Goldsmith Response to Intervention (RTI) Framework

1. Goldsmith Response to Intervention (RTI) Framework 2013-2014

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

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

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

6. Why do we need to implement RTI at Goldsmith? Are you happy with your data? Let your data do the talking….

7. Let’s do some Myth Busting Before We Begin… • 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. 2004 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. If not reading on grade level by 3rd grade, odds of ever reading on grade level are 1 in 17. 17 In 4th grade, students need 2 hours of instructional time to make the same gains as made in 30 minutes of instructional time in Kindergarten.

10. WHAT DOES RTI LOOK LIKE AT GOLDSMITH? Let’s look at our steps…

11. All, Some & A Few • 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. Goldsmith Examples Literacy Math Behavior

13. What is SuccessMaker? • Intensive Support for the Tier 3/Novice Student in Reading & Math (k-5th) • 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

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

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

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

17. What are the steps for the RTI Process at Goldsmith? “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. Step 1: UNIVERSAL DATA SCREENING • 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. What’s the Difference? • 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 STUDENTS WHO NEED TIER 2 STUDENTS WHO NEED TIER 3

20. Step 2: 23 Minute Intervention Planning Process Sheet • 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. Step 3: Areas of Need/Focus Use the Intervention Menu to determine your skill/strategy focus for WIN

22. Let’s practice the process with a child… 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. Step 4: Data Collection &Monitoring • 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 • RtITeam • 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. Step 5: It’s about implementation…90% or better!!! • 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. Step 6: DID IT WORK? WHAT HAPPENS WHEN INTERVENTIONS DON’T WORK? WE DON’T AUTOMATICALLY ASSUME THE STUDENT NEEDS TO BE REFERRED.

27. Monitoring of the plan is very important because we can’t say that a student hasn’t responded to an intervention when it hasn’t been implemented with fidelity over time as designed. This directly impacts the final 2 steps …what were the results and what are the next steps?

28. When should we think about a referral… • 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. Implications • 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. Dr. Renner will now talk about RTI for behavior: The SRT (Student Response Team) Who is it for? Our top 5% of students with behavior issues “Opportunities”

31. Access the PBIS website:1) JCPS Homepage >Employees>Teachers2) Resource Links3)Positive Behavior Intervention Supports (PBIS)4)Resources for PBIS & SRT class, school, & district student support5)Login using your JPCS login

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