1. An Understanding of the Relationship Between RTI & STARS WHAT NOW? RESPONSE TO INTERVENTION & STARS

2. Response to Intervention will…  Create a community of support  Identify and intervene early  Focus on First Instruction At its core, RTI is about coming together to help all students succeed.

3. June 2011Liz Angoff, PhD, Oakland Unified School District The BIG 3 of Response to Intervention Data: RTI is a way of using data to systematically identify the reasons why a student is struggling. Problem Solving: RTI is a way of helping the teacher, the parent and the student understand the difficulty, the goal, how to get there, and how to know when they have arrived. Instruction & Intervention: RTI is a framework for systematically determining how well instruction is working for individual students and making adjustments to accelerate learning for all.

4. June 2011Liz Angoff, PhD, Oakland Unified School District What is Response to Intervention? The Big 3 DATA PROBLEM SOLVING INTERVENTION

5. June 2011Liz Angoff, PhD, Oakland Unified School District Response to Intervention is not… Special ed A new program A new assessment An intervention curriculum A new barrier to special ed services An easier way to get special ed services A place to send difficult students

6. RTI is also NOT…. Preferential seating Shortened assignments Lowered expectations Parent contacts Classroom observations Fidgets, wiggle mats, giant ball Longer time to complete assignmets Peer tutoring, unless its scientifically based (i.e., PALS – Peer Assisted Learning Strategies - Reading and Math) …these are ACCOMMODATIONS!

7. Response to Intervention IS tiered…

8. June 2011Liz Angoff, PhD, Oakland Unified School District The RTI Pyramid Data, Problem Solving, Intervention TIER 1 Who are our students? What do they need to learn? How can I help them when they struggle? TIER 2 Why are some still struggling? What other skills do they need? Did it work? Progress Monitoring TIER 3 How do I target the needs even more? Now what do we do? Problem Solving

9. June 2011Liz Angoff, PhD, Oakland Unified School District The RTI Pyramid Data, Problem Solving, Intervention TIER 1 TIER 2 TIER 3 DATA PROBLEM SOLVING INTERVENTION Data: Add’l Diagnostics/PM Problem Solving: STARS Intervention: Intensify Data: Diagnostic Assessment/Progress Monitoring Problem Solving: TBTs or STARS Intervention: More time + more targeted Data: Universal Screening Problem Solving: TBT’s Intervention: Core Curriculum & Small Group Instruction

10. TIER 1 Interventions Academic Domain Common Core Curriculums (culturally relevant and research- based) Common Formative Assessments Collaborative Data Decision Making Effective Teaching Strategies Differentiated Instruction Flexible Grouping Co-Teaching

11. TIER 1 Interventions Social-Emotional-Behavioral-Domain School-wide expectations for behavior are explicitly taught Consistency in school structures and routines Social-emotional learning curriculum School & classroom level behavior supports (re- teaching, incentives, recognition, corrective feedback) Universal common assessment (data review) and progress monitoring

12. TIER 2 Interventions Academic Domain: Small Group (maximum 6:1) direct instruction in: Phonemic awareness Word decoding (explicit instruction) Reading fluency (practice) Whole number operations (hands on & explicit instruction) Fact fluency (computer-based practice & corrective feedback) Writing formats, structures & strategies Reading strategies using content-area materials Students at Tier 2 may require multiple interventions simultaneously or in sequence

13. TIER 2 Interventions Social-Emotional-Behavioral Domain: Small group (maximum 6:1)direct instruction in: Self control or impulse control strategies Social skills training Anger management strategies Coping skills training for anxiety/ fears/ withdrawal Small group supports for absenteeism / truancy Small organizational homeroom with direct instruction in organizational strategies Study skills strategies Students at Tier 2 may require multiple interventions simultaneously or in sequence

14. TIER 3 Interventions Academic Domain: Individualized or small group (maximum 3:1) instruction in: phonemic awareness instruction standardized phonological instruction number sense instruction writing mechanics Teaching of content specific vocabulary and academic content instruction Students at Tier 3 may require multiple interventions simultaneously or in sequence

15. TIER 3 Interventions Social-Emotional-Behavioral Domain: Functional Behavioral Assessment (FBA) & Behavior Intervention Plan (BIP) for students with intensive social– emotional/behavioral needs. Individualized anger management plan with de- escalation, time-out, & counseling contingencies. 1:1 organizational instruction & support. Student behavior charting & reflection plans. Individualized incentive & recognition programs. Students at Tier 3 may require multiple interventions simultaneously or in sequence

16. June 2011Liz Angoff, PhD, Oakland Unified School District Data Collection and Progress Monitoring In every Tier, there will/must be data collected Progress monitoring intervals depend on the intervention Progress Monitoring needs to take place to show how the current interventions are working This is not something new! Some Progress Monitoring Tools: DIBELS Wilson has a PM tool (coming soon!) Easy CBM MAP Read Theory

17. Progress Monitoring Resources 1.National Center on Response to Intervention: www.rti4success.org www.rti4success.org 2.Curriculum Based Measurements for screening and progress monitoring: www.easycbm.comwww.easycbm.com 3.Intervention Central to create your own progress monitoring: www.interventioncentral.comwww.interventioncentral.com 4.DIBELS screening and progress monitoring tools: www.dibels.uoregon.edu www.dibels.uoregon.edu

18. Why RTI at Monroeville? RTI allows us to start helping students NOW – We can give All students access to support at the first sign of struggle before they feel like they are a failure – We can give students with difficulties the tools to access their education within the General Education classroom – We can use the expertise of General Ed and Special Ed to our benefit – We can identify students who truly need the specialized help of Special Education through a data driven process – We can help all students feel successful and cultivate their love for learning – These are OUR kids, and all of us are responsible for ensuring that all students learn

19. So…what happens when the data stops trending in a positive direction?

20. STARS Referral Process SSTARS is NOT the RTI process... STARS IS an extension of the RTI process… STARS will assist teachers in creating goals and objectives towards progress for a particular student... STARS will assist in creating and/or enhnacing interventions to be used in class STARS will monitor the data collection process needed to identify students with a disability if classroom interventions are not making an impact

21. June 2011Liz Angoff, PhD, Oakland Unified School District The wrong questions: How do we implement RTI? How do we get students proficient on state tests? How do we stay legal? What is wrong with the student?

22. June 2011Liz Angoff, PhD, Oakland Unified School District The right questions: What do we want for our children? What do our children need? What is our current reality? What do we need to do? How will we do it?

23. There is no way a single teacher has all the time, all the knowledge, and all the skills to meet all the needs of every child in his or her class(es). Buffman, Mattos, & Webber 2009 As a community, WE do and WE can. As a community, WE do and WE can.