1. Response to Intervention (RtI) at Cesar Chavez Academy

2. Presenters:  Cynthia Taraskiewicz  Gaby Jaime  Julie Barill  Luvigj Djonaj  Richard Shafer

3. Cesar Chavez Academy  462 students  K-5 elementary  Southwest Detroit  92% Free and Reduced  School-wide Title I  90% ELL Population

4. Strong Focus on Language Development  Limited or no pre-school experience.  Coming into Kindergarten with limited English skills.  Limited academic vocabulary.

5. Initiative  Reading First Grant 4 yrs ago  DIBELS  Create an assessment sheet  Hit early intervention

6. A process of implementing high quality, scientifically validated instructional practices and interventions based on learner needs, monitoring student progress and adjusting instruction based on the student’s response. Response to Intervention

7. Can Be Used in Any Content Area math behavior reading

8. Define the problem. What is the concern? Plan an intervention. Goal Setting What do we want to see happening and by when? Implement the intervention. Progress Monitor. Use assessment sheet to record observations. Collect Data Evaluate or monitor the student’s progress. Reconvene at CST meeting. Is our plan working? RtI is Problem Solving

9.  Data is used to guide instructional decisions.  Proactive not reactive – early intervention before it is too late.  No fluff!  Really good teaching in core to maximize achievement.  Communication and collaboration is essential. Guiding Principles

10.  To provide immediate assistance to the student.  To continue to gather information and learn how to best meet the student’s needs.  To solve the problem.  To determine the conditions that best enables the students to learn. Purpose of an Intervention

11. Early Intervention  Handling the situation before it is too late.  The biggest response is in the first 12weeks.  Usually don’t see a big growth until 6-7 weeks of using an intervention strategy.  If no response – try another intervention strategy and monitor before putting into Tier 3.

12. Is Not…Is… An instructional ProgramA framework to implement effective practices Intended to encourage placement of students Matching needs and resources Possible to implement aloneA team effort The same for every schoolUniquely designed for each building A special education, a general education, a Title 1, a talented and gifted initiative A school wide initiative. Response to Intervention

13.  Drives your school improvement, programs, budget, schedules and professional development.  Special Education is embedded, RTI is not used to label. How does it fit in?

14. Tier 3 Tier 2 Tier 1 Intensive Individual Intervention Supplemental CST Referrals Progress Monitoring: AIMS, DIBELS Targeted Group Interventions: Touch Math, Soar to Success, Phonics First Small Flexible Grouping Core Instruction Differentiated Learning Centers School-wide Screenings/Progress Monitoring and Assessments Running Records, Writing Assessment, Dolch Sight Word, Pre/Post Math, Accelerated Reader, DIBELS, IOWA, ELPA, MEAP and Formative Classroom Assessments, SIOP, PBS (Be A Star) Houghton Mifflin, Read Naturally, Everyday Math, Power Writing RtI at Cesar Chavez Academy

15. Tier 1  Core Instruction  Differentiated Centers  School Wide Assessments  Intervention Process for Student Success

16. 1-5% Intensive (Tier 3) 5-10% Supplemental (Tier 2) 80-90% Core (Tier 1) Core Instruction

17.  Everyone gets core instruction. 80-90% of the class should be meeting core instruction. Core instruction needs to be strong!  Core: grade level vocabulary, grade level content, grade level text. Don’t pull them out. They will miss all those core content skills to hit one skill.

18. Core Instruction  Use pre-tests to cut out core material the class already knows. Focus on the remaining core.  Tier 2 (Supplemental) and Tier 3 (Intensive) have to be above and beyond the core instruction. Nobody misses core instruction.

19. Tier 2 & Tier 3 Interventions  Soar to Success  Read Naturally  Reading-Tutors.com  Orton-Gillingham  Touch Math  ELL Support  Small flexible groups  Behavior plans  Phonics First

20. RtI at Work!

21. Assessments  Students referred to RTI are assessed with various assessment tools in their area of concern.

22. Four Purposes of Assessment  Outcome – End results, summative evaluation (MEAP, IOWA)  Screening – Determines who is at risk and will need interventions, guides instruction (DIBELS, ELPA)  Progress Monitoring – Used to determine if students are making progress (DIBELS, AIMS)  Diagnosis – Provides in depth information about student’s skills (MLPP)

23. Tier 2 & Tier 3 Assessments  DIBELS  KLST 2  MLPP  Houghton Mifflin Phonics and Decoding Screening  Running Records  DOLCH Sight Words  AIMS Web

24. RTI Team Members Roles & Responsibilities

25. Team Leader  Schedules and facilitates weekly meetings.  Invites participants.

26. Administrator  Provides guidelines in terms of school policies, best practices and procedures.  Provides support.

27. General Education Teacher  Provides work samples, assessments, general insights and observations of the referred student  Responsible for following action plan and strategies  Responsible for documenting results on log

28. Special Education Teacher  Provides resources, modifications and suggestions for accommodations to struggling learner.

29. Speech/Language Pathologist  Provides support/resources for student who experiences speech and language delays.  May conduct screening if delays are significant.

30. Social Worker  Provides support for emotional and or behavior problems.  May implement behavior plans.

31. School Psychologist  Provides resource support.  Schedules observations.  Completes psycho educational evaluations in the case of a suspected disability.

32. Title I Reading & Math Interventionists  Provides suggestions/resources for increasing success.  Conducts small group instruction for students identified as “high risk”.

33. Secretary  Records student data, recommendations and dates for follow-up meetings.  Sends a copy of meeting notes to all participants.

34. Parent  Initially included through 1:1 contact via telephone or letter for the purpose of obtaining background information.  Invited at a later date to participate in a team meeting.

35. RTI Process: Steps and Procedures

36.  Teacher identifies student and completes form.  Teacher submits form and work samples to RTI team.  Teacher is given checklist of strategies that can be implemented while waiting to meet with the RTI team. Pre-Referral

37.  Parent is sent home a survey to complete and return prior to first teacher/team meeting.  Student is assessed within 30 days in areas of concern through: AIMS web, Houghton Mifflin Phonics and Decoding Screening, DIBELS, DOLCH, Running Records…  Student is observed by social worker or other RTI team member if teacher indicates behavior issues. Pre-Referral & Data Gathering

38.  Teacher submits additional student work samples along with strategy checklist.  Assessment results discussed.  Parent survey discussed. Teacher /Team meeting

39.  Plan is put in place to support teacher, may include: The use of specific strategies or programs. Extra intervention time for student given by teacher, Para-educator, interventionist or other CCA team member. Behavior plan is implemented if necessary.  Teacher must log interventions on log and in folder.  Teacher will have 6-8 weeks to implement plan in classroom before reconvening with RTI team. Teacher/Team Meeting

40.  RTI team, general education teacher and support staff meet weekly during co-plan to discuss student progress.  Progress monitoring is done periodically prior to next meeting. Progress Monitoring

41.  www.studentprogress.org www.studentprogress.org  www.kc.vanderbilt.edu/pals www.kc.vanderbilt.edu/pals  www.nclb.org www.nclb.org  www.ed.gov www.ed.gov  www.pbis.org www.pbis.org  www.lsu.edu/steep www.lsu.edu/steep  http://aimsweb.com http://aimsweb.com  http://dataimpactsoftware.com http://dataimpactsoftware.com  http://interventioncentral.org http://interventioncentral.org  http://dibels.uoregon.edu http://dibels.uoregon.edu  www.SDResources.org www.SDResources.org  http://www.whatworks.ed.gov http://www.whatworks.ed.gov  www.cast.org www.cast.org References/Resources