1. Comprehensive Student Support System (CSSS) Response To Intervention (RTI)
Castle/Kahuku
Complex Area Support Team (CAST)
Professional Development
February 24 and 25, 2014

2. Today’s Desired Outcomes
Understand the Comprehensive Student Support System (CSSS) Implementation Continuum
Gain a deeper understanding of Response to Intervention (RTI)

3. Handouts CSSS Continuum
How Do Our School’s Current Practices Align with the Essential Elements of RTI? – Pyramid Response to Intervention
Creating a PRTI - Pyramid Response to Intervention
R.H. Dana Elementary School - Pyramid Response to Intervention
Pioneer Middle School - Pyramid Response to Intervention
Whittier Union High School District - Pyramid Response to Intervention
Common Core Standards Implementation Process Model

4. Systems/
RTI
Data Teams

5. College and Career Readiness

6. Student Support System
Comprehensive
Student Support System
CSSS

8. Think Abouts
Where are we going?
Where are we now?

9. 15-16 Implementation Continuum Comprehensive Student Support System 2
Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies 1

ESTABLISHING 2
APPLYING 3
INTEGRATING 4

SYSTEMATIZING
School Climate
and Culture
School staff rarely:
•demonstrates nurturing
practices and
•implements a proactive
student behavior support
system.
School staff occasionally:
School staff frequently:
School staff consistently:
•demonstrates nurturing practices and
•implements a proactive student behavior
support system.
CSSS Critical
Learning
Supports
The 6 critical elements of CSSS
are rarely applied to meet the
individual needs of all students:
•Personalized Classroom
Climate & Instruction
•Family School Community
Partnerships
•Support For Transitions
•Community Outreach
•Crisis Prevention &
Assistance
•Prevention & Early
Intervention
The 6 critical elements of CSSS
are occasionally applied to meet
the individual needs of all
students:
The 6 critical elements of CSSS
are frequently applied to meet
the individual needs of all
students:
The 6 critical elements of CSSS are consistently
applied to meet the individual needs of all
students:
•Personalized Classroom Climate & Instruction
•Family School Community Partnerships
•Crisis Prevention & Assistance
•Prevention & Early Intervention
Response to
Intervention
The following elements of RTI
are applied to meet the individual
needs of 0-39% of students:
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
Data-driven decision-making
The following elements of RTI
are applied to meet the individual
needs of 40-69% of students:
•Data-driven decision-making
The following elements of RTI
are applied to meet the individual
needs of 70-89% of students:
The following elements of RTI are applied to meet
the individual needs of % of students:
Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)

10. Complex Area Field Assessment Average
As of Nov. 26 is…
2.88
APPLYING

11. WHY CSSS and RTI?
To provide support for ALL students to achieve success.
The belief that ALL students are OUR students

12. High Quality Instructional Leadership
6 Critical Elements
Comprehensive
Student
Support
Curriculum
Instruction
Assessment

13. CSSS Continuum 3 Areas of the continuum are: School Climate
6 Critical Elements
Response to Intervention

14. 1. School Climate
School demonstrates nurturing practices and implements a proactive student behavior support system.

15. 2. 6 Critical Elements of CSSS
Personalized Classroom Climate & Instruction
Family School Community Partnerships
Support For Transitions
Community Outreach
Crisis Prevention & Assistance
Prevention & Early Intervention

16. Response to intervention (RTI) integrates
3. Definition of RTI
Response to intervention (RTI) integrates
assessment and intervention within a
school-wide, multi-level prevention
system to maximize student
achievement and reduce behavior
problems.
(National Center on Response To Intervention)

17. Tie

18. Tier 1 (80-90%)
Universal
All Students have access to rigorous high quality core instruction and
School-wide positive behavior support
Differentiated instruction – (WDO initiative)
All students screened and monitored 3x year
Uses research-based strategies to address the students’ needs
Collect and analyze classroom data to make decisions

19. What Does Tier I Look Like?
STEM
FI/DT
CCSS
EES
RTI
TIER 1 IM

21. Danielson Domain 2 Domain 3 2b – Establishing a Culture of Learning
2d – Managing Student Behavior
Domain 3
3b – Using Questioning and Discussion Techniques
3c – Engaging Students in Learning
3d – Using Assessment in Instruction

22. Tier 2 (10-15%)
Targeted
Small group – (up to 7 students with the same area of need)
Targeted skill intervention – Supplemental interventions that take place outside of core instruction (Tier 1)
3-5 times per week/30 or more minutes per session
Positive behavior group interventions
Progress monitoring every other week
To determine next steps for students

23. Tier 3 (1-5%) Intensive Small group or individual (up to 3 students)
Supplemental interventions that take place outside of core instruction (Tier 1)
Increased intensity and duration (daily 30 minutes or more)
Specialized, intensive interventions for high-risk behavior
Progress monitoring weekly or more
To determine next steps for students

24. RTI Middle and High Schools
Suggested strategies for making time for Tier 2 and 3 interventions:
Modify Instructional Roles
Modify Student Schedules
Before or After-School Interventions
Paraprofessionals to Conduct Interventions
Doubling on ELA/Math

25. Why RTI? Effective implementation of RTI means:
Sustained improvements in academic performance
Decreased expulsion, behavioral referral, and suspension rates
Decreased inappropriate special education referral and placement rates

26. RT(I)2 Response to Instruction
Common Core; strong quality instruction; what the teacher does
Response to Intervention
Targeted research-based instructional interventions (academic and behavioral)

27. Essential Components of RTI
Universal Screening
Progress Monitoring
School-wide, Multi-Tiered Prevention System
Data-based Decision Making Process

28. Definition of Universal Screening
…is the practice of assessing all students in a school with valid measures in the major curricular areas (rdg/math), so that no student at risk “falls through the cracks”.

29. Universal Screening PURPOSE: To identify students who are at risk
FOCUS: ALL Students
TOOLS: Brief assessments that are valid, reliable and demonstrate diagnostic accuracy for predicting learning or behavioral problems
TIMEFRAME: Administered more than one time per year (e.g., fall, winter, spring)

30. NCRTI Screening Tools http://www.rti4success.org/screeningTools
Interactive
NCRTI Screening Tools
Select
Rdg/Math
Elementary
Secondary
Filter
Compare
2 Tools
Select a
Tool
INFORMATION
Cost
Technology, Human Resources and Accommodations for Special Needs
Service & Support
Purpose & Other implementation information
Usage & Reporting

31. Progress Monitoring
PURPOSE: Monitor students’ response to instruction and intervention FOCUS: Students who are identified through screening as at risk. TOOLS: Brief assessments that are valid, reliable and evidence based. TIMEFRAME: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)

32. Benefits of High Quality Student Progress Monitoring
Accelerates learning due to students receiving more appropriate instruction
More informed instructional decisions
Documentation of student progress for accountability purposes
More efficient communication with families and other professionals about students’ progress
Higher expectations for students from teachers
Fewer special education referrals

34. Monitor and determine next steps Identify areas of strengths/
Collect
Organize
data
Monitor and determine next steps
Identify areas of strengths/
challenges
& Prioritize
Review the data and determine indicators to monitor
Select areas to take action
& set goals
Select interventions/
strategies to focus on

35. What Do Effective Teams Look Like?
Are multi-disciplinary and include classroom teachers
Follow a structured “problem solving” model
Use data to analyze the academic or behavioral problem and match the student to effective, evidence-based interventions
Develop a detailed research based intervention plan to help staff with the implementation
Check up on the teacher’s success in carrying out the intervention

36. 4 Key Questions of the PLC/Data Teams
What exactly do we expect all students to learn?
How will we know if and when they’ve learned it?
How will we respond when some students don’t learn?
How will we respond when some students have already learned?
DuFour, DuFour, Eaker, & Many, 2006

37. Types of Decisions (Data Based Decision Making)
Instruction
Evaluate Effectiveness
Fluid movement within the multi-level system
Disability identification (in accordance with IDEA and Hawaii State Law)

38. Steps in RTI Systems Pyramid to intervention
A solid core program (Tier 1)
Universal Screening
Differentiated support within Tier I
Progress monitoring of students within the core program – use of formative assessments
Supplemental (Tier 2) intervention to students slightly below grade level
Progress monitoring of students within a supplemental intervention

39. RTI Steps (continue)
Intensive interventions (Tier 3) to students well below grade level
Progress monitoring of students within an intensive intervention
Referral for formal evaluation for sped eligibility
As part of determining eligibility, the data from the RTI process may be used to ensure that a student has received research - based instruction and interventions.

40. Helemano School’s RTI Implementation Checklist
Belief that all children can learn
Consistent school wide curriculum/interventions
Universal Screening /Progress Monitoring Tool
Trained test administrators
Personnel to interpret the data
Time in school for interventions to be provided
Personnel to provide timely and appropriate interventions
Time to conduct problem solving meetings

41. What RTI is Not
Minor actions such as “called the parents” or “moved the student’s seat”
Homework help or test preparation
Interventions delivered during Tier I classroom instruction – (no Tier 2/3 pullouts at this time)
RTI Problem Solving team/Data Analysis Team is not a group whose purpose is to screen students to see if they should be referred to Special Education

42. RTI is not a program, but rather a system for meeting all students’ needs
Pyramid Response to Intervention
Austin Buffum Mike Mattos Chris Weber

43. :

44. How do we connect?
TIER 3
TIER 2
STEM
FI/DT
CCSS
EES
RTI
TIER 1 IM

45. Think Abouts Where are we going? Where are we now?
How will we get there?

46. 15-16 Implementation Continuum Comprehensive Student Support System 2
Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies 1

ESTABLISHING 2
APPLYING 3
INTEGRATING 4

SYSTEMATIZING
School Climate
and Culture
School staff rarely:
•demonstrates nurturing
practices and
•implements a proactive
student behavior support
system.
School staff occasionally:
School staff frequently:
School staff consistently:
•demonstrates nurturing practices and
•implements a proactive student behavior
support system.
CSSS Critical
Learning
Supports
The 6 critical elements of CSSS
are rarely applied to meet the
individual needs of all students:
•Personalized Classroom
Climate & Instruction
•Family School Community
Partnerships
•Support For Transitions
•Community Outreach
•Crisis Prevention &
Assistance
•Prevention & Early
Intervention
The 6 critical elements of CSSS
are occasionally applied to meet
the individual needs of all
students:
The 6 critical elements of CSSS
are frequently applied to meet
the individual needs of all
students:
The 6 critical elements of CSSS are consistently
applied to meet the individual needs of all
students:
•Personalized Classroom Climate & Instruction
•Family School Community Partnerships
•Crisis Prevention & Assistance
•Prevention & Early Intervention
Response to
Intervention
The following elements of RTI
are applied to meet the individual
needs of 0-39% of students:
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
Data-driven decision-making
The following elements of RTI
are applied to meet the individual
needs of 40-69% of students:
•Data-driven decision-making
The following elements of RTI
are applied to meet the individual
needs of 70-89% of students:
The following elements of RTI are applied to meet
the individual needs of % of students:
Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)

47. Additional Resources www.rti4success.org
National Center on Response to Intervention
Universal Screening Chart –
Progress Monitoring Chart -
Intervention Central – Jim Wright
Tier 1, 2 and 3 powerpoints