1. Welcome! Please work in school teams to complete the RTI survey.
Gathering Activity – Have participants work in school groups to complete. Collect for perusal during training. Will be returned at end of day for further reflection.

2. RTI/KSI

3. RTI/KSI

4. Kentucky System of Interventions
The Kentucky System of Interventions (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12.
Webinars
RTI/KSI
A school-wide system for providing timely support to meet the needs of all children within and in addition to research-based core instruction. It is ensuring that all students receive timely and direct interventions at the first indication they are experiencing difficulty rather than waiting until they are significantly further behind.

5. What This Means for Schools…
KDE has expanded the framework for Response to Interventions (RtI) to assist schools and districts in incorporating state and federal programs to provide a seamless system of interventions (KSI) for improving achievement for all students.
RTI/KSI
KSI was developed in 2008 and was communicated to districts in the Fall of 2009.

6. KSI Focus
Closing achievement gaps- Using universal screening data to identify student learning and behavioral needs informs teaching and learning. Ensuring that students are taught by highly effective teachers; providing appropriate, relevant, evidence-based instruction; monitoring progress regularly; and creating a system fully aligned with state learning standards.
RTI/KSI

7. KSI Focus
Accelerated learning- Focusing on individual student goals to help address learning needs or to enable students to pursue skill development more rapidly and at higher levels. Accelerated learning includes interventions that are data-based to address individual learning needs. Interventions may focus on efforts to help students progress toward target standards or may focus on more complex content/skills delivered at a more rapid pace.
RTI/KSI

8. What legislation is in place for KSI/RtI?
RTI/KSI
KRS (subsection 20) The reporting structure shall include… (b) requires  An individual student report to parents for each student in grades three (3) through eight (8) summarizing the student's skills in reading and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths
KRS (subsection 20) The reporting structure shall include… (20) (c) An individual report for each student who takes a high school or college readiness examination administered under subsection (11)(a) of this section that: 1) Provides the student's test scores; 2). Provides a judgment regarding whether or not a student has met, exceeded, or failed to meet the expectations for each standard assessed; and 3) Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation
KRS (Interventions) Any student who does not meet ACT benchmarks on the EXPLORE or PLAN; Any student who does not meet college readiness benchmarks on the ACT… Shall have intervention strategies included in their individual learning plan
704 KAR 3:305 (Min Graduation Requirements)  If students do not meet college readiness benchmarks on the ACT (English, Math, Reading)… a transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school.
HB 69 (L. Belcher) defines "aphasia," "dyscalculia," dyslexia," "phonemic awareness," and "scientifically-based research". The bill requires KDE to promulgate administrative regulations for district-wide reporting on the use of K-3 Response-to-Intervention implementation in reading by August 1, 2013, in mathematics by August 1, 2014, and behavior by August 1, KDE must provide technical assistance, training, and a Web-based resource to assist all local school districts in the implementation of the system and instructional tools based on scientifically-based research. KDE must report to the IJC on Education on implementation by November 30, 2013, and annually thereafter.

9. 704 KAR 3:095 (The use of RTI for grades K-3)
Requires interventions in K-3 for reading, mathematics, writing and behavior; requires monitoring of interventions.

10. KRS 158.6453 (subsection 20) The reporting structure shall include…
Grades 3rd through 8th
Plan for addressing learning concerns for any student with identified deficiencies OR strengths
Each student who takes a high school or college readiness examination
Plan for addressing students who do not meet CCR benchmarks
Communication to Parents/ Guardians

11. KRS (Interventions)
Any student who does not meet college readiness benchmarks on EPAS… Shall have intervention strategies included in their individual learning plan

12. 704 KAR 3:305 (Min Graduation Requirements)
A transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school.

13. What KSI/RtI is NOT… A vendor program A curriculum
Just about providing interventions
Quick and easy
A solution to all of the problems with student performance/achievement/behavior
RTI/KSI
A vendor program- while schools/districts may purchase a well research product through which to provide interventions, a product is not necessary. An effective teacher with the ability to understand diagnostic assessment results can provide research-based strategies to ensure student achievement. A vendor program is not necessary, nor required.
A curriculum- it is not a curriculum map or a pacing guide… it is in addition to your curriculum guidance and specifically targets those areas within in the curriculum that students are having difficulty with or need acceleration. Your curriculum is the KCAS (KY Core Academic Standards).
Just about providing interventions- you don’t simply hire an interventionist and thus you have an intervention program. The program needs to be carefully designed around individual student needs.
Quick and Easy- while a fully functioning intervention structure can address the needs of many students, there may be some students who require more attention and time. Investing this time and effort may not be quick or easy, but is valuable.

14. RTI/KSI
This is a new graphic that KDE developed to further explain KSI.
KSI is an umbrella in which accelerated learning, highly effective teaching and learning, and RtI all fall under.
These are all components within a system of interventions.
Then, we have this funnel in which you have a universal screener and/or diagnostic assessment, data based decision making, highly effective teaching and learning, progress monitoring and a tiered level of delivery. When we say fidelity of implementation we are talking about fidelity to the process of KSI and the system of interventions and to the research based strategies that are used.
Of course, we encourage active family involvement and ongoing professional development for all staff so that they understand their role in your system of interventions and have the training necessary to deliver highly effective instruction and/or services to the students they encounter.

15. KDE put a new twist on the typical RtI triangle
KDE put a new twist on the typical RtI triangle. We have removed the horizontal lines that have traditionally sectioned off tier 1, 2, and 3. This is because students may move, fluidly, between and among the tiers. That is also represented in the colors.
On either side of the triangle we have an arrow. On one side the arrow represents at-risk or struggling students and the other side represented advanced students. A tier 2 intervention for an advanced learner may be a book study that a group of students have together to discuss their reading and thoughts because they are already proficient in the language and reading standards. A tier 3 intervention may be an independent study or a product that allows them to synthesize or apply their knowledge. On the right side of the triangle, for at-risk students, a tier 2 intervention may be a small group of students that meet 3 times a week for 30 minutes. A tier 3 intervention may be daily for 30 minutes. These are just examples of how a school may structure their interventions.
With each tier the intervention becomes more targeted and individualized. Regardless of the length of the intervention session, ensure the entire time is spent focused on their student goals. For example, if you use 3-5 minutes to transition to and from the intervention block every day then you have lost a minimum of 1 intervention session every week.
Systemic Professional Noticing
How can we approach Tier one so we best meet the needs of the most students?

16. This is another way to represent the information in the triangle and provide additional guidance.
Let’s start in the middle with core instruction, tier 1. Tier 1 is highly effective teaching that is based on state standards and differentiates as needed. Differentiated instruction is not considered an intervention rather it is just best practice. Regular formative and summative assessments should be used to track student performance as well as inform the instruction.
As you move out from the middle to the left and the right you will find Tier 2 for struggling students and advanced students. The columns toward the right represent interventions for at-risk students and those on the left represent advanced students. With each tier the intervention becomes more targeted and individualized. Again, regular assessment is necessary and should be ongoing.

17. Universal Screening
Universal screening is a brief, reliable and easy-to
administer school-wide assessment. The screening
consists of probes that are aligned to the core curriculum
and state academic standards. These screenings typically
are conducted three times a year—fall, winter and spring.
The purpose of universal screening is to determine which
students have achieved benchmark skills (data norms for
classroom, grade, school and/or district) for the grade
and time of year.
A universal screener is an assessment that all students complete. The data from the assessment should be used to flag students that may require an intervention. The universal screener may also be a diagnostic assessment which is common in Kentucky or it may be require a diagnostic assessment to be administered to the students that you have previously flagged.
Typically the screeners are completed 3 times a year: Fall, Winter and Spring.
In the fall it is truly used as a screener. In the winter we typically see new students being identified as needing intervention and students being removed based on the data. Therefore it is used as a screener and a summative.
In the spring, the screener is typically only used a summative assessment. Usually new students are not brought into intervention groups. It is mainly used to determine the success of students and to show their progress.

18. Screening Decisions How are grade-level results used?
How are class-wide results used?
What other criteria is used for determining whether a student is at risk?
How are motivational and behavioral factors assessed to rule out motivation or behavioral issues?
Here are some questions to consider…
How are grade-level results used?
If large numbers of students within a grade level are identified as “at risk” through universal screening, this might indicate a problem with your tier 1 core curriculum.
How are class-wide results used?
If large numbers of students within a class are identified as at risk through universal screening, you might consider the instructional practices and strategies in that particular class. It may also be a curriculum issue.
What other criteria is used for determining whether a student is at risk? You may want to consider: attendance, behavior, student engagement, learning styles, family issues/problems in the home, medical concerns, etc.
How are motivational and behavioral factors assessed to rule out motivation or behavioral issues? You may consider an interest inventory. You might also review and/or offer behavior supports, behavior plans, mentoring programs…

19. Core/Tier 1 Quality academic and behavioral instruction
Research based instructional strategies
Characteristics of Highly Effective Teaching and Learning (CHETL)
Regular formative assessment
Approximately 80% of all students should be successful with academic and behavioral instruction
Do you know how your students are performing?
Tier 1 is providing highly effective instruction to all students in the core. The Characteristics of Highly Effective Teaching and Learning is a document that includes teacher and student characteristics to ensure student success. This may be accessed on KDE’s website by typing CHETL in the search box. All students should be receiving regular formative assessments and differentiated instruction in the core.
Again, 80% of your students should be successful with only tier 1 instruction. This is a percentage that you need to know for your school and/or grade level; the percentage of students successful with only tier 1 instruction.

20. Decision-Making Establish expectations for implementation:
Schedule time for implementation of interventions.
Schedule time for decision-making meetings.
Establish frequency of decision-making meetings.
Develop decision-making team, meeting rules, and roles.
Establish rules for moving in and out of the levels of support (tiers):
Establish performance level for determining risk status.
Establish frequency and duration of progress monitoring.
Establish criteria for determining a student’s responsiveness to intervention.
It is vital that the school implementation team set up decision-making rules/procedures that they will follow within their system of interventions. They must consider a cut score for which students below that score will be considered for an intervention as well as a cut score for students that may need to be considered for more advanced interventions.
Decisions also need to be made to ensure that students are able to move in, out, and among the various tiers of intervention. It may be that a student does not need to move from tier 2 to tier 3 but to move to a different tier 2 intervention. The student may not need a more intense, individualized intervention but an intervention that better addresses their learning needs and/or student goals. Also, students may not need to be in an intervention for an entire grading period so decisions need to be made on how to ensure they are able to move in and out within a grading period as needed.
School and student teams may need agendas to help their meetings stay focused.

21. Tier 2 and Beyond
Tier 1/universal instruction + small group or individualized instruction
There may be a significant change in staff roles and responsibilities
Provide appropriate professional learning opportunities
In Kentucky we typically think of a 3-tier system, but your school or district may have more than 3 tiers.
A student receiving an intervention must also receive tier 1 instruction. Students may not be pulled from tier 1 for an intervention.
Once you set up a system of interventions you may have a significant change in staff roles and responsibilities as a teacher may now also be responsible for an intervention group. This may require a significant change in content and instructional strategies. For instance a high school algebra teacher may be teaching 7th grade basic math in the intervention group.
We can not stress enough how important professional learning is for the teachers.

22. Tier 2 and Beyond Decisions
Once you have identified at-risk students:
Develop student intervention plan
Do you have the right people at the table?
Determine how expected growth is evaluated (establish baseline performance )
Determine how many data points are needed to ensure confidence in the growth trend line
Determine the considerations for deciding whether a
student is making sufficient growth, or whether a change in intervention is needed
Determine how research on the intervention is used when making decisions about choosing an intervention or changing an intervention

23. Progress Monitoring 3 purposes
Determine if students are profiting from the instruction
To build more effective programs for students who are struggling
To estimate the rate of student improvement
Set of assessment procedures to determine if students are benefiting from instruction
There are 3 main reasons for progress monitoring:
To determine if the student is being successful with the intervention
To assess and refine the intervention programs for students that are continuing to struggle
To estimate the rate of student progress
Progress monitoring probes should directly reflect the student goals and the instruction that the student has been receiving. These probes may be teacher-made. But, they must be focused on the student’s learning. For example, if you are working with a student on reading comprehension then you would not assess them on their reading fluency. Showing an increase in reading fluency would not indicate an increase in a student’s ability to comprehend text.
Some teachers progress monitoring weekly and it tends to be on a Friday. If that is the case, students are missing 1 day of intervention instruction every week. If you have a small group of students and you would like to progress monitor weekly then develop a schedule where you assess 1 student every day for the 1st or last 5 minutes of each group. This ensures students still receive daily instruction.

24. What Really Matters for Struggling Readers: Designing Research- Based Programs; Allington, Richard L., 2000
“If ineffective classroom instruction is contributing to the problems of low achievement, fix that problem directly. Support programs should not be viewed as a way of bypassing the problem of ineffective classroom teaching.
But, even with effective classroom instruction, some students will need more expert and more intensive instruction than we can expect classroom teachers to provide.”
This is a great quote from a well known reading researcher, Richard Allington. However, this quote applies to all areas. Basically, he is saying that intervention is not a solution for fixing ineffective instruction in the classroom. If the data indicates a problem with the classroom instruction then that needs to be addressed specifically. However, there will be students that will still require additional, more intensive instruction beyond tier 1.
But how are tier one issues identified? One way is to use the screening data and analyze the results.

25. Data example
Consider data useful for identifying core instruction issues

26. Screener vs. Diagnostic
Universal Screener
Diagnostic Assessment
Designed as a 1st step in identifying students that may be at risk
As early in the year as possible
For all students
Helps teachers plan instruction
Repeated at certain points during the school year to adjust instruction
For students receiving intervention
Universal Screeners should be given to all students and are used to flag students that potentially need intervention. They are the 1st step in identifying students that may be at risk. Diagnostic Assessments may be in addition to the universal screener. The diagnostic data provides specific information to a teacher about a students’ specific areas of weakness. This data will assist the teacher in planning specific lessons to address the needs of the student. The diagnostic should be repeated throughout the year to assist in the adjustment of the instruction.
How can screening data help us identify tier one issues?

27. Using Data To Plan Instruction
Connection to the professional noticing cycle?

28. Connecting the Cycles

29. The
So, after tier one issues have been identified and plans have been made to address those issues in the core curriculum. What about those students who were flagged for tier two? The Institute for Educational Sciences, funded by the US Department of Education, conducted an extensive study of the research on mathematics interventions for students. From those findings, they created a list of eight recommendations for RTI in mathematics. The first recommendation involves universal screening for which is tier one in the RTI process. The other seven recommendations are for tier two and tier three in the RTI process.
We are going to watch a video clip of a teacher who is involved in providing interventions for a small group of students in his mathematics classroom. He gives a very clear demonstration of what some of the IES recommendations should look like in a classroom.

30. Table 2: Recommendations1.
Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk. (Tier 1)
Recommendation 2-8 are for tiers 2-3 2.
Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee. 3.
Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. 4.
Interventions should include instruction on solving word problems that is based on common underlying structures. 5.
Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas. 6.
Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. 7.
Monitor the progress of students receiving supplemental instruction and other students who are at risk. 8.
Include motivational strategies in tier 2 and tier 3 interventions.
Handout the eight recommendations and have participants read and discuss.
Which two of these recommendations do you think have the strongest evidence of effectiveness? (the answer is 3 & 4)
How do these recommendations compare with the KSI?
Which of these did you notice in the video?
7 has a minimal level of evidence
Source: Authors’ compilation based on analysis described in text.

31. “My Kids Can” video Video is approx 15 minutes.
While watching the video, pause about every five minutes and ask, “What did you see?” List on chart paper, all the things the participants noticed and attended to. Then, give the handout of eight recommendations and have the participants compare the recommendation 2-8 to the list generated. They should match 3, 5, 6, if not, then next three slides, can be used as a summary, if needed.

32. Instruction during the intervention should be explicit and systematic
Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. #3
Make connections between this recommendation and the My Kids Can video.
Ask: How is the teacher making use of recommendation #3: interventions should be explicit and systematic?
Ask: What about verbalization of thought processes?

33. #5
Intervention materials should include opportunities for students to work with
visual representations of
mathematical ideas
and
interventionists should be proficient
in the use of visual representations of
mathematical ideas.
Make connections between this recommendation and the My Kids Can video.
Ask: How was the teacher making use of visual representations of mathematical ideas?
Making the mathematical ideas explicit (uncovering the quantity embedded in the symbol).

34. building fluent retrieval of#6
Devote about 10 minutes
in each session to
building fluent retrieval of
basic arithmetic facts.
Open discussion of how this could look in classrooms. How was the teacher making use of this recommendation?
(10 minutes of small group instruction based on the needs of the students in building fluency). These students are not ready for bare number sentences, but need visual representations of quantity as they make sense of the basic facts. This enables the students to more readily remember the facts and USE what they know.