1. Response to Intervention – RtI SIT Process

2. WHAT is RtI? It is NOT a program or method It is NOT an add-on
It IS research-based and proven
It IS a process
It IS the practice of providing high quality instruction
It is NOT easy!!
Add-on: With experience and training, the practice and process will become embedded in everyday instruction.
Process: Data is an integral part of making instructional decisions for all kids in school, beginning in the general classroom and moving through the intervention tiers.
Practice: instruction begins in the classroom. TIERd interventions are provided based on data and matched to student needs. Progress is monitored regularly in order to make informed decisions about changes to instruction and/or interventions.

3. Who, When and Where? WHO? All of us! - SIT Team
WHEN? Team planning, data teams,
Every 6 week SIT Team will meet
WHERE? Classrooms, data teams,
SIT team will meet in conference room, etc…..
Who – Teachers, special educators, administration, student advisors, social worker, parents
When – Every time we have a data team meeting, we are practicing RtI. Every time we make classroom instructional decisions, we are practicing RtI. We practice RtI each and every time we think or talk about student achievement and how we can improvement student achievement for all of our students.
Show RtI Pyramid and discuss TIERs

4. Memebers of SIT Team Lorraine Hess, Cheryl Carasick Ashley Hanna
Sophia Kirschner
Sara Gips
Patricia Salazar,
These members include: McGlone’s student advisor, special ed staff, interventionist, social worker and principal. Every 6 weeks a SIT meeting is held and these 6 people aill be present at the SIT meetings.

5. How? Data-driven Best practice Hard work
A willingness to learn as we go!
Process – Data teams, root cause analysis, interventions, progress monitor
Review progress every six weeks
All students begin at Tier 1 which included whole class differentiation, may included tier 2 supports such as modified small group instruction and/or individual differentiation. These supports can be suggested or modified during the SIT process depending on analysis of data. If the data and process warrants it, a student may move to tier 3. This may lead to Special ed testing and support.

6. RtI & the SIT Process at McGlone
A learning experience
Rewarding
Good for kids
Systematic
Thoughtful
Collaborative
We are continually modifying and improving our RTI and SIT process at McGlone in order to ensure that we are collecting the most applicable data.

7. 4. Implement interventions (usu. 6 wks)
RTI PROCESS
1. Collect data
2. Root cause analysis
3. Plan interventions
4. Implement interventions (usu. 6 wks)
5. Progress monitor
INSTRUCTION
Exit tickets (R, W, M)
Weekly assessments (R, W, M)
Unit assessments (R, W, M)
Running Records/PACE
[SMI (if applicable)]
STAR
Interim data-Writing
[Interim data-Math]
IRLA
DRA2/EDL2*
CELA*
CSAP*
*these types of data should only be used in conjunction with other data to substantiate claim of a student’s lack of progress or low performance
BEHAVIOR
Classroom mgmt plan
Additional time
Refocus in classroom
Refocus in buddy teacher’s classroom
Behavior contract—classroom
Behavior contract—Student Advisor
Call home
Change of seat
One on one conference
Flash pass
Modified instruction/work
Placed on Watch List
Parent conference
Peer tutor
Office referral
ATTENDANCE
Daily attendance (teacher)
Daily attendance (Student Advisor)
Weekly attendance (Student Advisor)
Daily tardies (teacher)
Frequent tardies (Family Liaison)
Our SIT team worked to compile this presentation and present it to all grade levels. It clearly outlines the process and possible interventions to collect data around. Unfortunately, it also illustrates a gap in understanding. There isn’t a clear system as to identifying the BEST intervention and reasons why. We are still continuing to make educated ‘guesses’ as to what might work. Without the knowledge of pedagogy and understanding of depth and breathe of possible assessments, I am unclear as to how this can be rectified.

8. What types of data should I collect and bring to the rti process?

9. Instruction Exit tickets (R, W, M) Weekly assessments (R, W, M)
Unit assessments (R, W, M)
Running Records/PACE
[SMI (if applicable)]
STAR
Interim data-Writing
[Interim data-Math]
IRLA
DRA2/EDL2*
CELA*
CSAP*
*these types of data should only be used in conjunction with other data to substantiate claim of a student’s lack of progress or low performance

10. Behavior Classroom mgmt plan Additional time Refocus in classroom
Refocus in buddy teacher’s classroom
Behavior contract—classroom
Behavior contract—Student Advisor
Call home
Change of seat
One on one conference
Flash pass
Modified instruction/work
Placed on Watch List
Parent conference
Peer tutor
Office referral

11. Attendance Daily attendance (teacher)
Daily attendance (Student Advisor)
Weekly attendance (Student Advisor)
Daily tardies (teacher)
Frequent tardies (Family Liaison)

12. McGlone Elementary TIER II Data Conversation Process
Teacher presents concerns
Team generates possible root cause and determines tool(s) to use to confirm root cause
Teacher discusses root cause.
Data team determines intervention and progress monitoring tool. .

13. Then…. Progress is reviewed at 6 weeks.
If student is making adequate progress, then TIER II interventions are continued
If student is not making adequate progress. Data team determines to continue TIER II intervention or to refer to SIT. If data team determines to continue TIER II interventions, determine if next step is a) a change in intervention, b) increase in time and/or c) increase in intensity.
McGlone has a clear process of how teachers bring students to through the SIT and RTI process. The next step would be to clarify and outline how to choose the correct assessment in order to best decide upon interventions.

14. Next…..
New TIER II interventions in place– Progress is reviewed at 6 weeks. Student is making progress. Continue with TIER II interventions.
If Student is not making progress, student is referred to SIT.
SIT-Possible TIER III interventions or referral to SPED.