1. TIERS without TEARS
Is Your Council Ready?
Connie/Welcome

2. NEA Definition
RtI process is “the practice of providing high quality instruction and intervention matched to student skill needs, monitoring student progress frequently to make changes in instructional goals, and applying child response data to important educational decisions.” NEA (2006) Role of General Education Teachers in the RtI Process
Connie: Very little of what we are talking about with RTI is new. What is new is how we as a district are going to organize and allign our practices so that we are all on the same page. That, of course, involves developing policies and procedures, paperwork and other documentation tools, assessment systems, etc.

3. RtI Core Principles We can effectively teach all children
Intervene early
Use a multi-tier model of service delivery
Use a problem-solving methodology
Connie: Before the vocabulary of RTI was being used in Campbell County, we were laying the groundwork for it’s implementation.
We have all professed the belief that all children can learn. NCLB has also ensured that we will make all possible efforts to efficitvely teach all children. This begins with a strong core curriculum. We have seen major changes in recent years with curriculum allignment, adoption of Everyday Math, the Scott-Forsman reading series.
We all recognize the importance of intervening early. We are in the sixth year of the Reading First grant’s efforts to intervene with student in grades K-3 who are identified as struggling readers. Passport Voyager and Fast ForWord programs have supplemented the core reading curriculum for substantial numbers of students.
We all recognize that one program/intervention is not going to meet the needs of all students. We agree that we need to have interventions of different types/levels/intensities. We have begun to take intervention practices we already have in place and define them based on the RTI language of TIER 1, TIER 2, and TIER 3 level intervention. Most recently, we have begun to hone our differentiation skills and step up our game when it comes to classroom level intervention.
Problem-solving within and across tiers. Within tiers we have to match students needs with appropriate instruction, differentiation strategies, and interventions. Problem-solving must also occur when moving students from one tier to another.

4. RtI Core Principles (2)
Use research-based, scientifically validated interventions/instruction
Monitor student progress to inform instruction
Use data to make decisions
Use assessments for three different purposes: (1) screening; (2) diagnostics; and (3) progress monitoring
Connie: Curriculum decisions have very much been based in research both for core curriculum and for intervention programs purchased.
The vocabulary of formative assessment was an emphasis before the RTI initiative began
Our staff are well on their way to becoming distinguished, data analysts. With data warehousing and experience and familiarity with assessments that have been given consistently over several years, teachers are not just gathering data but using it.
Here we arrive at the overriding principal of RTI . Reduced to it’s most base-element RTI is data-based decision making.
Who needs/will receive supplemental intervention? (Universal Screening)
What specific skills are they lacking so that we can match them to an appropriate intervention? (Diagnostic)
Is the chosen intervention making a difference and helping this student close their skills gap? (Progress Monitoring)

5. Reduced to it’s most base-element RTI is: Data-Based Decision Making
Who needs/will receive supplemental intervention? (Universal Screening)
What specific skills are they lacking so that we can match them to an appropriate intervention? (Diagnostic)
Is the chosen intervention making a difference and helping close the skills gap? (Progress Monitoring)
Connie

6. Why Weekly Progress Monitoring?
Progress monitoring allows us to track progress toward specific and measurable goals.
We can determine a students trend line and compare it to the goal/aim line. We can calculate rates of desired progress versus actual progress. These things allow us to determine whether students are closing the gap and how quickly.
Marlene

7. Why Weekly Progress Monitoring?
Progress monitoring data allows us to evaluate the effectiveness (the RESPONSE) of specific interventions or combinations of interventions for groups of students and/or individual students. This will help with decision-making in the following areas:
Did we make a good match of intervention to students’ needs?
Are we getting enough “bang for our buck?”
Do we need to try a different intervention or further supplement the current intervention?
Do we need to individualize our intervention plan (move to Tier 3 and enlist the help of the RTI team)?
Marlene

8. Why Weekly Progress Monitoring?
Progress monitoring provides objective, concrete documentation to support decisions made (i.e., inclusion of students in various levels of intervention and exclusion of students from various levels of intervention).
Marlene

9. What are data points?
A data point is the result of one progress monitoring probe (e.g., number of words read correctly on a reading fluency passage, number of call-outs during a class period, number of on-task observations at twenty-second intervals within a ten-minute observation, etc.).
Research indicates that a minimum of 7-9 data points are required for a reliable slope estimate (trend line).
Marlene: Share that we have now begun to focus on 9 data points.

10. Decisions about tiers of support are data-based
Integrated Systems Model for Academics and Behavior
Academic Systems
Behavioral Systems
1-5% Intensive Individualized Interventions
1-5% Intensive Individualized Interventions
5-10% Targeted Interventions
5-10% Targeted Interventions
80-90% School-Wide Interventions
80-90% School-Wide Interventions
Connie: Cone represents a healthy school/building systems of instruction and support for students…
Adapted from OSEP Effective School-Wide Interventions
Decisions about tiers of support are data-based A B C D E F

11. What This Means for Schools/Councils:
The School Administrator, April, 2007
RtI is a general education responsibility and activity along with special education, Title, ELL
Requires major changes in district-wide “configuration of instruction” in basic skills (reading, math) for all students
Connie

12. Changes in Practices – Before Referral and Evaluation
Previous Practices
Wait for referral (often wait to fail)
Pre-referral
Intervention responsibility on teacher
Anecdotal progress reports
Wait to fail – had to be deficit to be eligible
RtI Practices
Teams review universal screening data and automatically intervene with 20-30%
Interventions are automatic, designed by team and delivered flexibly by building personnel
Progress monitoring data reviewed by team to make decisions
Marlene

13. Change in Practices: During Evaluation
Previous Practices
Most information collected after referral
Testing had most influence on eligibility decision
Little focus on other criteria than tests
Proving deficits, waiting to fail
RtI Practices
Most information already gathered when comprehensive evaluation begins
RtI data have most influence on eligibility decision
All criteria are fully analyzed
Diagnostic and other assessment used as needed to fill in missing information needed for intervention planning
Marlene

14. Changes in Practices: After Evaluation and for the IEP
Previous Practices
Frequently, more evaluation was needed to establish goals and services
If not eligible, frustration of educators, parents, and lack of student support and progress
No clear link between assessment and IEP, as required by IDEA
RtI Practices
IEP team has extensive information on student response to instruction by time eligibility is established
Clear, on-going link between assessment and IEP – same data methods used to progress monitor on IEP goals
Marlene

15. “We did then what we knew how to do, when we knew better, we did better.”
Shelli
- Maya Angelou

16. Tier 1: Core instruction - All Students
Effective, scientifically-based core instruction, linked to state standards
Differentiated instruction and adaptation as needed to meet the needs of all students
Universal screening data
To identify student progress in core instruction and effectiveness of core
Shelli

17. Universal Screening Curriculum Based Measurement
Dynamic indicators of basic skills
Reading – fluency and early literacy
Mathematics – numeric principles and computation
Written Expression
Spelling
Web-based tool – e.g. AIMSWEB, V-Port
Shelli

18. CCS Universal Screeners
MAP: Grades K-11 Reading and Math
AIMSweb Behavior Screener
Shelli

19. Tier 1: Decision Making 80% of students reaching benchmark
Using data to examine effectiveness of overall practices
80% of students reaching benchmark
No achievement gaps for subgroups
If no to either, strengthen core instruction (grow the green!)
Use of school-wide team (Building-level Team) for planning and decision making, including parent representation
Shelli

20. Building-Level Team Decision Making
Examination of core instruction
Examination of effectiveness (student data – state test data and screening – “how’s that working for you?)
Matching instructional practices to student needs
Differentiation and help as needed
Flexible grouping
Flexible use of resources (including teaching staff)
Effective, efficient use of instructional time
Shelli

21. TIER 1: Benchmark/Schoolwide
Benchmark/Core Reading Programs:
Voyager Learning/Cambium
Rigby Literacy (Harcourt Rigby Education, 2000)
Trophies (Harcourt School Publishers, 2003)
The Nation’s Choice (Houghton Mifflin, 2003)
Macmillan/McGraw-Hill Reading (2003)
Open Court (SRA/McGraw-Hill, 2002)
Reading Mastery Plus (SRA/
McGraw-Hill, 2002)
Scott Foresman Reading (2004)
Success For All ( )
Wright Group Literacy (2002)
Reviewed by: Oregon Reading First
Comprehensive: Addressed all 5 areas
and included at least grades K-3
Shelli

22. CCS Approach to Tier I Behavior:
TIER 1: School-Wide
Discipline Programs:
Positive Behavior Support
Prosocial Discipline Programs
School-wide Discipline Committee
Attendance Programs
CCS Approach to Tier I Behavior:
CHAMPS
Shelli

23. Tier 2: Supplemental, Some Students
Supplemental, research-based intervention, delivered in a timely, automatic fashion to students who need it, approximately 5-10% (not referral based)
Use of universal screening data (e.g., DIBELS, CBM) for early identification of who is in need of more intensive intervention
Usually involves small group intervention, flexible grouping
Connie

24. Tier 2: Supplemental, Some Students
Use of regularly scheduled (at least weekly) systematic progress monitoring to evaluate student progress and determine if more intensive intervention is needed
Use of instructional teams (e.g., grade level teams, with data manager support) to make decisions on interventions, delivery of interventions, grouping, student progress
Connie

25. Tier 2 Decision Making
Apply decision rules (progress, closing gap toward meeting benchmark) to students receiving intervention
Move to more intensive intervention (Tier 3) as needed – by data
Connie

26. Characteristics of Tier 2 Interventions
Available in general education settings – increased dose of instruction for students who fail to make progress with core instruction on state benchmarks
Opportunity to increase exposure (academic engaged time) to core curriculum and content standards
Opportunity to narrow focus of the instruction to meet skill needs
Interventions are research-based
Connie

27. Characteristics of Tier 2 Interventions (cont.)
Typically delivered in small groups (with flexible grouping) by classroom teachers, with support as needed from resource specialists (e.g., Title, reading teachers)
Sufficient time for interventions to have an effect (10-30 weeks)
Frequent (at least weekly) progress monitoring to assure are examining effectiveness and student response, with opportunity to intensify as indicated by data
Connie

28. Tier 3: Intensive Intervention, Few Students
Intensive, individualized interventions (using problem-solving methods and research-based practices) for students who need it, approximately 1-5%
Use of systematic progress monitoring data, at least weekly
Marlene

29. Tier 3: Intensive Intervention, Few Students
Additional research-based intervention, in small group or individualized, for students with insufficient progress to Tier 2 interventions
Use of small problem-solving team, including parents, teacher, support teacher, others as needed
Use when need for support, demonstrated by data, is chronic and intensive
Marlene

30. Tier 3: Data-based Decision Making
Weekly progress monitoring data, reviewed regularly by team, using decision rules
Consideration of
Level
Slope (rate of progress); closing gap
Intensity of instruction/intervention needed to close gap/change trajectory
Marlene

31. Tier 3: Intensive Intervention, Few Students (cont.)
Tier 3 is not special education
Response to Tier 3 determines if “suspect disability” (consistent with Questions and Answers from Office of Special Education Programs – clarification that do not suspect disability until track response to instruction and intervention)
Marlene

32. TIER 3: INTENSIVE Reading Programs
Voyager Reading
Corrective Reading (SRA)
Language! (Sopris West)
Earobics (phonics/phonemic awareness; Cognitive Concepts)
Great Leaps/ Read Naturally (Fluency)
REWARDS (Fluency, Comp. and Vocab. in Plus Program)
Soar to Success (comp.)
Connie

33. CCS TIERS DEFINED… See website/RtI Overview
We first looked at resources we had available and determined what met the criteria of researched-based intervention
Next we determined the appropriateness of the interventions in accordance with the characteristics of each of the three tiers.
Connie will share on website

34. CCS Progress Monitoring Tools
Curriculum Based Measures (CBM)
Voyager (V-PORT)
Fast ForWord (Progress Tracker)
AIMSweb Probes (Stored in Share Point)
AIMSweb-Behavior
(Currently under construction!)
Connie

35. CCS RtI Behavior Non-negotiables
AIMSweb Screener (Under Construction!)
Behavior Forms (Under Construction!)
Building CHAMPIONS
Connie will share website

36. Connie

37. Connie

38. Connie

39. Moving to Suspecting Eligibility and Eligibility Determination
Time clock starts when suspect disability
Comprehensive evaluation means examining all data and collecting what additional data are needed (if any) to answer questions
In need of specialized instruction?
Eligible as a child with a disability?
If yes to both (do #1 first), move to IEP
Marlene: This is all you, babe!

40. CCS RtI Website http://www.campbellcountyschools.org/rti/indexrti.php
Share Point:
Microsoft Office SharePoint Server 2007 is a new server program that is part of the 2007 Microsoft Office system. Your organization can use Office SharePoint Server 2007 to facilitate collaboration, provide content management features, implement business processes, and supply access to information that is essential to organizational goals and processes. You can quickly create SharePoint sites that support specific content publishing, content management, records management, or business intelligence needs. You can also conduct effective searches for people, documents, and data, participate in forms-driven business processes, and access and analyze large amounts of business data.
Connie

41. Typical Implementation Activities by Year:
Year 1: Planning, reviewing data and instructional practices and use of resources, setting up structure, communicating about benefits, building skills through professional development (PD)
Year 2: Implementation begins (school-wide or within grade/s), use of universal screening data, targeted interventions, continued planning and PD
Year 3 and Beyond: Data-based decision making, evaluating outcomes, making adjustments, continued planning
Connie

42. Our Goals for
Refine Behavior RtI including screening, monitoring
Pilot Writing second semester in grades 3,4 and 5
Continued Professional Development in classroom level interventions, data analysis and RtI Protocols in general
Connie

43. What Role Does Your Council Play In All of This?
Shelli:

44. Shelli: This is the Student Intervention Readiness Tool on KDE’s “Kentucky System of Interventions” site.
In your handout you will find examples from other states. How might your SBDM Council influence this work?

45. Shelli: This is the Kentucky System of Interventions “KSI Crosswalk”
Shelli: This is the Kentucky System of Interventions “KSI Crosswalk”. (See outlined in handouts, as well) How might your SBDM Council influence this work?

46. NEEDS ASSESSMENT Is your school ready for RtI?
What are your next steps?
(See sample needs assessments and additional tools from the KSI website)
Shelli (share handouts)

47. Thank you for coming! Questions?
Connie Pohlgeers, Director of School Improvement
Campbell County Schools
(859) ext. 107
Thank you for coming!
All