1. 2013-2014

2. Response to Intervention (RTI) is a multi- tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both. http://www.rtinetwork.org/

3. Systems Model for Academics and Behavior Academic Systems Behavioral Systems 5-10% Targeted Interventions 1-5% Intensive Individualized Interventions 80-90% School-Wide Programming Decisions about tiers of support are data-based

4. Problem Solving/RtI “The Scientific Method” Identify the Problem Design Intervention Monitor Progress Analyze the Problem Implement Intervention Evaluate Intervention Effectiveness 6 Week Timeline 

5. WE ARE FOCUSED ON SUPPORTING ALL OUR STUDENTS AND ENSURING EVERY CHILD IS COLLEGE & CAREER READY WHEN THEY LEAVE US!

6. Are you happy with your data? Let your data do the talking….

7.  RtI is a “process” not a new “program”. It is a framework on which we should be able to “hang” our efforts.  RtI is more about general education than special education. The purpose of RTI is to provide a system that meets the needs of all students, ensuring achievement gaps close. Special Education may or may not be a result.  RtI is not a complicated process with tons of paper! We have a tracking sheet for each 6 week process.  RtI has a strong basis in statute and rule. RTI is part of District Procedures, State Regulations and Federal Law.

8. NCLB and IDEA 2004 require districts to implement a new process for addressing students who are not making progress. This process is called: Response to Intervention (RtI).

9. In 4 th grade, students need 2 hours of instructional time to make the same gains as made in 30 minutes of instructional time in Kindergarten. If not reading on grade level by 3 rd grade, odds of ever reading on grade level are 1 in 17.

10. Let’s look at our steps…

11. All Students get— – Tier 1 Some Students get— – Tier 1 and Tier 2 A Few Students get— – Tier 1, Tier 2 and Tier 3 BASED ON NEED VERIFIED BY DATA!!

12. Tier 1—Daily KCAS Instruction with Workshop Model Tier 2—Small Group Instruction with Additional Guided Reading Group during WIN 2-3 Days a Week Tier 3—SuccessMaker Daily Tier 1—Daily KCAS Instruction with Math In Focus Tier 2—Small Group Instruction with Math In Focus Materials During WIN 2-3 Days a Week Tier 3—SuccessMaker Daily i Tier 1—Daily Instruction with Care for Kids Tier 2—Small Group Social Skills Instruction with Second Steps 2-3 Days a Week Tier 3—Individual Behavior Contract in Place LiteracyMathBehavior

13. Intensive Support for the Tier 3/Novice Student in Reading & Math (k-5 th ) Instruction, review and practice on critical skills and concepts Supplements and assesses learning for each student Reinforces skills mastery Newer animated version for older level students What is SuccessMaker?

14.  A Support for Tier 2/Higher Apprentice Students in Reading & Math (3 rd -5 th )  Study Island is a Web- based program designed to help students master state standards.

15. WE USE THE NON-NEGOTIABLES TO ENSURE ALIGNMENT ACROSS SCHOOLS AND ALIGNMENT WITH KCAS.

16. 1. Implement a Quality Core Program 2. Establish RtI Team (grade Level team) 3. Use a Universal Screening Process (at least 3 points of data) 4. Review Student Data with grade level team 5. Develop Plan with your team (23 Min. Intervention Planning Process Sheet) 6. Implement the Plan (interventions during WIN time) 7. Monitor the Plan (Track student progress with tracking sheet) 8. Review Results (Every 6 weeks during embedded) 9. Determine Next Steps 10. Continue Process if necessary

17. “Ask 3 Before You Ask Me” Step 1: Collect at least 3 points of data Step 2: 23 Minute Invention Planning Process Sheet Step 3: Use Intervention Menu to determine Area of Need/Focus Step 4: Data Collection & Monitoring Step 5: Implementation check & follow up meeting Step 6: Determine next steps

18.  OBJECTIVE data from everyone  “RED” FLAG STUDENTS WHO ARE NOT ON GRADE LEVEL  USE MULTIPLE PIECES OF DATA: ◦ KPREP ◦ Running Records (DRA) ◦ MDA/MPA ◦ RDA/RPA ◦ STAR Reading/Math ◦ Sight word benchmarks  DETERMINE TIER LEVEL based on the data

19. STUDENTS WHO NEED TIER 2 STUDENTS WHO NEED TIER 3  Academics ◦ 1-2 Grade Levels Below ◦ Apprentice Range ◦ Potential to “Catch Up” within 1 School-Year  Behavior ◦ Mild to Moderate Behaviors ◦ Lower Intensity & Frequency  Academics ◦ 2+ Grade Levels Below ◦ Novice Range ◦ May Need More Than 1 Year to “Catch Up”  Behavior ◦ Moderate to Severe Behaviors ◦ Higher Intensity & Frequency

20.  Work with your grade level team to discuss students of concern  Complete a sheet for every child that needs an intervention-MUST HAVE A MEASURABLE GOAL to track/monitor

21. LiteracyMathematicsSocial Development/Behavior Basic Reading Reading Fluency Reading Comprehension Calculation/ Number Sense Problem Solving/Reasoning Interpersonal/ Intrapersonal Skills Classroom/School Norms Use the Intervention Menu to determine your skill/strategy focus for WIN

22. At your tables are scenario cards. Work with your team to work through the 23 Minute Planning Process Sheet and determine a proactive plan of interventions.

23.  Interventionist-Who? YOU!! ◦ Documentation of Skill/Strategy used during WIN Time-Use Data Tracking sheet provided in folder ◦ Progress Monitoring of Data Graphed  Alert your team when concerns arise  RtI Team ◦ Implementation check with your grade level team every 6 weeks ◦ We’re the response when interventions are not helping a student

24. Interventions are provided in 6-Week Rounds to students based upon results of Universal Screening & Progress Monitoring.

25.  Interventions must be KCAS/COMMON CORE aligned.  Choose a few and do them very well.  Implement with fidelity!!!!!  It’s about the strategy…not the program. Programs just package it for us.  Check-in with grade level team regularly to see if intervention is working/not working  We are accountable for the implementation of interventions and the growth of our students!

26. WE DON’T AUTOMATICALLY ASSUME THE STUDENT NEEDS TO BE REFERRED.

27. This directly impacts the final 2 steps …what were the results and what are the next steps?

28. ◦ At least 2 cycles/rounds of intensive interventions should be implemented before a referral to ECE is considered. ◦ Schedule a meeting with Michelle or Maureen to look deeper at intervention plan. ◦ RTI DOES NOT CIRCUMVENT THE REFERRAL PROCESS…HOWEVER TO DO A REFERRAL YOU MUST HAVE INTERVENTIONS & DATA! ◦ IF WE DO RTI…WE HAVE BOTH!!

29.  Instructional issues must be ruled out.  Curricular access blocked by any of the following must be addressed: ◦ Attendance ◦ Health ◦ Mobility ◦ Hearing/ vision screenings  Sufficient exposure to and focus on the curriculum must occur.  Frequent, repeated monitoring must be conducted.

30. Who is it for? Our top 5% of students with behavior issues “Opportunities”

32.  Next Steps  Additional Training  Resources The question is not, ‘Is it possible to educate all children well?’ But rather, ‘Do we want to do it badly enough?’ D. Meier Thank you !