1. AND

2. OUR DATA… 2013-14 Incoming freshman class – 506 students over 100 students received a 1 or 2 on the 7 th grade Reading EOG. Currently we have 380 students who have an IEP/LEP/504 plan. 19% of our student population. The vast majority of these students are enrolled in regular education classes they have to pass in order to graduate. Cougar Time list- over 1200 D’s and F’s

3. The Rationale…

4. In order to meet the needs of all students and eliminate achievement gaps, WCPSS ensures high academic achievement and growth by implementing a systematic, multi-tiered, data-driven system of support through effective differentiated core instruction supported by targeted academic and behavioral interventions. Wake County’s Vision of RtI

5. Desired Outcomes for this overview of RtI Staff members will gain an understanding of the framework of Responsiveness to Instruction (RtI) and the 3-tiered model. Staff will leave with a good grasp of Tier I of the RtI process and will be able to identify the teaching practices they currently use which fall within the parameters of Tier I.

6. GOALS Process= Alignment - Disconnected In our schools, we often feel like this picture, don’t we? We have clear goals, but our initiatives are often owned by groups of people who may not be aware of other groups. The end result may be that we work incredibly hard, but our efforts may not align with the efforts of others in our buildings. Vision: Every Student Achieving

7. GOALS Process= Alignment - Connected RtI is a school-wide systematic framework that unites separate processes into ONE cohesive framework to make instructional decisions that are Efficient, Proactive, Based on early intervention and Focused on student learning Vision: Every Student Achieving RtI is not another “thing” - it is the right work at the right time aligning all of our efforts to meet the needs of ALL students.

8. Purpose of RtI RtI is the framework for a system that… Provides high quality academic and behavioral instruction and intervention matched to student need Utilizes multiple sources of data to ensure students are making progress, academically and behaviorally Monitors progress frequently to make decisions about changes in instruction, learning, or behavior goals Applies student response data for making important educational decisions for students

9. The GOOD NEWS! RtI provides a structure to what most teachers are already doing… teaching the established curriculum with fidelity; adjusting instruction when data indicates students are not making adequate progress; providing intervention and support at a level appropriate for student need.

10. CORE INSTRUCTION Tier I

11. Core Instruction Core instruction includes: research-based best practices evidence-based instructional tools delivery methods with a scope and sequence that reflect required grade-level Common Core Standards and Essential Standards differentiated instruction so that all students receive core instruction targeting both academic and behavioral skills. For approximately 80% of our students, core instruction implemented with fidelity will produce the expected learning outcomes.

12. Components of Core Instruction Core instruction delivered with fidelity will have: Clear learning and behavioral outcomes Research-based best practices for facilitating instruction Weekly, common formative assessments to accurately assess student learning and adjust instruction Alignment of the written, taught, and tested material Differentiated approaches to meet the needs of students who learn differently Re-teaching opportunities when students are not meeting academic and behavior learning targets

13. Within Tier 1, PLT’s participate in meaningful collaboration with regular team members and appropriate specialists/professionals who also work with those students. High functioning PLTs will routinely collaborate to evaluate student data, create Smart Goals, engage in discussions about effective instruction and use common assessments. The discussions at this level are about all students and whether or not they are responding to quality core instruction. Professional Learning Teams (PLT’s) are a critical part of the successful implementation of RtI

14. Data Sources: Tier 1 Weekly Common Formative Assessments Historical Data (EOG, EOC, Case 21) Language Proficiency AssessmentsTeacher observations Power SchoolEVAAS QuickrIntervention Plans (PEP’s) Attendance/TardiesDiscipline referrals Parent contacts/conferencesReport Card grades Standardized testing results (EOC’s, ACT’s, PLAN, etc.

15. Structures: Tier 1 Cougar Time Purposeful Scheduling PLTs School Improvement Plan Informal Intervention Plans Flexible Grouping PBIS After/Before-School tutorials

16. Examples of Tools often utilized in Tier 1… Expectations are Explicitly Taught to ALL Students School Rules Self- Assessment Survey Benchmarks of Quality SIOP ® This is a sampling of tools that are often utilized at Tier 1 to support Core instruction. The use of specific tools is not limited to individual Tiers. As students require more/less intervention, the type, duration, intensity and frequency of interventions can be adjusted.

17. Parent Communication at Tier 1 Clear, consistent communication with parents for ALL students. Includes communication during the opening of school, interim reports, and conferences with parents. For students who are at risk of failure due to academics, behavior and or attendance, teacher-parent conferences occur more frequently.

18. THE MOST LEGITIMATE AND EFFECTIVE SCHOOL IMPROVEMENT EFFORT IS NOT TO DESIGN A SYSTEM OF INTERVENTIONS TO HELP STUDENTS AT RISK, BUT RATHER TO UPGRADE THE CORE CURRICULUM. -MIKE MATTOS WHAT STRUCTURES DO YOU HAVE IN PLACE TO SUPPORT CORE INSTRUCTION IN YOUR CLASSROOM? WRITE THEM ON A POST-IT AND PUT IT ON THE PYRAMID. Reflection: Tier I

19. STRATEGIC INSTRUCTION Tier II

20. Tier II academic and behavior instruction goes beyond the comprehensive core program to provide explicit instruction and/or guided practice in targeted key areas to meet the needs of struggling learners. In most cases, Tier II interventions are required for 20% or less of the classroom population. 80% of student needs should be met in the context of Core Instruction. This level of instruction is done in a small group either within the classroom through the use of additional instructional time or through a specific class or supplemental/extended-day program.

21. Purpose: Tier II Identify students with similar academic and behavioral strengths and weakness, through assessment data. Provide strategic academic and behavior instruction based on documented area(s) of need. Monitor the effectiveness of instruction. Adjust instruction to meet students’ needs.

22. PLT’s: Tier II At Tier II, PLT’s use data to identify groups of students who are not responding to core instruction. “Core instruction” includes academics and behavior. More intensive interventions are designed to be implemented in a smaller group setting. The difference in the conversation in Tier I and Tier II is that the conversation will become more strategic and intensive.

24. Data Sources: Tier II In addition to existing data sources in Tier I… Weekly Common Formative Assessments Language Proficiency Assessments Power School Quickr/EVAAS Attendance/Tardies Parent contacts/conferences Standardized testing results (EOC’s, ACT’s, PLAN, etc.) Historical Data (EOG, EOC, Case 21 Teacher Observations Intervention Plans (PEP’s) Discipline Referrals (SIRS) Report Card Grades these data sources are often added at Tier II. CORE Reading Screenings Language Proficiency assessments STAR Reading Assessments

25. Structures: Tier 1 and Tier 2 Weekly Common Formative Assessments Extended Learning Opportunities Pull-Out District/School Professional Development SIP Process Progress Monitoring Parent/Teacher Conference Cougar Time Purposeful Scheduling PLTs School Improvement Plan Informal Intervention Plans Flexible Grouping PBIS After/Before-School tutorials Tier ITier II

26. Examples of Tier II Tools in High School Strategic “Positive Referrals” Check-in/Check-out Adult Mentoring Peer Mentoring Strategic Tutoring These are just some of the tools available for teachers to utilize when student data indicates the need to go beyond Core (Tier I) to Strategic Instruction (Tier II). As these tools are implemented, student data (progress monitoring) will reveal when adjustments need to be made to the type, duration, frequency and intensity of interventions.

27. Parent Communication: Tier II At Tier 2, communication with parents is increased and focuses on student progress and next steps.

28. Reflection on Tier II: What is your reality? What questions do you have regarding Tier II? Write them on a post it and put it on the pyramid.

29. INTENSIVE INDIVIDUAL INTERVENTION DON’T TELL ME YOU BELIEVE “ALL KIDS CAN LEARN…” TELL ME WHAT YOU’RE DOING ABOUT THE KIDS WHO AREN’T LEARNING. -RICHARD DUFOUR Tier III

30. WHAT TO DO WHEN A STUDENT IS OR IS NOT RESPONDING? Tier III

31. Definition: Tier III Tier III is a process of supporting and monitoring students who have not responded to core and strategic academic and behavioral instruction. Through the use of teacher collaboration with Tier III academic and behavior coaches and/or other school specialists, school staff implement intensive interventions.

32. TIER III Focus Tier III is NOT the Tier III team alone. It is a framework for the development and implementation of increasingly intensive interventions when data indicates students are not making adequate progress with Core (Tier I) and Strategic Instruction (Tier II). The Tier III team exists to support and assist teachers with the implementation of interventions which are more frequent and intensive. Tier III plans are developed on the Easi System to document intervention practices and monitor student progress. Documentation of interventions at each Tier is best practice before referrals are made to Special Programs/504.

33. Tier III Team Strengthens and supports the individual student Facilitates connections between “coaches”/support personnel (e.g. nurse, counselors, etc.) and students identified as needing intensive intervention. Assists with the development and implementation of collaborative plans utilizing research-based interventions. Assists with progress monitoring to assess student response to intervention.

34. Tier III Team Members May Include Student Student’s teacher(s) Parent/Guardian Administrator Tier III Facilitator – Jodi Deskus Tier III Coach – Tier III team members School Specialist for Area of Concern (i.e. Literacy, Math, Interventions, ESL, Behavior, Mental Health) School Psychologist – Jennifer Case School Counselor – Underhill, Ruggiero, Fearnot, Trammel, Carr Intervention Coordinator – Latonia Williams SAP Coordinator – Jodi Deskus School Nurse (as needed) – Julie Doyle

35. Data Sources: Tier III In addition to existing data sources in Tier I… Weekly Common Formative Assessments Language Proficiency Assessments Attendance/Tardies Parent contacts/conferences Standardized testing results (EOC’s, ACT’s, PLAN, etc.) Historical Data (EOG, EOC, Case 21 Teacher Observations PowerSchool/EVAAS/Quickr Intervention Plans (PEP’s) Discipline Referrals (SIRS) Report Card Grades and Tier II… CORE Reading Screenings Language Proficiency Assessments STAR Reading Assessments Diagnostic Reading/Math Data Progress Monitoring Data Formal/Informal Behavioral Assessments Reports regarding medical/mental health assessments/evaluations Observations Description of intervention and fidelity of implementation Discipline Referrals (including ISS/ALC/OSS) Student/Parental feedback these data sources are often used at Tier III:

36. Structures in Tier III Tier III Team Collaboration Easi Tier III Documentation Individualized Intervention Plans Frequent Progress Monitoring District/School Professional Development Mentoring Tutoring Cougar Time Conferencing

37. Parent Communication: Tier III In addition to communication regarding student progress and next steps, at Tier III, every effort should made to include parents in the development of an intervention plan.

38. Examples of Tier III Tools in High School Functional Behavior Assessment/ Individual Behavior Support Plans Individualized Behavior Goals and Progress Monitoring These are just some of the tools available for teachers to utilize when student data indicates the need to go beyond Strategic Instruction (Tier II) to Intensive Intervention. As these tools are implemented, student data (progress monitoring) will reveal when adjustments need to be made to the type, duration, frequency and intensity of interventions.

39. To sum up… RtI is an educational framework that seeks to support academic and behavioral success in school and the timely graduation of all students RtI recognizes that the majority of students will be able to make appropriate progress with basic, core classroom instruction (Tier I). When data regarding student performance indicates identified students are NOT succeeding, intervention plans are designed and put into place to support their academic and/or behavioral success (Tier II). Student progress is reviewed regularly to ensure that the type/level of intervention is appropriate. If data indicates the student continues to struggle, the type and level of intervention is reviewed and, if necessary, changes are made (Tier III).

40. RtI team at Wake Forest Latonia Williams – Intervention Coordinator Jodi Deskus – SAP Jennifer Case – School Psychologist Stephanie Harris – Literacy Coach Zach Richards – AST Candis Jones – Assistant Principal

41. Now a word about “THE QUESTION THAT’S ON EVERYONE’S MIND…” When do PEP’s need to be done?????

42. PEP’s are now called Intervention Plans PEP Intervention Plan In Wake County Public Schools, a PEP is an intervention plan that addresses the student’s needs in order to prevent failure that leads to not being promoted or graduating.

43. Intervention Plans: Timeline WHO gets one? Intervention plans should be developed for any student who receives a F on an interim progress report. This form is available on the shared drive today (10/18/13) groups/staff/intervention plan WHERE do they need to be saved? Once you have completed the form (from the shared drive), save it on the shared drive/groups/staff/interventions folder. Drop it in the appropriate grade level folder. Please name it “student last name, first name”. WHEN are they due? Intervention plans should be completed by November 4. They will be mailed out by November 8 th.