1. Managing the RtI Process What should we do with all this data?! Presenter: Marty Suchorski President, Oasys®, LLC

2. About the presenter: Marty Suchorski is President of Oasys®, LLC Background in software solutions Has worked with K-12 school districts over 30 years Oasys®, LLC specializes in data management solutions for Special Education, RtI, 504, ELL, G/T, and Medicaid Reimbursement

3. What are the core elements of an RtI program?

4. Collaborative District Team Formulates the RtI process within the district. Staff Training Resources Funding Instruction/Curriculum Tier 1,2,3 definitions

5. Implementing RtI Systems There are many correct ways to implement an RtI system, depending on: $$$ Staff availability & training Classroom availability Intervention schedule (during or after school) Student transportation needs Qualification for Tiers 1, 2, 3 Interpretation of major/minor incidents

6. What to do before implementing RtI Assessments o Determining Universal Screeners o IL standard assessments, MAPS, etc. Determining Interventions to use Developing Resource Maps o Staff availability/who can deliver interventions

7. What to do before implementing RtI Develop RtI Procedures & Programs What will constitute Tier 1, 2 and 3? How will referrals be made? RtI requires at least 3 screeners per year. When will they be administered? What screener will be used?

8. What to do before implementing RtI Conduct on-going staff training RtI is a problem solving model that relies on the participation of all staff. Adequate training ensures effective execution of the RtI program. Lack of training can lead to difficulties that may cause staff to question the program’s usefulness.

9. What to do before implementing RtI Consider Academics and Behavior Districts should monitor and intervene in academics AND behavior. The two are often linked.

10. What information should a district collect? Universal Screeners - methods and data Interventions – tools used, results Progress monitoring – daily, weekly results Team and parent communication

11. What information should a district collect? Begin with a Universal Screener to identify students needing interventions. Many tools are available (Example: easycbm.com ) Must be normed, standardized and generalizable Screen for academics and behavior

12. What information should a district collect? Information collected must be easily accessible to team members and available in a timely manner for greatest effectiveness. How will data be communicated to team and to parents? To district, state, school?

13. RtI Academic Process Components Tier 1 - Universal Identification for Tier 2 and Tier 3 Interventions Progress Monitoring Finishing the Intervention Managerial Reporting

14. RtI Academic Process Components Tier 1 - Universal Identification for Tier 2 and Tier 3 Interventions Progress Monitoring Finishing the Intervention Managerial Reporting

15. RtI Academic Process Components Tier 1 - Universal All students begin in Tier 1 Regular curriculum Standard assessments such as the ISAT can be used to determine which students need intervention.

16. RtI Academic Process Components Tier 1 - Universal Identification for Tier 2 and Tier 3 Interventions Progress Monitoring Finishing the Intervention Managerial Reporting

17. RtI Academic Process Components Identification for Tier 2 and 3 District Assessments State Assessments (ISAT) Selection of students for interventions indicated by graphs and reports generated. Graphs prepared for parents by team members.

18. Identification for Tier 2 and 3 Screening Students The Oasys RtI system has many ways to identify students in need of more intensive Tier 2 or Tier 3 supports: – Can store assessments from MANY sources: Both universal screeners and probes District and State assessments MAP ®, AIMSweb ®, DIBELS ® DRA ®, easyCBM ®, SWIS ® – Identification Graphs (Tier 1) Normed, Standardized, and Generalizable Early identification – “at-risk” or above level peers Can compare a student to his or her class, school, and district

19. Entering or Uploading Assessments Assessments can be put in the system two ways: – Using a fast and simple “Score Entry” for teachers – Using a swift upload process where you are able to import.csv files directly from your desktop (for administrators) Teacher Score Entry allows staff to simply “tab” through entering scores and then save

21. Identification for Tier 2 and 3 Building Level / Grade Level Teams Initially, consists of building staff - teachers, principal, school psych, etc. After student identified for intervention, parent(s) may be added to team Meet and discuss identified students, analyze data, determine interventions. Determine if students should progress to Tier 2/3. Report progress monitoring results.

22. RtI Academic Process Components Tier 1 - Universal Identification for Tier 2 and Tier 3 Interventions Progress Monitoring Finishing the Intervention Managerial Reporting

23. Interventions Problem-Solving Intervention Team assists in implementing Tier 2 interventions and can assist regular ed teachers with Tier 1 interventions. o Typically literacy or speech/language specialists, school psychologists, etc.

24. Interventions Team Development Parent Notification Team Meeting(s) Intervention plan developed Common Core Standards may be used Implementation of intervention plan

25. Student Identification Graph Shows where every student in a class is in comparison with standardized norm range and “cut” score All graphs in system can be opened in Excel (upper left of graph)

26. Student Scatter Graph Compares a specific student to rest of class while maintaining the privacy of other student names Is available to print for each student in entire class without repeating steps in input screen Excellent for conferences

27. Ranked Scatter Graph Ranks student scores in the class from least to greatest Can also print for each student in entire class

28. Student Comparative Graph Ability to compare a specific student to class, school, and district Can also print for entire class without double entry Excellent tool to track “GT” students as well as at- risk

29. Intervention Plan Once a student has been identified as in need of an academic or behavior intervention: – Notify your InterventionTeam – Create a goal page and attach the intervention These forms will be “existing” where edits can be made – When any changes to the goal page are complete, print the form and archive it to progress monitor. The goal then moves from “existing” to a “read only” copy, so that the data cannot be manipulated and the progress monitoring can be done with fidelity.

30. Interventions Next, develop intervention plans for appropriate students. Determine length of intervention Determine frequency (daily or weekly)

31. Inviting the Intervention Team RV-1: General Invitation to Intervention Team Meeting – Request for assistance/ background

32. Creating the Intervention Goal Problem solving meeting record Problem solving follow up

33. INTEGRATION OF COMMON CORE STANDARDS Can be associated with areas of concern Can be used as student goals Use will vary by district

35. Academic Intervention Plan

36. Behavior Intervention Plan

37. RtI Academic Process Components Tier 1 - Universal Identification for Tier 2 and Tier 3 Interventions Progress Monitoring Finishing the Intervention Managerial Reporting

38. Progress Monitoring Recording of scores Group progress monitoring Graphing progress Interpreting results Recording fidelity

39. Monitor Based on Intervention Plan Can make daily progress notes on intervention goals (fidelity) Can bring up progress monitoring goals to enter probe data (Score entry for probe attached to intervention goal.)

40. Student Will Not Achieve Target The R2 Coefficient is: 0.798

41. Behavior Progress Monitoring

42. RtI Academic Process Components Tier 1 - Universal Identification for Tier 2 and Tier 3 Interventions Progress Monitoring Finishing the Intervention Managerial Reporting

43. Finishing the Intervention Reconvene the Intervention Team Intervention Summary: o Intervention successful and student HAS MET target o Intervention is NOT effective and new intervention selected o Intervention has been modified and will continue o Student needs more intensity – Tier 3 intervention o Student needs 504 plan o Student needs Spec Ed referral o Student moved o End of school year Parent notification

44. Finishing the Intervention Can update intervention status – Will appear on Student Profile

45. Finishing the Intervention If a Special Education referral is needed, further documentation is necessary.

50. RtI Academic Process Components Tier 1 - Universal Identification for Tier 2 and Tier 3 Interventions Progress Monitoring Student Response to Intervention Managerial Reporting

51. Case Loads Interventions that work Interventions that don’t work CC standards reporting Students needing Tier 2 or Tier 3 interventions (Additional reporting) State reporting

52. An RtI data management system should be able to: Collect academic and behavioral data Monitor progress, tracks interventions Run custom reports and graphs based on your district’s needs. Information collected must be easily accessible and available in a timely manner.

54. Overview of Behavior Process Incident tracking Parent notification “Big 5” reporting Bullying/By-stander/Victim reporting State reporting

55. Entering Behavior Incidents Tracks: – Majors and Minors – Incident Type – Behavioral Outcomes/ Consequences – Behavior Motivations – Location – Time of Day – Day of Week Can be private or public

56. Behavior Criteria Report Can graph the PBIS “Big Five:” by Student, Incident Type, Location, Incidents per Day per Month, Time of Day, and much more

57. Behavior Graphs Can analyze graphs by school, district, or grade  Can analyze graphs by student or teacher

58. Comprehensive Student Information Student Profile Includes: – Demographic Information – Past and Current Services Provided Service Notes – Longitudinal Assessment Data – Academic and Behavior Interventions – Behavior Incidents – Student Log – Multiple Sorting/Viewing Options – All in ONE place!

59. System Interface The Oasys RtI system interfaces with your student management system for seamless data retrieval. No duplicate data entry No management of service and programs Allows RtI system to remain up-to-date Less work for IT staff Saves time and money

60. For more information stop by our booth in the exhibitor area or contact: Marty Suchorski Oasys, LLC 800-261-3935 marty@oasys-llc.com www.oasys-llc.com