1. RTI RESPONSIVENESS TO INSTRUCTION Creating Tier I/PIPs Cleaning the Windshield

2. Myth or Fact? All students who are identified EC must have a PIP. An IEP is the same as a PIP. Students who have a behavior plan automatically need a PIP. All PIPs must be completed by the end of the first six weeks of school. Parents should receive a copy of the PIP. Teachers should meet with parents every 6 weeks to review the PIP.

3. Who needs a PIP? Tier I/PIPs are REQUIRED for students: at risk of academic failure and who are not successfully progressing toward grade promotion and graduation… who fall below grade level expectations in any core subject who do not pass an EOG test

4. Caution Universal screening is not the only source of data. Teachers must draw from a wide range of sources. Classroom observations Student interviews Work samples Student records Prior assessment data K-2 Assessments EOG Scores ClassScape Reading Assessments

5. Borderline students Ask yourself: Are they below level in one area of a subject or the entire subject? Does this area require consistent intervention or just a little extra practice? Has the student performed poorly on multiple assessments and work samples or did they just fail one common formative assessment/unit test?

6. Does this student need a PIP? A third grade student is decoding on grade level and can retell a text, but has difficulty answering multiple choice questions. A Kindergarten student knows half of the alphabet in January. A fourth grader is struggling with area and perimeter, but is generally grade level in math. A first grader is writing multiple sentences, but they can not be read by the teacher.

7. Making it Manageable Focus interventions in the area that is most problematic. Target specific skills, not the whole domain Cluster students with the same needs for interventions. Keep in mind: You cant intervene on everything!!

8. Problem-Solving Identify the problem. What the student knows What they should know Areas to target for instruction May need additional assessments to drill down For literacy, utilize spelling inventory Why is the problem occurring?

13. Writing Goal Statements Be specific about research based intervention strategies. What? Write a specific measureable goal statement. Grace will read Level J text with 90% accuracy and a proficient retell by October 15. Emma will solve simple word problems using double digit addition with 80% accuracy on 3 of 5 trials by October 15. Who? Classroom Specialist How long? Where?

14. Goal Statements Given ____________, student will accurately (recognize, calculate the solution/blend the sounds, demonstrate, perform, write, create, model, identify) ____________ four out of five times. ____________ will produce a sentence which contains proper capitalization, correct letter formation and spacing, and end punctuation four of five trials. When reading words that contain consonant blends, ____________ will accurately read those words four of five times. When give a reading passage, ____________ will apply learned word attack strategies to fluently read 80 words per minute with no more than 3 errors four out of five times.

15. The law says focused intervention and accelerated activities should include research based best practices.

16. Intervention or not? Soar to Success program for comprehension Retention Guided reading Using a common formative assessment for re-teaching Modified spelling list Referral to Special Education Small group or 1:1 instruction Moving students to the front of the room

17. Interventions Non-specificSpecific Will receive small group guided reading daily Will use analogy charts and Elkonin boxes daily during Guided Reading. Peer tutorPeer tutor will review addition facts to 20 with games and flashcards for 10 minutes daily. Literacy stationsStudent will complete daily word sort activities with support in literacy stations. Extended TimeStudent will receive an extra 10 minute lesson in word work activities daily. HomeworkParents will review flash cards nightly for 10 minutes.

18. Modification vs Accommodation vs Intervention Modification – WHAT content is taught Accommodation – HOW content is taught Intervention – Specific instructional strategies In other words: Modifications change the playing field. Accommodations level the playing field. Interventions enhance the playing field.

19. Intervention Time

20. Evaluating Interventions As soon as you realize an intervention is NOT working, modify the plan. Does the student need… more time more intensity a different intervention?

21. Finalizing the Intervention Plan Set a beginning implementation date. Schedule a review in 6-8 weeks (earlier if needed). As soon as you realize an intervention is NOT working, modify the plan. Submit for principal signature.

22. Implementing the Plan Stay focused on the target goal. Be sure to implement strategies consistently. Monitor progress and collect data. Include copies of applicable formal and informal assessments and relevant work samples in the Tier I Folder.

28. Tier I Review