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2 Required Elements: Universal Screening: The Universal Screening tool will be skills-based and provide national norms. It will be administered 3 times a year for grades K-8 and is recommended for grades 9-12 (see Component 1.3 of the Implementation Guide). Tier I: Core instruction will be provided to ALL students using grade-level Common Core State Standards in ELA and Mathematics. Tier II and Tier III: Tiered interventions will be provided in addition to the core instruction provided at Tier I. Interventions will be research-based and will address a student’s area of deficit. They will be provided within the time frames described in Components 3.2 and 4.2 of the RTI² Manual. Progress Monitoring: Progress monitoring will occur in the specific area of deficit at the frequency described in Components 3.3 and 4.3 of the RTI² Manual.

3 Required Elements: District and School RTI² Teams: District and School RTI² Teams will be established per the guidelines outlined in Component 1.2. 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 as described in Components 2.6, 3.6 and 4.6 of the RTI² Manual and Implementation Guide. Parent Contact/Communication: Parents will be notified of student progress as described in Component 1.6 of the RTI² Manual and Implementation Guide. Highly trained personnel: Highly trained personnel will provide interventions. Highly-trained personnel are those who are adequately trained to deliver the selected intervention as intended with fidelity.

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5 Steps to begin RTI² Where to Begin? LEAs are at many different stages with implementation of RTI² across the state of Tennessee. Even LEAs that have been using elements of RTI² for a few years may have areas that need to be strengthened to meet the rigors of the RTI² Framework. After working with educators across the state, these questions were created to help districts begin to implement the RTI² Framework and prepare for full implementation in July 2014.

6 Areas of Deficit Basic Reading Skills (letters, letter sounds, decode) Reading Comprehension Reading fluency Written expression Math calculation Math reasoning (problem solving)

7 Begin by looking at your universal screener and your universal screening data. Guiding QuestionsResponses Comments: What does this mean for your district/school? What resources are required to achieve this? Who will be responsible for this? Has your district chosen a Universal Screener? If not, apply the Criteria for Selecting a Universal Screener. Is it Skills-Based? Is it nationally normed? What areas does your Universal Screener measure? Are you administering it 3 times a year to ALL students? Does your universal screening data indicate that your grade/school/district is meeting the needs of 80-85% of students in Tier I? Is Universal Screening data used to identify students in need of intervention?

8 Universal Screening & Progress Monitoring tool Update: State has written a Request for Proposal (RFP) The proposal is currently at the Central Procurement Office (CPO) When sent out, expectation is that vendors will respond An identified group will rate the vendors products based on specific criteria within the scope of RFP State will identify Reliable and Valid universal screeners and progress monitoring tools for LEAs.

9 District & School Teams: Guiding QuestionsResponses Comments: What does this mean for your district/school? What resources are required to achieve this? Who will be responsible for this? Does your district have a district level RTI² team? If so, who are the members? Does your district RTI² team meet regularly to review district procedures? Have schools developed school level RTI² Teams? If so, who are the members of these teams? Do school RTI² Teams meet regularly to review student data? Do school RTI² Teams use data to make recommendations for intervention?

10 How to meet student need: Reteaching/Remediation/tutoring VS. Intervention Reteaching/Remediation/tutoring Tier I-Common Core Standards Goal is to reteach standards that students are struggling with rather than specific skill deficits. These are your “bubble kids”. Standards Based Assessment: Benchmark Assessment Summative Assessment Formative Assessment Intervention Tier II/III/Special Education Intervention Goal is provide research based interventions aligned to specific skill deficit(s) as identified by a universal screener. Skills Based Assessment: Skills based universal screener aligned to area(s) of deficit Skills based Progress Monitoring specific to area(s) of deficit Formative assessment 10

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12 Guiding QuestionsResponses Comments: What does this mean for your district/school? What resources are required to achieve this? Who will be responsible for this? Does your school/district have interventions that meet the criteria for use based on the state rubric? If not, apply the Criteria for Selecting an Intervention. What approach is used to place students in intervention (standard protocol, problem solving or hybrid)? What specific deficits do these interventions address? Are the interventionist highly trained on the intervention? If not, what training is still needed? Are progress monitoring procedures in place? Do they reflect student goals? Do they measure a rate of improvement? What fidelity monitoring procedures are in place for each tier? Intervention

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14 Guiding QuestionsResponses Comments: What does this mean for your district/school? What resources are required to achieve this? Who will be responsible for this? Does your school/district have interventions that meet the criteria for use based on the state rubric? If not, apply the Criteria for Selecting an Intervention. What approach is used to place students in intervention (standard protocol, problem solving or hybrid)? What specific deficits do these interventions address? Are the interventionist highly trained on the intervention? If not, what training is still needed? Are progress monitoring procedures in place? Do they reflect student goals? Do they measure a rate of improvement? What fidelity monitoring procedures are in place for each tier? Intervention

15 Are the interventions working? Want to consider how many students are moving from Tier II to Tier III Want to consider how many students are moving from Tier III to special education intervention If determining the move to special education intervention, it must be the most intensive intervention

16 Core instruction plus Intervention (Tier II, Tier III or Sp.Ed) Core Instruction Plus Tier II (30 minutes daily) Core Instruction Plus Tier III (45-60 minutes daily) Core Instruction Plus Sp.Ed Intervention (More Intensive than Tier III)

17 Specific Learning Disability definition:

18 Special Education Intervention for a student with a Specific Learning Disability is: In addition to core instruction Core instruction provided by the general education teacher to the extent possible More Intensive then Tier III. Most intensive intervention Specific to area of deficit/need Research based intervention tied to specific area of deficit Provided by a trained professional on the specific intervention Progress monitoring student growth Making data based decisions to determine appropriate interventions and services

19 Work on the Master Schedule Guiding QuestionsResponses Comments: What does this mean for your district/school? What resources are required to achieve this? Who will be responsible for this? Does your school/district master schedule reflect the minimum recommended instructional times for Tier I instruction for ELA and math at the Elementary level? Does your school/district master schedule reflect the minimum recommended instructional times for Tier I instruction for ELA and math at the Middle School level? Does your school/district master schedule reflect the minimum recommended instructional times for Tier I instruction for ELA and math at the High School level? Does your school/district have time for Tier II intervention built into the master schedule? Does this time reflect the minimum recommended intervention times for Tier II? Is your school/district prepared to make individual scheduling decisions for students requiring Tier III interventions? Has your school/district engaged in discussions surrounding the use of High School intervention course codes for Tier III interventions?

20 Tier II should be scheduled into the day to be successful. 20

21 Organize the 30 Minute Tier II Period All “Hands on Deck” atmosphere No one has planning Schedule students with skills deficits first for intervention Schedule students with standards deficits second for remediation Schedule students in enrichment in areas of interest last 21

22 Organize the 30 Minute Tier II Period Priorities based on student needs 22 3 rd Enrichment 2 nd Standards remediation 1 st Skills deficit Intervention

23 Elementary Tier II & Tier III 8:00-10:00120 minutesClass 1ELA 10:05-11:3590 minutesClass 2Math 11:35-12:0530 minutesLunch 12:10-1:1060 minutes (30 minutes for each class) Class 3 & 4Social Studies & Science 1:15-2:4590 minutes (30 minutes for each class) Class 5, 6 & 7Special Classes & Tier II Intervention/Enric hment (Tier III could also be during this time) 2:50-3:0010 minutesLockers and Announcements 23

24 TimeTeacher ATeacher BTeacher CTeacher DTeacher E 8:30-9:00Morning Routines (Circle & Calendar) 30 minutes Morning Routines (Circle & Calendar) 30 minutes Morning Meeting (Circle & Calendar) 30 minutes Morning Meeting (Circle & Calendar) 30 minutes Morning Meeting (Circle & Calendar) 30 minutes 9:00-10:00Tier I Reading 60 minutes Math 60 minutes Science 30 minutes Tier III Comp. Lab or library 30 minutes Tier I Reading 60 minutes Math 60 minutes 10:00-10:30Tier I Reading 30 minutes Tier I Reading 30 minutes Social Studies 30 minutes Tier I Reading 30 minutes Tier I Reading 30 minutes 10:30-11:00Tier II Reading 30 minutes Tier I Reading 30 minutes Tier I Reading 30 minutes Social Studies 30 minutes Tier I Reading 30 minutes 11:00-11:30Tier III Comp. Lab or Library 30 minutes Tier I Reading 30 minutes Tier I Reading 30 minutes Tier II Reading 30 minutes Tier I Reading 30 minutes 11:30-12:00Lunch 30 minutes Tier II Reading 30 minutes Tier I Reading 30 minutes Lunch 30 minutes Tier II Reading 30 minutes 12:00-12:30Math 30 minutes Lunch 30 minutes Lunch 30 minutes Tier III Com Lab or Library 30 minutes Lunch 30 minutes 12:30-1:00Math 30 minutes Tier III Comp. Lab or library 30 minutes Tier II Reading 30 minutes Science 30 minutes Social Studies 30 minutes 1:00-2:00Art/Music/PE Guidance/etc. 60 minutes Art/Music/PE Guidance/etc. 60 minutes Art/Music/PE Guidance/etc. 60 minutes Art/Music/PE Guidance/etc. 60 minutes Art/Music/PE Guidance/etc. 60 minutes 2:00-3:15Science Discovery lab Social Studies 75 minutes Social Studies Science Discovery lab 75 minutes Math Discovery Lab 75 minutes Math Discovery Lab 75 minutes Tier III Com lab/library Science D.L. 75 minutes 3:15-3:30Closing Activities 15 minutes Closing Activities 15 minutes Closing Activities 15 minutes Closing Activities 15 minutes Closing Activities 15 minutes

25 Departmentalized minute period X 180 days = 8,100 min. 47 minute period X 180 days = 8,460 min. 50 minute period X 180 days = 9,000 min. 85 minute block X 90 days = 7,650 min. 90 minute block X 90 days = 8,100 min. 30 minutes of intervention or remediation adds 5,400 minutes of instruction a year 25

Tier II - Block 26 8:00-9:25Block 1 9:30-10:00Tier II Intervention/Enrichment 10:05-11:30Block 2 11:35-1:30Block 3 (includes 30 minutes for rotating lunch) 11:30-12:00 1 st lunch 12:00-12:30 2 nd lunch 12:30-1:00 3 rd lunch 1:00-1:30 4 th lunch 1:35-3:00Block 4 (85 minute blocks/ 5 minute class change/ 4 lunches/8 credit year/ 90 days)

Tier II Traditional 27 PeriodMondayTuesdayWednesdayThursdayFriday 1Chemistry 2Alg II 3Spanish II 4US History 5English 6Art 7Intervention (6 credit year/ 180 days)

Tier II Traditional Schedule for Sample Student 1 st period 2 nd period 3 rd period 4 th period5 th period/ Lunch 6 th period 7 th period8 th period 8:20- 8:40 8:45- 9:35 9:40- 10:30 10:35-11:2511:30- 12:50 12:55- 1:45 1:50-2:402:45- 3:35 Homero om ScienceSocial Studies Tier II; remediation; or enrichment MathReadingPE/ Specials English Usually seen in middle school

Tier II Traditional PeriodTimeNotes Period 1 8:00-8:47 Period 28:51-9:39 Period 39:43-10:30 Period 410:34-11:21 Period 5 Do to lunch this period is 54 minutes in length Full period 5 11:25-12:19 Period 5A (1 st lunch) 11:25- 11:52; Period 5B (2 nd lunch) 11:52- 12:19 Each lunch is 27 minutes in length. They also have the extra 4 minutes of class change. - ½ of students/teachers have a full period 5 class; ¼ of students/teachers have lunch during period 5A; ¼ of student/ teachers have intervention / remediation / enrichment during period 5B Period 6 Do to lunch this period is 54 minutes in length Full period 6 12:23-1:17 Period 6A (3 rd lunch) 12:23- 12:50; Period 6B (4 th lunch) 12:50- 1:17 Each lunch is 27 minutes in length. They also have the extra 4 minutes of class change. - ½ of students/teachers have a full period 6 class; ¼ of students/teachers have lunch during period 6A; ¼ of student/ teachers have intervention / remediation / enrichment during period 6B Period 71:21-2:08 Period 82:12-3:00 29

Tier II A/B Time Mon (A)Tue (B)Wed (A)Thu (B)Fri (Mixed) 8:00-9:25 MathEnglishMathEnglish Math 9:30-10:55English 11:00-11:30Tier II /Lunch 11:30-12:00 12:00-1:25HistoryScienceHistoryScienceHistory 1:30-3:00Science 30 ( 425 minutes per week / 5 minute class change/ 2 lunches/ 8 credit year/ 90 days)

Tier II A/B Time Mon (A)Tue (B)Wed (A)Thu (B)Fri (Mixed) 8:00-9:25 MathBandMathBand Alternate Math /Band 9:30-10:55 PEEnglishPEEnglish Alternate English/PE 11:00-11:30Tier II /Lunch 11:30-12:00 12:00-1:25HistorySpanishHistorySpanishAlternate Spanish/ History 1:30-3:00ElectiveScience Elective ScienceAlternate Science/ Elective 31 ( 425 minutes per week / 5 minute class change/ 2 lunches/ 8 credit year/ 180 days)

Tier II Hybrid PeriodMondayTuesdayWednesdayThursdayFriday 1 A/B blocked 8:00-9:30 Art 1Spanish II Art 1Spanish IIArt 1 Spanish (45/45 split or alternate Fridays) 2 Trad. 9:35- 10:35 Alg II 3 Skinny 10:40-11:10 Intervention 5 Trad. 11:15-11:45 1 st lunch; 11:45-12:15 2 nd lunch; 12:15-12:45 3 rd lunch US History 6 Trad. 12:50- 1:50 English II 7 Trad. 1:55 Biology 32 A/B and Traditional (5 minute class change/ 3 lunches/ 6 credit year)

33 High School Tier III Math & ELA Elective Courses Based on Component 4 (Tier III) of RTI 2 manual Courses are based on an individual student’s area of deficit and not a set of standards Students can receive ½ credits Students can take these courses multiple times based on the data Courses must be taught by a 7-12 certified teacher Does not replace the 4 required ELA and Math courses to graduate recommended class size should not exceed a 1:12 ratio

Tier III A local school board can pass an "intervention academic elective focus" for students who are extremely behind and will need Tier III over 4 years. This is a local LEA decision and action.

35 Tie Hodack Tammy Shelton

36 Resources TNCore.org Markshinn.org-Specifically for Secondary FCRR.org-Tier II Reading Interventions

STRATEGIC PLAN