2. Knox County Schools Transition to RTI2
Fall 2013
Michelle starts
Each introduce with name and job titles and role with RTI
Shannon explain the need for the coordinated effort.

3. Presenters Dr. Ron Carlini Michelle Flynn Shannon Jackson
School Psychologist
Michelle Flynn
Supervisor- Special Education
Shannon Jackson
Supervisor – Secondary Reading and ELA

4. Session Objective
To provide an understanding of Knox County School System’s current and progressing implementation of RTI
To share the transition from RTI to RTI2
Michelle

5. WHY RTI rather than discrepancy model?
Ron

6. Criticisms of previous LD model (IQ-Achievement Discrepancy)
Children must fail before they can be identified as LD, with identification typically occurring in grades 3-5
IQ and academic achievement are not independent; so difference scores are unreliable
For students with word reading deficits, there are few meaningful differences between IQ-achievement discrepant poor readers and IQ-achievement consistent poor readers
Significant increases in the number of students identified as Learning Disabled
Ron

7. School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Ron
SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
80-90%

8. Ron

9. Whole Child Initiative = Whole System Initiative
RTI
RTI2
Often viewed as a Special Education Initiative
Led by General Education to address the needs of all children
Implications
Ron
Coordinated effort
Learning each other’s vocabulary
Commitment to studying data for every child
Commitment to responding to the data for every child
We are in this together for the good of every child.

10. Essential Components of RTI
Universal screening
Multiple tiers of intervention
Problem-solving method
Integrated data collection/assessment system
Scientific research-based interventions
Ron

11. Essential Components of RTI2
Universal screening
Multiple tiers of intervention
Tier I: Core Instruction
Tier II: Intervention
Tier III: Intensive Intervention
Responsibility for Intervention
Problem-solving method
Integrated data collection/assessment system
Scientific research-based interventions
Shannon
Strengthen partnerships
Joint effort

12. Implementing RTI
Collect local norms using Curriculum-Based Measurement (CBM) probes
Identify at-risk students
Provide academic intervention(s)
Monitor student progress
Evaluate the response to the intervention(s)
Ron

13. Implementing RTI2
Collect local norms using Curriculum-Based Measurement (CBM) probes
All students’ levels are identified.
Provide academic extensions and intervention(s)
Use universal screening data to determine areas to strengthen in Core Instruction.
Monitor student progress
Evaluate the response to the intervention(s)
Develop a robust secondary RTI2 plan.
Shannon

14. Knox County’s RTI Model
Local norms collected three times per year
At-Risk students identified using CBM Benchmark measures
Computer software programs and scripted reading program interventions available
Intervention intensity progressively increases through 2 tiers and student progress is monitored frequently
Response to intervention is reviewed by school staff to make appropriate decisions
Ron’s slide

15. Knox County’s RTI2 Model
Local norms collected three times per year
ALL students’ levels identified using benchmark measures
Current and new interventions are under review against the TDOE interventions rubric
Intervention intensity is fluid based on student needs
RTI2 school teams meet every 4 ½ - 5 weeks to analyze and program for specific students.
RTI2 district team meets every 4 ½- 5 weeks to analyze implementation and to provide support.
Make this point- KCS is not responding to this as a mandate with which we must comply. Meeting the needs of every student is our mission, and RTI2 gives us a structure through which to achieve that goal.
Shannon

16. First Steps Understand the current implementation of RTI.
Analyze against RTI2.
Identify gaps in the program.
Develop a strategic plan for addressing the areas of need.
Monitor the progress toward the goal.
Work as a team.
Michelle

17. Knox County’s RTI Model
Student CBM ≥ 10th Percentile
Positive response – exit process
HIGH
Special Education Consideration
Intensity of Intervention
Tier II At least minute sessions/week
Ron
This is KCS’s current model.
How does this align with RTI2 model?
1) Additional tier
2) We need more fluidity among the tiers
3)Identify students below the 10th percentile and between the 10th and 25th percentile.
Tier I At least 4 – 30 minute sessions/week
Student CBM < 10th Percentile
AND
ROI < 25th Percentile
Monitoring Frequency & Degree of Unresponsiveness
LOW
HIGH

18. Tier I CBM Criterion: CBM score < 10th percentile (district norms)
Intervention: supplemental to the core curriculum
Progress Monitoring: 1 time/week
Session Length: 30 minutes/session
Duration: At least 8 Weeks
Fidelity: 30 sessions within 40 school days
Ron

19. Tier II CBM Criterion: CBM score < 10th percentile (district norms)
ROI Criterion: Rate of improvement is < 25th percentile at grade or goal level
Intervention: supplemental to the core curriculum
Progress Monitoring: 1 time/week
Session Length: 45 minutes/session
Duration: At least 9 weeks
Fidelity: 45 sessions within 70 school days
Ron

20. Transition Process for KCS
Identify new members of district team
Evaluate proposed middle school schedule changes against RTI2 components
Meet with principals to gather input
Recommend interventions
Support master scheduling
Principals and supervisor review possible solutions
Order intervention materials
Train on interventions
Monitor fidelity
Continually meet to review integrity of the plan
Shannon

21. RTI2 Coaches 8 district coaches
Bridge between the schools and the district committee
Goal is to support school staff
Universal screener
Progress monitoring
Professional Development
Michelle

22. Intervention Elementary Secondary
RiverDeep Destination Success Reading
Read Naturally
ClickN Read
My Sidewalks
Ticket to Read
Voyager Passport
Rewards
Reading Plus
Read 180
Language! Live
Language!
Jamestown
Michelle
Each of the interventions that we use have different areas of focus.
Regardless of which tier the student is in, the intervention must match the student’s needs and should be provided by highly-trained staff. The interventions should be explicit and systematic. And be based on current data. All interventions should also be researched based and produce reliable and valid results.

23. Fidelity of Interventions
In order to know if an intervention is effective with a student, the intervention must be conducted exactly as prescribed for an appropriate length of time.
The intervention process is similar to standardized testing.
Results of standardized tests are useless if the standardized procedures are not followed.
Similarly, decisions regarding the effect of the intervention must be based on data from interventions which were provided with fidelity.
Michelle
Fidelity of any intervention is essential when determining the effectiveness of the intervention. The person providing the intervention must use the curricula exactly the way the author intended for it to be used in order for the results to be used when making educational decisions for a student. LEAs must have a process for monitoring the fidelity of the interventions that are being utilized. This process needs to include who will be monitoring the fidelity and how often. The process should also include what support will be provided if an intervention is not being provided with fidelity.

24. Progress Monitoring and Benchmarking

25. The chart displays the student’s progress in corrects and errors.
The goal line (the line which projects the goal being met by the end date) is the black line.
The trend line (the line which shows the scores projecting whether the student will meet the goal by the end date) is the red line.

29. Monitoring the Trend Line
It is extremely important to monitor the trend line in order to make adjustments or add interventions needed to maintain appropriate progress needed to achieve the goal.

32. Comparison to School Norms

33. Comparison to District Norms

34. Comparison to School Norms

35. Comparison to District Norms

38. RTI to RTI2 What remains the same? What changes? Fidelity monitoring
Progress monitoring
Student-specific data driven decision-making
School teams
Core Instruction = Tier I
Prevent failure rather than wait for it
Reconsideration of secondary process
Student observations
Schedule of progress monitoring and benchmarking
Fluid process
Partnership among departments
Michelle

39. Three Points to Remember
Work as a team.
Improve personalization in Tier I (core).
Celebrate success along the way.

40. Thank you! If you have any questions, please feel free to contact:
Dr. Ron Carlini at
Michelle Flynn at
Shannon Jackson at
Michelle