RTI at Fort Logan Elementary By name. By need. Day 1

What is the purpose of RTI? Response to Intervention is a framework for supporting students who are potentially at risk and assisting them before they fall behind. RtI is grounded in high quality core classroom instruction for all students which is then supplemented as necessary by progressively more intensive interventions for students who may struggle with reading or mathematics.

Key Components Periodic universal screening to determine which students may need additional instruction. DIBELS & DAZE benchmarks, Ed Pro, CSAP, CBQMs, unit exams Ongoing progress monitoring to determine the effectiveness of additional instruction. DIBELS & DAZE progress monitoring, exit tickets, classroom performance

RTI at Fort Logan What does our data say?

Colorado Growth Model: CSAP Results

Colorado Growth Model: CSAP Growth

Colorado Growth Model: Fort Logan Growth vs. AYP

Data Discussion Partner Talk –What accounts for the variations in results over the past four years? –What role had / can RTI play in these results? –What explains Fort Logan’s success in math during the school year?

Ed Performance Reading Growth

Ed Performance Incoming Reading Data

Data Discussion 1.) Look at your classroom reading data. Write down trends that you notice. (10 minutes) 2.) Share and discuss with your grade level teams. (15 minutes)

Ed Performance Math Growth

Ed Performance Incoming Math Data

Data Discussion 1.) Look at your classroom math data. Write down trends that you notice. (10 minutes) 2.) Share and discuss with your grade level teams. (15 minutes)

Wrap Up Trends? Observations? Themes?

RTI at Fort Logan Elementary By name. By need. Day 2

Enough already…. What’s the plan?

Step 1: Define the problem.

A problem is the difference between what is observed/measured and an expectation for a student. Example: Randy is reading at 45 words per minute, while the grade level norm is 70 wpm. Example: Samantha is able to successfully add and subtract one digit numbers only 50% of the time. The class expectation is that students will add and subtract one-digit numbers correctly 95% of the time with demonstrated automaticity.

Step 2 Collect Data

Body of Evidence The classroom teacher then collects a body of evidence to illustrate the problem. Examples: Unit tests, running records, DIBELS, DAZE, EdPro, classwork, anecdotal notes, behavior referrals, etc.

Step 3 PLC/Data Team Meeting

PLC Time Set aside time during one of your bi-weekly PLC meetings to discuss the problem you have defined. Bring your body of evidence. Set an ambitious yet feasible goal for the student. Brainstorm and record possible Tier 1 interventions for the student. Implement these interventions with fidelity. Schedule a follow-up meeting in 2 weeks to discuss student progress.

Sources for Information on Interventions Great ideas for academic and behavioral interventions Lots of different RTI resources brought together Differentiation ideas and RTI models

Step 4 Determine Progress

Step 5 Problem Solving Team

Schedule a meeting with the PST. Bring body of evidence, including documentation of all Tier 1 interventions. PST brainstorms possible new Tier 1 or Tier 2 interventions. PST sets goals for the student. Implement agreed upon interventions. Schedule a follow-up meeting in one month to assess progress.

Who should be there? -Classroom teacher -Interventionists -RTI coordinator -Building leadership -PST team members -Parents

Step 6 Determine Progress

RTI and Special Education “RTI models are worth the effort required for implementation, as they advance identification of and intervention for learning disabilities by linking these two domains” (Fletcher, 2004)

Pushing our High Students How are we pushing our gifted and advanced students higher?

Sheridan School District Gifted and Talented Data Gifted and Talented programming is the only area in which we are consistently exceeding AYP expectations.

Data Discussion What accounts for our success in advanced student programming? How can we carry that success into other areas of instruction?

What has already been done? COGAT screening for all current 3rd and 4th graders in school year. Results ed to 3rd and 4th grade classroom teachers over the summer. Analysis of CSAP, Ed Performance, and DORF and DAZE scores.

Future Identification Continue COGAT testing for incoming 3rd graders. Test 4th and 5th grade students on an as-needed basis, resulting from teacher observation. Train staff in Gifted and Talented observation and identification tracking. Continue to monitor students achievements as measured by CSAP, Ed Performance, DORF, and DAZE.

Meeting the needs of GT and advanced students at Fort Logan

Math –Hire teacher for advanced 5th grade math class. –Advanced 3rd and 4th graders attend next grade level math class. –Use compilation of Ed Performance data, CSAP scores, COGAT scores, end of the year summative assessment (3rd and 4th grade students only), and teacher observation to determine placement.

Reading –Consider creating an advanced language arts flex group at each grade level. –Consider creating independent studies within core reading classes using web resources.

Gifted and Talented Resources Offers a variety of documents and suggestions on gifted and talented programming. A nonprofit organization dedicated to the advancement of gifted and talented students. Great resources on classroom differentiation and more.

RTI at Fort Logan Elementary By name. By need. Day 3

What is your role in RTI?

Building Leadership Barb and Sheri Attend problem-solving team meetings at-least monthly Create a schedule that allows staff members to implement needed Tier 1, Tier 2, & Tier 3 interventions Monitor integrity of interventions Monitor integrity of data

RTI Coordinators Jason & Julie Support buildings in developing problem-solving team Monitor and organize problem-solving process, including scheduling meetings Attend district coordinator meetings Collect documentation forms Monitor interventions

RTI Team Support the building in developing building-wide documentation and processes for RTI. Compile lists of appropriate Tier 1, Tier 2, and Tier 3 interventions Assist colleagues in carrying out the RTI process

Problem Solving Team Assign roles (Meeting Facilitator, recorder, time keeper) Define problem Determine if further assessment is needed Analyze data and set student achievement goals Suggest, agree upon, and document interventions Develop a plan for implementing data

Interventionists Provide interventions with fidelity Communicate with classroom teacher and case manager on a frequent basis about intervention effectiveness Support classroom teachers in developing interventions for at-risk students

Special Educators Case managers for those students with IEPs Provide interventions for IEP students with fidelity Communicate with classroom teacher on a frequent basis about intervention effectiveness

Classroom Teachers Identify students not making sufficient progress or not meeting their potential Communicate with parents regarding student progress, identified concern and meeting date Complete documentation for problem-solving team Collect and discuss data at Tier I with grade- level or content-level teams Attend problem-solving team meeting Support and participate in the intervention plan

Families Collaborate with teachers regarding identified need Share information about child and family as appropriate Support student learning at home Attend problem-solving team meeting and partner in intervention planning and progress monitoring

Together we can do it!

Sources Colorado Department of Education. (n.d.). Learn about rti. Retrieved from Colorado Department of Education. (Producer). (2008). Introducing colorado's growth model - tutorial #1: overview. [Web Video]. Retrieved from oPt01.html oPt01.html Colorado Department of Education. (Producer). (n.d.). Response to intervention - meeting the needs of all students. [Video]. Retrieved from Colorado Department of Education. (2011). The colorado growth model. Retrieved from Colorado Department of Education, (2008). Response to intervention (rti). Denver, CO: Government printing office. Retrieved from

Sources (cont.) Doing What Works. (Photographer). (n.d.). Visual diagram: using student achievement data to support instructional decision making. [Print Graphic]. Retrieved from Making/topic/?T_ID=30http://dww.ed.gov/Data-Driven-Instructional-Decision- Making/topic/?T_ID=30 Fletcher, J. (2004). Identifying learning disabilities in the context of response to intervention: a hybrid model. Retrieved from Mulrine, C. F. (2011, September 24). How to create online learning environments for gifted and talented learners. Retrieved from EMPLATE=/CM/ContentDisplay.cfm&CONTENTID= EMPLATE=/CM/ContentDisplay.cfm&CONTENTID=10669 Talent act: to aid gifted and high-ability learners by empowering the nation's teachers act s.857 and h.r (2001, May). Retrieved from m?q=TALENT+Act m?q=TALENT+Act Scantron performance series. (n.d.). Retrieved from