Cindy Edwards, Administrative Supervisor Response to Intervention, Dyslexia/504 August 2, 2011 A Multi-Tiered Prevention System

What is RtI? A multi-level prevention system, which integrates assessment and intervention to maximize student achievement and to reduce behavioral problems

Why early intervention? National Reading Panel

Benefits RtI is Synonymous to “Improving Student Achievement” Eliminates the “wait to fail” model Provides instructionally relevant data Allows us to intervene early to meet the needs of struggling learners Maps specific instructional strategies found to benefit a particular student (Tiered Academic Plan) Allows students to be successful!

Intervention vs. Remediation Remediation: Effective reteaching of material not previously mastered when it was originally taught. Supplemental instruction on content students should have mastered but have not Intervention: Targets specific skills deficits that causes a student to fall behind in grade level material Students’ difficulties or strengths are in early stages Intervention ideally addresses weaknesses or strengths before they become a problem for the student

Key Components of RtI Assessment Universal Screeners (3 times per year, all students) Progress Monitoring (usually students in Tier II and III interventions) Support Student Problem Solving Team (campus based decision) Support PLC’s through ongoing professional development Site-based consultation (RtI Department)

Universal Screener and Progress Monitoring tools for RtI Initiative Schools TEMI- Texas Early Mathematics Inventory User Name: Texas Teacher Password: mathematics Kinder-Second grade math universal screener, progress monitoring and interventions We have created a TOT model in AISD to support our 8 elementary schools

Universal Screener and Progress Monitoring tools for RtI Initiative Schools TPRI and Tejas Lea universal screener TPRI and Tejas Lea progress monitoring instruments oring.htm TPRI intervention guide AIMSweb for reading and mathematics grades 3-8

Multi-Tier System of Interventions Intensive Interventions – 3-5% Strategic Interventions –15-20% Core Instruction– 80% What does it look like on your campus?

AISD-Multi-Tiered Prevention System Tier 1 - High Quality Core Instruction with differentiation, whole group, small groups and cooperative learning groups Evidenced based-standards based inclusive of ELPS and CCRS Curriculum Road Maps and Street Views

Tier II Small group -strategic, focused intervention in addition to Tier I instruction Which example is a strong Tier II setting? While students are engaged in meaningful activity within Tier I, the teacher works with a small group of learners with a similar skill deficit. Intervention focuses specifically on building that skill deficit. Or While students are engaged in meaningful activity within Tier I, the teacher monitors a small group of students as they partner read.

Tier III Small homogeneous group intervention providing intensive, targeted instruction in addition to core instruction Which is an example of a strong Tier III setting? Whole class instruction with TA providing additional support daily to a few students in a small group Or A separate class setting with a specialist providing intensive targeted instruction to a small group of students four to five days a week

What is the difference between Tier II and Tier III Interventions? Tier II : Small homogenous group (3-5 students), systematic instruction, focused on skill deficit, minutes between 3-5 days a week, typically delivered by the core classroom teacher Progress monitor and data collection on focused skill deficit every two weeks

Tier III Small homogeneous group (1-3 students),intensive/systematic-focused instruction, 60 to 90 minutes, 4 to 5 days a week Progress monitor and data collection on focused skill area weekly

Suggested School Wide Decision Making 80 percent decision rule: If less than 80 percent of all students are meeting benchmarks, review of core curriculum may be needed. (Tier 1) 25th Percent Decision Rule: Students below the 25th percentile in academic skills are placed in small group instruction. (Tier 2) Change Small Group or Individual Instruction Rule: When progress monitoring data are below the aim line three consecutive days or when six or more data points produce a flat or decreasing trend line, the problem solving team should adjust or make a decision to intensify the intervention. Individualized Instruction Rule: Individual instruction begins when a student fails to progress after two cycles Tier 2 interventions. (Tier 3) Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006, August). Responsiveness to Intervention (RtI): How to do it (NRCLD).

Exceptions to the Rules… Dyslexia Identification Parent request for evaluation to rule out a learning disability Other (situational challenges)

Tiered Academic Plan Austin Independent School District Tiered Academic Plan Tier I Core Classroom Instruction Tier II Targeted Interventions Tier III Intensive Intervention  Definition  Student  District Resources  Instructional Approaches and Strategies  Interventionist/Instructor  Setting  Grouping  Time  Assessment  Professional  Additional Resources and Weblinks

Next Steps Continue to develop strong Professional Learning Communities that support teacher and student growth. Use the Tiered Academic Plan as a resource that aligns resources to professional development. Continue to support student problem solving teams, using the Tiered Academic Plan as a resource and guidance document

RtI Initiative Schools Baldwin Williams Menchaca Davis Boone Brentwood Maplewood Pease All middle schools

Questions/Answer On 1 index card, please write: RtI is good because __ __________________. On the back, please write: My concern/question is __________________. Please also include your name and campus.

Please take time to complete the Evaluation Survey. Go to the Educator Quality page on the AISD website. Click on “2011 Administrators Institute” on the left hand side. Click on the survey link: Your feedback is very important and will be used to guide our future work. Evaluation Survey 21