screening: The Universal Screening tool will be skills-based and provide national norms.  Progress Monitoring: Progress monitoring will occur in the specific area of deficit.  District and School RTI² Teams: School teams will meet every 4.5 weeks at a minimum to make data-based decisions that inform instruction/intervention.  Fidelity of Implementation: Fidelity monitoring will occur at each Tier.  Parent Contact/Communication: Parents will be notified of student progress. Grade LevelAdministration of EasyCBM K January and May 1-5 August and January

 Teachers must show how students are progressing toward these goals using a rate of improvement (ROI) to determine adequate progress. Teachers must use the data from progress monitoring to make instructional decisions  A minimum of 8-10 data points (if progress monitoring every other week) OR data points (if progress monitoring weekly) are required in order to make a data-based decision to change to Tier III. School RTI2 teams will decide the best placement for students in Tier III. Tier III interventions must be more intense than Tier II interventions.

 A student’s rate of improvement (ROI) on progress monitoring is the number of units of measure (e.g., words read correctly [wrc], correct responses, correct digits) a child has made per week since the beginning of the intervention.  To discover this rate, teams could use the RTI graphing tool that calculates ROI for student progress (i.e. divide the total number of units gained by the number of weeks that have elapsed).  The rate of improvement (ROI) is compared to the rate of improvement of a typical peer and is one of the factors considered in determining whether a student has made adequate progress.  The at-risk student’s rate of improvement must be greater than the rate of improvement of a typical student in order to “close the gap” and return to grade level functioning.  ROI should be used when considering Tier changes, intervention changes or special education eligibility.

 A special education referral for a student suspected of a Specific Learning Disability (specific learning disability (SLD) in basic reading skills, reading fluency, reading comprehension, mathematics calculation or mathematics problem solving) may only be deemed necessary after the student has received tiered interventions, and the intervention(s) provided were not successful in closing the achievement gap.  Data based decisions will be made at each tier using a minimum of 8-10 data points (if progress monitoring every other week) OR data points (if progress monitoring weekly).  Documentation provided throughout tiered interventions will be vitally important to the special education referral process. Once a referral is made, parents will sign the consent for initial assessment form and will be provided a copy of their procedural safeguards and prior written notice.

 Have tiered interventions occurred with fidelity?  Has student been present for instruction/intervention?  Has tiered intervention adequately addressed student need?  Were tiered interventions appropriate?  Has progress monitoring occurred weekly/every other week?  Have enough data points been collected to make a decision to change intervention within the tiers?  Have enough data points been collected between tiers to make a data based decision?  Does a gap analysis indicate that the student is making adequate progress with tiered interventions?  Have environmental factors been considered?

 Commonly implemented interventions across the system  Provides research-basis for interventions to be considered effective  Continually being revised  Ongoing professional development and review of research to add to menu 

Example NOT THISBUT THAT Fluency Instruction only isolated word lists only re-read boring articles Begin the lesson with word work. This may include looking at patterns in words on a white board or practicing with word cards. Then, use this skill as you read a book. As you read, have students, “sound like a reader”. They may need to reread sections in order to be successful. Have them pay careful attention or punctuation and the voice of the character. Phoneme Segmenting Simply practice word segmenting in isolation First, you need more information to determine if a student struggles with sound combinations. Once you administer the PASS or PWRS, you will have more information to successfully support your student. Use this format of word work, use the skill in a text, and practice word work again at the end.

 Writing (Student sample- assess using The Early Literacy Continuum by David Matteson)  Reading (assess using Bedtime with ERA by David Matteson)  Marie Clay’s Letter Identification

Focus on these skills EasyCBM is not needed at this point of the year.

If a child struggles with the concepts that you are assessing, then you teach those concepts. Intervention occurs throughout the first semester, but it is not necessary to progress monitor kindergarten students.

January- administer the EasyCBM assessment but use all of your assessment information to make decisions.