1. RESPONSE TO INTERVENTION (RtI)
Campus Staff Development
August 20 and 21, 2012
Brownsville Independent School District
Curriculum & Instruction Department

2. Rti mission statement
To support all students in the district with a team of educators committed to providing research-based expectations, instruction, and curricula so that students can achieve grade-level standards.
Our goal is that all our students are successful in their learning.
We want all student to be on grade level. 2

3. Federal mandates requirement
From NCLB:
“…holding schools, local education agencies, and States accountable for improving the academic achievement of all students…” and “…promoting school wide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL §1001(4) and (9)]
From IDEA:
“…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]
RtI is a requirement by law.
Academic success for all students.
In the RtI Process you will continuously see that scientifically research based interventions are required. 3

4. Federal requirement
To implement proactive models of instruction that allow all students to receive effective instructional as well as behavioral interventions in the general education setting.
Response to Intervention, or RtI, a multi-tiered approach to instruction, is evolving as the framework of the general education program for all students including those who experience difficulties either academically or behaviorally.
RtI helps to ensure that all students have the opportunity to experience a full range of educational opportunities in the general education program.
(Texas Education Agency)
RtI is about being proactive.
Identify the students that are struggling and provide the multi-tier process for these students. This is the 3-Tier Model that our District follows.
RtI is for the GENERAL EDUCATION setting. Not Special Education, 504 or Dyslexia. If students are already identified under Special Education or 504/Dyslexia; then teachers should be following the IEP or IAP requirements. 4

5. State requirements
Referral of students for a full and individual initial evaluation for possible special education services shall be a part of the district’s overall, general education referral or screening system. Prior to referral [to special education] students experiencing difficulty in the general education classroom should be considered for all support services available to all students, such as tutorial; remedial; compensatory; response to scientific, research-based intervention; and other academic and behavior support services. (19 TAC § ).
Again….RtI is about the General Education setting.
We need to provide all services available for all students.
Are we providing all interventions possible?
Have we tried………………….HMH interventions
TPRI/Tejas LEE interventions
HMH –Tier III interventions
Florida Center
Reading Strategies
and etc.
Interventions must be scientifically research-based. All these resources provide the SRB interventions. 5

6. Rti is not a pre-referral model
October 2010
Rti is not a pre-referral model
RtI is about PREVENTION – not referral to
Special Education
RtI is about enhancing, improving and increasing student and staff performance
RtI is a General Education initiative that believes we can effectively teach ALL children
RtI is about intervening early
RtI uses data to make decisions about the curriculum, teacher implementation and child
“RtI is about what will be done rather than where it will be done, and how to intervene as opposed to who will do the intervention”
We must start intervening early!!!
Kinder, especially those students that completed a whole year of instruction in Pre-K.
Kinder students with NO prior schooling must be given a year of education to prove themselves but not the students that were in Pre-K for a whole year. If students are struggling interventions must begin immediately.
The bulk of RtI should be happening during K-2; intervening EARLY>
Data based decision are crucial. Our district, state and campuses are Data driven. We must always analyze the data and consider THE WHOLE CHILD before making a decision. Always keep the different learning styles. How does the student learn and be successful. Is the student more visual, auditory or kinesthetic. 6

7. Campus Team Members Campus team goals Principal/Designee
RtI/504 Campus Coordinator
Classroom Teacher
LPAC Representative
Instructional /Curriculum
Other: (Specify: Ex. Counselor, Nurse,
Special Services or etc.)
Campus team goals
Response to Intervention offers assistance to
students experiencing problems which interfere
with
academic performance
co-curricular performance
emotional , physical, mental and social development
Every campus has RtI Core Team Members. The name of these members are submitted annually to our district office.
The RtI Team is the main support for teachers at the campus.
Decisions are made as a TEAM for the RtI students. 7

8. RtI Essential Components:
1. RtI Multi-Tier Process
2. The Problem Solving Process
3. Integrated Instructional Data Collection/ Assessment Systems 8

9. Essential Component 1: RtI Multi-Tier Process
October 2010
Essential Component 1: RtI Multi-Tier Process
Academic Systems
Behavioral Systems
1-5%
15-20%
80-90%
Intensive, Individual Interventions
Tier III
Individual Students
Assessment-based
High Intensity
Of longer duration
Intense, durable procedures
Targeted Group Interventions
Tier II
Some students (struggling)
High efficiency
Rapid response
Universal Interventions
Tier I
All students
Preventive, proactive
All settings, all students
We follow the 3-Tier Model for both academics and behaviors.
RtI starts in Tier I with differentiated instruction and small group instruction. All students receive Tier I.
Tier II – 15-20% not half of the classroom. We must truly identify the TRUE Tier II students; if not we defeat the purpose of RtI. A classroom of 20 students should have approximately 4 students maximum 6 students in RtI Tier II.
Tier III – 1-5% of the classroom. A classroom of 20 should not have more than ½ maximum 3 students in Tier III. 9

10. Essential Component 2: The Problem Solving Process
October 2010
Essential Component 2: The Problem Solving Process
• Define the Problem
(Screening and Diagnostic Assessments)
What is the problem and why is it happening?
• Develop a Plan
(Goal Setting and Planning)
• Evaluate
(Progress Monitoring Data)
What are we going to do?
Did our plan work?
Again, as we take a problem-solving approach we look at the environment, instruction, and curriculum to see if there are problems there before we look at the student.
PLAN includes specific intervention, the duration, schedule and setting of the implementation, and the person responsible for the implementation. Must address measurable outcomes and must include a specific schedule for progress monitoring. Sounds like an IEP,
• Implement Plan
(Treatment Integrity)
Are we carrying out the interventions? 10

11. Essential Component 3: Integrated Instructional Data Collection/ Assessment Systems
Assessment of
Skills in state and local standards
“Marker variables” (benchmarks) leading to ultimate instructional target
To be administered
Efficiently
Repeatedly
Provide
Data specific to strategy implemented
Individual student progress monitoring data, sensitive to small increments of growth
Comparison data across students
User-friendly data displays
We are a Data driven. No only the District but campus and classroom. We always look at the outcomes of the assessment, benchmarks and etc. to drive our instruction.
But, we must always keep in mind the WHOLE child when determining their needs.
Example:
During a BOY meeting one of the Lead Teachers insisted that her student should be on Tier II but on TPRI he was showing mastered in all skills. After going back and forth we questions on this situation the teacher finally said that the student had been retain. This was his third year in that grade level. The student had learned the test and that is why he mastered the skills on the TPRI but in the classroom his performance was very low.
This is why we always have to keep in mind, again, the WHOLE child when making educational decisions. At this point that students should be considered for intensive interventions 11

12. involve instruction with fidelity
October 2010
Rti and systems of support
The first and best intervention is the
CLASSROOM
TEACHER !!
Interventions always
involve instruction with fidelity
The best slide in this presentation because it is so true. Teachers are the ones that know the students BEST. They know the way they learn, the way they interact and how they respond to instruction.
We must always keep in mind the fidelity of the interventions.
Are we implementing the interventions with FIDELITY 30 minutes everyday?
Are we allowing students opportunities to practice, review and respond?
Are we checking for understanding?
We must keep in mind the way a student learns. Multi-Intelligences and Learning Styles.
Are they an auditory learner
Do they need hands on; kinesthetic 12

13. Interventions do NOT include:
October 2010
Interventions do NOT include:
Preferential seating
Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing MORE of the same/general classroom assignments
Retention
Peer-tutoring
The RTI Guide, pg. 51
Can you tell me which of these target Comprehension, Fluency, Rhyming, Alliteration, and etc.
These are good practices that help students but do not target a SPECIFIC SKILL. Example: If a student is very distracted then preferential seating is something we would do for this student. Such as seating him in the front of the classroom.
Remember the intervention must match the skill deficiency. 13

14. Intervention Guidelines
Match curricular materials and instructional level
Modify the modes of task presentation
Cue work habits and organizational skills
Modify direct instruction time
Modify guided and independent practice
Ensure optimal pacing
Increase task structure, such as directions, checks for understanding and feedback
Increase opportunities to engage in active academic responding, such as writing, reading aloud or answering questions in class
Decrease group size
Key to Intervention is that teachers and staff implement them with the purpose of improving progress in or toward the grade-level curriculum and to measure or monitor their effectiveness to determine how well the student is responding (progress monitoring)
Copyright © ERICC, 2010
We meet most of these guidelines through our Tiering process. Decrease group size, ensuring optimal pacing, direct instruction time and matching intervention to skill deficiency. 14

15. On BISD website.
430 page manual with targeted interventions that are Scientifically Research Based.
Suggestion to print table of contents. Interventions are broken down by specific skill, such as comprehension, vocabulary, fluency, and etc.
Could be saved to their personal desktop. 15

16. Websites for Interventions
BISD, Curriculum & Instruction, Response to Intervention
The Florida Center for Reading Research:
Intervention Central:
National Center on Response to Intervention:
RTI Wire: 16

17. 17

18. 18

19. 19

20. RtI-Flowchart 20 Step-by-Step guidance for each tier process.
Notice arrows down and back up. Our goal in RtI is to get students back to Tier 1. RtI is a prevention model, we want to prevent students to be referred to Special Education.
Tier I—notice differentiated instruction and small group instruction must be implement in this Tier.
Tier II– notice a RtI Meeting must be held to determine the students’ needs and interventions. 20

21. RtI-Moving Through Tiers
Students can have two rounds of Tier II; if needed.
If absolutely NO PROGRESS, then can be moved to Tier III. 21

22. RtI-Process Chart
This Process Chart is a guide to understanding how to implement the revisions to the interventions. You must use the intervention for at least 3 weeks, allowing a progress monitoring evaluation to help determine if the interventions are working. If the student does not master the skill, then we must revise/change the intervention. Follow the same process of another 3 weeks with a progress monitoring evaluation and then decide to revise/change intervention one more time before the Tier II plan ends.
Remember we must give students all resources available. So did we use interventions from HMH, TPRI/TejasLee, Florida Center RR, and Reading Strategies Manual? These are the resources readily available to all of our teachers in the Elementary level.
The RtI Plans should be for at least 8 weeks minimum. 22

23. RtI-Checklist July 2012 23

24. Response to intervention RTI-524

25. 25
August 2012

26. 26 Under STAAR Testing accommodations there is a Type 1, 2 or 3.
For RtI there is only some accommodations that specify the RtI Team to make a decision for these accommodations.
Each Type was reviewed and only the accommodations that allowed the RtI Team to make a decision on the accommodations were placed on the RtI-5 Plan. 26

27. In reviewing each Type of accommodation we looked specifically for “Student Eligibility Criteria” and “Authority for Decision and Required Documentation”.
Under Eligibility Criteria very important:
ROUTINELY AND EFFECTIVELY USES THIS ACCOMMODATION DURING CLASSROOM INSTRUCTION AND TESTING.
The RtI Team must have documentation of this being implemented routinely and effectively ……during all instruction and testing. ???????? Is it?????????????????????
Remember this is a TEAM decision not a teacher decision. 27

28. Please note: the top box is the Related Testing Procedures this are testing accommodations available to all students. The reason it is on this form is for documentation for the testing coordinator at the campus. If NONE NEEDED please make sure to check off the box on the right hand corner.
Remember Type 1 and 2 only list the accommodations that apply to RtI students through the RtI Team. Always keep in mind the eligibility criteria: ROUTINELY AND EFFECTIVELY USES THIS ACCOMMODATION DURING CLASSROOM INSTRUCTION AND TESTING. 28
August 2012

29. Signature from the Team are required at the starting date of the RtI Plan.
Initials must be done during revisions and ending of the plan.
RtI Core Team members outcome decisions must be note. 29
August 2012

30. Response to Intervention (RtI)
October 2010
Response to Intervention (RtI)
Making a World
of Difference . . .
Together!
===========================
Thank you!
Do you have any questions? 30