1. Response to Intervention: School-Wide Multi-Level Prevention Carriage Crest Elementary

2. Core Components of RtI ~ National Center on Response to Intervention

3. What is 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

4. Core Characteristics of RtI Universal screening: All students are screened to determine academic and behavior status against grade-level benchmarks Standards-aligned instruction: All students receive high quality, research-based instruction in the general education standards-aligned system All staff (general education teachers, special education teachers, Title I, ESL) assume an active role in students’ assessment and instruction in the standards-aligned system Multi-Leveled Intervention: Students receive increasing intense levels of targeted scientifically, research-based interventions dependent upon student need

5. Core Characteristics of RtI (contin.) Research-based Interventions: Implementation of research-validated interventions based on level of need Progress Monitoring: Continuous progress monitoring of student performance and use of progress monitoring data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals Benchmark and Outcome Assessment: Student progress is benchmarked throughout the year to determine level of progress toward monitoring and assessing the fidelity of intervention implementation

6. Core Characteristics of RtI Universal Screening Progress Monitoring School-Wide Multi-Leveled Prevention System Data-Based Decision-Making

7. RtI Is... A general education led effort implemented within the general education system, coordinated with all other services including special education, Title I, ESL, Migrant Education, etc. A system to provide instructional intervention immediately upon student need An alternative approach to the diagnosis of a Specific Learning Disability. Instead of using the well-known discrepancy model, local education agencies may now use this diagnostic alternative A process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures

8. RtI Is Not... RTI A pre-referral system An individual teacher A classroom A special education program An added period of reading instruction A separate, stand-alone initiative

9. RtI RtI requires the re-engineering of general, remedial, and special education resources to create a seamless service delivery system to better meet the needs of all students RtI does not prevent referral for special education evaluation

10. School-Wide Multi-Level Prevention System Levels of Intervention Tertiary Level Primary Level Secondary Level A School-Wide Multi-Level Prevention System is one of the components of Response to Intervention (RtI)

11. A School-Wide M-LPS Is... 3 Levels Primary (Formerly, Tier 1) Secondary (Formerly, Tier 2) Tertiary (Formerly, Tier 3) A focus is on ALL students Instruction includes the district curriculum and instructional practices that are research-based; aligned with state or district standards; incorporate differentiated instruction; planned/implemented w/ fidelity, capacity, intention, and rigor Takes place in the General Ed. Classroom Assessments include screening, continuous progress monitoring, and outcome measures

12. A School-Wide M-LPS Is Not... “Take my low kids” Student pull out Done on the fly Taking place in a special education classroom The responsibility of the Special Education teacher Part of a Special Education Initiative Just for some students M-LPS

13. Intervention vs. Accommodation Intervention Multi-Level Prevention System Instruction Duration Frequency Progress-Monitoring Fluid, not finite groups Small group instruction Evidence-based resources Screening Data-Driven Decision- Making Accommodation Seating preference Extra time for tests Scribe Chunking assignments Peer helper Repeated directions Redirection to task Frequent breaks during testing Teacher proximity to student during instruction

14. M-LPS at Carriage Crest GE Teachers PLC Intervention Susan/Cindy/Susanne ELL Danielle/Wendy/Julie IP Rebecca Psychologist Laura Volunteer Cadre Parents Intervention Team PLC

15. M-LPS at Carriage Crest: GE Teacher As a Grade Level PLC: Provide Core Instruction Provide Differentiated Instruction/Core Plan/Implement/Intervention Progress Monitor all instruction and all interventions Provide Accommodations Administer/Record/Evaluate Common Assessments Establish SMART Goals Collaborate/Communicate w/Intervention Team weekly

16. M-LPS at Carriage Crest: Intervention Team As an Intervention PLC: Collaborate with Grade Level PLCs weekly Co-Plan Intervention/Instruction with GL PLCs Administer assessments/evaluations, as requested Maintain a CC Data Notebook Conduct data-driven collaboration Support students in small groups and/or one- on-one (IP, ELL, GE, and combined groups) Monitor and meet IEP minutes for IP students Facilitate CARE Meetings/SST Meetings Meet weekly as a PLC (Tuesday mornings)

17. M-LPS Collaboration Schedule Grade Level PLCs meet every Monday, 2:55-3:35 PM (Not during conference week or other designated non-meeting times mandated by KSD) for data-driven collaboration with Intervention PLC: Pre-arranged collaborative agenda Record meeting notes Share notes with Intervention Team Planning/Evaluating/Reflecting Meetings Review student work Review progress monitoring data Decide options for CARE Team referral

18. Questions and Lingering Thoughts