Data Summit July 27, 2012 Stephanie Smyka RESPONSE TO INTERVENTION

 To review the essential components in support of RTI implementation  To assess state of RTI for School Improvement Plans PURPOSE

RTI is an approach that enables schools to provide support for all students in general education Includes:  Ongoing assessment of student performance  Use of evidence-based instructional practices to provide quality instruction targeted to meet individual student needs  Data-based decision making WHAT IS RTI?

1.Strong leadership 2.Ongoing assessment 3.Evidence-based curriculum and instruction 4.Collaborative teaming 5.Data-based decision making 6.Fidelity of implementation 7.Ongoing training and professional development 8.Community and family involvement RTI ESSENTIAL COMPONENTS

RTI FRAMEWORK Tier 1Tier 2 Tier 3 Effective Core Instruction for All Supplemental Interventions for Some Strategic/Intensive Interventions for Individuals

RTI FRAMEWORK APPLIED TO GREECE SCHOOLS Tier 1Tier 2 Tier 3 Paddy Hill Pine Brook West Ridge Odyssey Craig Hill (AL) Buckman Heights (HR) Lakeshore (EV) Brookside Athena High Arcadia High Longridge Olympia Arcadia Middle Athena Middle

The leader:  Promotes commitment of staff to process  Fosters collaboration  Provides time resources -makes adjustments in schedules  Arranges professional development  Assesses procedural fidelity as part of school improvement planning and evaluations  Provides consistency for leading the way 1. ESSENTIAL LEADERSHIP

Universal Screening: involves all children and is usually done at set benchmark points to identify students at risk of not meeting standards  (e.g., AIMSweb, ELP at elementary; Scholastic Reading Inventory at secondary) Diagnostic assessment: administered to smaller groups of students to help plan instruction by providing in-depth information about students’ skills and instructional needs  (e.g., F&P Benchmark Assessment, Qualitative Reading Inventory, Acuity) Progress Monitoring: frequent measuring to determine if students are making adequate progress or in need of more or different intervention to achieve grade-level outcomes  (e.g., Running Reading Records, Acuity, Common Formative Assessments, AIMSweb) Outcome assessments: provides evaluation of effectiveness of program and performance level  (e.g., Regents exams, NYSED 3-8 ELA/Math Assessments) Assessment information is communicated to parents. 2. ONGOING ASSESSMENT IN RTI (ELEMENTARY & SPECIALISTS)

 Universal Screenings: State exam results, SLO pre- assessments, Regents exams  Diagnostic and Progress Monitoring: 5 week grade reports, common formative assessments  Outcome assessments: Mid-terms, End of course exams, Regents ONGOING ASSESSMENT IN RTI (SECONDARY)

RTI LEVEL ASSESSMENTS: ELEMENTARY & INTERVENTIONISTS Tier 1Tier 2 Tier 3 AIMSweb Early Literacy Profile Scholastic Reading Inventory Running Reading Records F&P Benchmark Assessment Universal Screening: 3x/year AIMSweb tools Running Reading Records Acuity Common Formative Assessments Progress Monitoring: Every 3-4 weeks AIMSweb tools Running Reading Records Progress Monitoring: Every 1-2 weeks

 All students receive instruction from the core program/curriculum  Small differentiated group instruction based on needs from diagnostic assessment  Explicit instruction targeting skills  Opportunity for review, practice, feedback  Most qualified teacher provides instruction 3. EVIDENCE-BASED INSTRUCTION

 Evaluates school level processes and monitors fidelity of processes  Identifies problems and concerns  Manages data  Systematic review of data to inform intervention 4. COLLABORATIVE TEAMING IN RTI

5. DATA-BASED DECISION MAKING Identify specific skills and knowledge (learning targets) that remain unmastered. Group students by target for intervention. Introduce students to the learning target. Begin instruction and/or intervention: select an appropriate measure of progress. Analyze results, modify intervention if necessary, and discontinue intervention(s) once mastery has been achieved. Analyze results, and identify students in need of continued and/or intensified interventions. Progress Monitoring Cycle

 Systemwide Evaluation of RTI (Shapiro and Clemens, 2009) Four measures the district/school should monitor  Tier placement against benchmark periods  Rate of improvement across benchmark measures  Movement between tiers  Movement within tiers DATA-BASED DECISION MAKING

Outcomes can only be attributed to our efforts if we evaluate and provide documentation of: -curriculum -instruction -assessment -collaborative team problem solving process -RTI process 6. FIDELITY OF RTI

 Upcoming professional development 7. ONGOING TRAINING AND PROFESSIONAL DEVELOPMENT LeadersInterventionists August 20 PD DuFour model of RTI (long-range plan) Assessments Interventions Data analysis/progress monitoring

 Involving families in all phases is a key aspect of a successful RTI process  Parent and community support of our children’s education increases the likelihood of success  Provide parents with written information (district-provided) about the RTI program and be prepared to answer questions about the process 8. FAMILY AND COMMUNITY INVOLVEMENT

 Can take up to 5 years to implement the RTI process fully  Identify current state (using RTI assessment tool)  Identify existing resources and components in place and how to increase time and professional development  Include in school improvement plan STRATEGIC PLANNING

 Strong building instructional leadership  High expectations for student achievement  A shared vision  Team building and collaboration  Believe you can do it and all students can achieve  Redeployment of resources KEYS TO SUCCESS…

 Use the tools provided (NYS Self-Assessment Tool for elementary, Mattos for secondary) to assess your school’s current state of RTI implementation  Use the information to formulate goals and strategies for your School Improvement Plan EXPECTATIONS FOR RTI IMPLEMENTATION