1. C4K – Building an efficient and effective delivery system to impact critical outcomes for kids Our initial focus as we build this system is early literacy with a goal that---- All learners will be proficient in reading by the end of 3 rd grade across subgroups Partnering with Iowa’s Local Schools

2. Response to Intervention in Iowa  Response to Intervention (RtI)/MTSS in Iowa is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education. Collaborating for Iowa’s Kids Phase One Implementation Fall 2013 2

3. Response to Intervention in Iowa  As an every-education process, RtI/MTSS allows educators to judge the overall health of their educational system by examining data on all students, as well as identifying students who need additional supports.  Those supports are provided in both small group and individual settings, and measured to determine if these supports are making a difference to ensure all learners demonstrate proficiency in the Iowa Early Learning Standards and Iowa Core standards and leave school ready for life. Collaborating for Iowa’s Kids Phase One Implementation Fall 2013 3

4. So, What is RtI/MTSS About in Iowa? Implementation of the Iowa Early Learning Standards and the Iowa Core Evidence-based instruction and intervention Used with academics and behavior Prevention and early intervention Linking and matching instruction to the assessment at all levels Tiered or leveled intensification of intervention On-going monitoring and response Collaborating for Iowa’s Kids Phase One Implementation Fall 2013 4

5. What RtI/MTSS is Not About in Iowa  Only struggling learners  Only interventions  A single way of doing business  A special education identification process  A means of finding learning disabilities  Used only for Child Find purposes Collaborating for Iowa’s Kids Phase One Implementation Fall 2013 5

6. What RtI/MTSS is Not About in Iowa  Simply doing “something” as an intervention  Failing to teach missing or deficit skills  Failing to provide on-going monitoring  “RtI Time”  Doing what we’ve always done Collaborating for Iowa’s Kids Phase One Implementation Fall 2013 6

7. Discussion Collaborating for Iowa’s Kids Phase One Implementation Fall 2013  Discuss at your table your understanding of the definition of RtI/MTSS and the Guiding Principles  What questions do you have about the definition?  What questions do you have about the Guiding Principles? 7

8. Key Components 1. Evidence-based curriculum & instruction at universal tier 2. Universal screening 3. Evidence-based, instructional interventions at targeted and intensive tiers 4. Progress monitoring 5. Data-based decision making 8 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

9. Key Components #2, #4 and #5 1. Evidence-based curriculum & instruction at universal tier 2. Universal screening 3. Evidence-based, instructional interventions at targeted and intensive tiers 4. Progress monitoring 5. Data-based decision making 9 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

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11. Key Component #1 – Evidence-based Curriculum and Instruction at Universal Tier  Highly quality implementation of the Iowa Early Learning Standards and the Iowa Core  All students receive the Universal Tier 11 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

12. Universal Tier: Robust instruction in the IELS & Iowa Core For All Students ~80-90% of Students RtI /MTSS 12

13. Key Component #3 – Targeted Tier  Evidence-based, instructional interventions at targeted and intensive tiers  Students receiving intervention at the targeted tier get all of the instruction and support in the Iowa Early Learning Standards and the Iowa Core at the Universal tier, plus small-group targeted tier instruction 13 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

14. Universal Tier: Robust instruction in the IELS & Iowa Core For All Students Targeted Tier: Small group, targeted, evidence-based instruction for some students ~80-90% of Students ~5-10% RtI/ /MTSS 14

15. Standard Treatment Approach 15 What is Standard Treatment Protocol approach in Iowa? Our working definition is: 1. Based on Universal screening data; no additional diagnostics 2. Single, evidence-based intervention that addresses a broad range of literacy components for a majority of students not at benchmark 3. Happens at the Targeted level in small groups 4. Progress is monitored, data-based decision making used to determine a. if students are ready to move back to only Universal instruction, b. continue to need the Standard treatment, or c. diagnostic information collected to design Intensive level intervention for students who did not make sufficient progress Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

16. Standard Treatment Benefits 16 Benefits of the Standard Treatment Protocol approach 1. Time and resource efficient (e.g., less time assessing and scheduling different interventions) 2. Reduces training and support needs for school staff 3. Quicker access to intervention for students 4. Highly likely to result in implementation fidelity 5. Highly likely to benefit a majority of students in the treatment Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

17. Key Component #3 – Intensive Tier  Evidence-based, instructional interventions at targeted and intensive tiers  Students receiving intervention at the intensive tier get all of the instruction and support at the universal tier, have access to the targeted tier, plus individualized instruction matched to their specific needs. 17 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

18. Universal Tier: Robust instruction in the IELS & Iowa Core For All Students Targeted Tier: Small group, targeted, evidence-based instruction for some students Intensive Tier: Individualized, intensive, evidence-based instruction for a few students ~80-90% of Students ~5-10% ~1-5% RtI /MTSS 18

19. Intensive Tier Approach 19 1. Based on Universal screening data and additional diagnostics 2. Individualized, evidence-based intervention that addresses student-specific needs 3. Happens in small groups or individually 4. Progress is monitored, data-based decision making used to determine a. if students are ready to move back to only Universal instruction, b. if students are ready to move back to targeted tier instruction, or c. continue to need the intensive tier Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

20. Universal Tier: Robust instruction in the IELS & Iowa Core For All Students Targeted Tier: Small group, targeted, evidence-based instruction for some students Intensive Tier: Individualized, intensive, evidence-based instruction for a few students ~80-90% of Students ~5-10% ~1-5% RtI/ /MTSS 20

21. Targeted Universal, Targeted and Intensive Layers are added for those that need additional supports! Collaborating for Iowa’s Kids Phase One Implementation Fall 2013 21

22. Discussion Collaborating for Iowa’s Kids Phase One Implementation Fall 2013  Where do we all fit? 22