1. Response to Intervention: Getting Started Traci Seils Literacy/Dyslexia/MRT tseils@esc6.net

2. No Child Left Behind Scientifically based reading instruction programs in the early grades will reduce identification of children for special education services. (The No Child Left Behind Act of 2001 ExecutiveSummary)

3. RtI: IDEA 2004 In December 2004, the Individuals with Disabilities Act of 2004 provided response to intervention as a practice for identifying students with learning disabilities.

4. RtI: IDEA 2004 Urges screening and intervention Recommends a multi- tiered intervention strategy Review monitoring and instructional practices

5. RtI: IDEA 2004 Integrate services between general and special education

6. 3 Tier Model Activity I II III

7. 3 Tier Model of Intervention (Vaughn, 2002) I II III Core Classroom Instruction Supplemental Instruction Instruction for Intensive Intervention All Students, 90 minutes (K-3), flexible groups Approximately 20 – 30%, 30 minutes, 10- 12 weeks, 3-5 students per group Approximately 5 – 10%, 30 minutes, 2 times per day, 10- 12 weeks, no more than 3 students per group Dyslexia may be Tier II or III

8. Implementation

9. Getting Started Establish buy-in Form leadership team Conduct needs assessment Develop action plan

10. Establish Buy-in Ensure strong leadership at all levels Promote RTI Convey support & enthusiasm Communicate expectations

11. Form Leadership Team Principal or AP Counselor Special Education Curriculum/General Education Reading & Math Coach/Specialist Dyslexia Specialist ISS/AEP or Behavior Specialist Other (Title I, Bilingual)

12. Conduct Needs Assessment Where are we, compared with “ideal” RTI implementation? Where do we want to be? What do we need to do to get there? Locate your Campus Needs Assessment Tool handout

13. Needs Assessment 1.Campus leadership 2.Management, Planning, & Evaluation 3.Assessment 4.Instructional Framework: General 5.Instructional Framework: Core 6.Instructional Framework: Intervention

14. Campus Leadership Campus goals & objectives Effective communication Hiring HQ personnel Ensuring HQ personnel Providing support: RTI facilitator Monitoring instruction: principal Monitoring assessment: principal

15. Management, Planning & Evaluation Planning for sustainability Focusing on campus action plan Using data for planning at the school level Using data to monitor grade level progress Using data to establish entry & exit criteria Ensuring HQ professional development Coordinating RTI with other programs Using data for budget decisions

16. Assessment Selecting assessments Adhering to a schedule Administering with integrity Managing data Using data to inform core instruction Discussing data to adjust plans Using data to inform PD

17. Instructional Framework: General Describing RTI Scheduling to implement RTI Selecting scientifically based materials Ensuring nonlayering of programs & materials Increasing access to print/math manipulatives, etc. Addressing all students’ needs Addressing individual students’ needs

18. Instructional Framework: Core Evaluating the core program Implementing with fidelity Promoting effective implementation Incorporating flexible grouping Differentiating instruction

19. Instructional Framework: Intervention Differentiating instruction Describing intervention programs & effectiveness Linking interventions to core Defining criteria Identifying interventionists for all grade levels Accounting for student mobility

20. Needs Assessment Procedure Read each statement for all items in elements I-IV Choose a statement that, from your perspective, best describes your campus/district For each section, add the numbers that correspond to the statements. Divide the total by the number of items in the section to obtain an average.

21. Needs Assessment Procedure Enter the average scores for each element in the “Individual Summary of Scores” table Transfer each individual’s score to the “Summary of Schoolwide Scores” table Begin action planning

22. Needs Assessment Activity Select one of the 6 areas in which you have an interest Choose one of the sub-items Consider a school you support and rate the item based on that particular school Think about evidence you have to support your rating Ask yourself, “Have we done all we can do to improve in this area?”

23. Develop Action Plan Develop action steps Assign responsibility Determine timeline Arrange for follow-up Locate “The 3-Tier Reading Model Action Plan” handout

24. Action Plan Procedures Rate your current status –Best –OK –NI Begin with Tier 1 (Core) Then move to Tiers 2 & 3 Use guiding questions to facilitate your thinking

25. Link Needs Assessment to Action Plan Review average scores for each element on the Needs Assessment. Identify areas of strength Identify areas in need of attention Develop specific action plan steps to address the needs Designate person responsible & target date for completion or revisiting Identify common action steps from the Campus Needs Assessment Tool & the Action Plan

26. Implement Action Plan Student Assessment Core Program Interventions Professional Development

27. Student Assessment Screening of all students 3 times a year (beginning, middle, & end of year) Progress monitoring of students at risk for reading/math/behavior difficulties Using data to inform grouping & target instruction & intervention

28. Core Program Evaluating core instruction Scheduling –Common intervention time, or other plan –Protected instruction block (eliminate interruptions) Differentiating instruction

29. Interventions Types of interventions Materials Entry/exit criteria Progress monitoring Features of effective instruction

30. Professional Development GOALS: Strengthen the knowledge of scientifically based practices & the features of effective instruction –On-going PD in a variety of formats –Quality PD providers (think ESC 6!)

31. Monitoring Implementation Review Progress Revise Action Plan –On-going –Suggested: twice a semester

32. Scheduling Elementary 90-Minute Reading Block example Consider Success for All model Pull out/Push in MS/JH/HS elective Extra period day Channel 1/Tutorials/Clubs time

33. Personnel PD for Tier I Consider well trained paraprofessionals for Tier 2 May use MRTs or MMTs for Tiers 2 & 3 Should already have a dyslexia specialist (Tier 3) Consider inclusion/true team or co- teaching with SPED

34. Budgeting Combine money If more than 20-25% qualify, and you need more interventions/teachers, fix Tier I Work smarter, not harder –Programs addressing multiple components –TALA Tier 2 at MS –TPRI Intervention Activities Guides at Elem –UT Vaughn Gross Materials, etc.

35. Questions