Response to Intervention: School-Wide Multi-Level Prevention

1. Response to Intervention: School-Wide Multi-Level Prevention Carriage Crest Elementary

2. Core Components of RtI ~ National Center on Response to Intervention

3. What is RtI? Response to Intervention (RtI) integrates assessment and intervention within a school-wide, multi-level prevention systemto maximize student achievement and reduce behavior problems. ~ National Center on Response to Intervention

4. Core Characteristics of RtI • Universal screening: All students are screened to determine academic and behavior status against grade-level benchmarks • • Standards-aligned instruction: All students receive high quality, research-based instruction in the general education standards-aligned system • • All staff (general education teachers, special education teachers, Title I, ESL) assume an active role in students’ assessment and instruction in the standards-aligned system • • Multi-Leveled Intervention: Students receive increasing intense levels of targeted scientifically, research-based interventions dependent upon student need

5. Core Characteristics of RtI (contin.) • • Research-based Interventions: Implementation of research-validated interventions based on level of need • • Progress Monitoring: Continuous progress monitoring of student performance and use of progress monitoring data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals • • Benchmark and Outcome Assessment: Student progress is benchmarked throughout the year to determine level of progress toward monitoring and assessing the fidelity of intervention implementation

6. Core Characteristics of RtI • Universal Screening • Progress Monitoring • School-Wide Multi-Leveled Prevention System • Data-Based Decision-Making

7. RtI Is . . . • A general education led effort implemented within the general education system, coordinated with all other services including special education, Title I, ESL, Migrant Education, etc. • A system to provide instructional intervention immediately upon student need • An alternative approach to the diagnosis of a Specific Learning Disability. Instead of using the well-known discrepancy model, local education agencies may now use this diagnostic alternative • A process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures

8. RtI Is Not . . . RTI • A pre-referral system • An individual teacher • A classroom • A special education program • An added period of reading instruction • A separate, stand-alone initiative

9. RtI • RtI requires the re-engineering of general, remedial, and special education resources to create a seamless service delivery system to better meet the needs of all students • RtI does not prevent referral for special education evaluation

10. School-Wide Multi-Level Prevention System Levels of Intervention Tertiary Level Secondary Level Primary Level A School-Wide Multi-Level Prevention System is one of the components of Response to Intervention (RtI)

11. A School-Wide M-LPS Is . . . • 3 Levels • Primary (Formerly, Tier 1) • Secondary (Formerly, Tier 2) • Tertiary (Formerly, Tier 3) • A focus is on ALL students • Instruction includes the district curriculum and instructional practices that are research-based; aligned with state or district standards; incorporate differentiated instruction; planned/implemented w/ fidelity, capacity, intention, and rigor • Takes place in the General Ed. Classroom • Assessments include screening, continuous progress monitoring, and outcome measures

12. A School-Wide M-LPS Is Not . . . • “Take my low kids” • Student pull out • Done on the fly • Taking place in a special education classroom • The responsibility of the Special Education teacher • Part of a Special Education Initiative • Just for some students M-LPS

13. Intervention vs. Accommodation Intervention • Multi-Level Prevention System • Instruction • Duration • Frequency • Progress-Monitoring • Fluid, not finite groups • Small group instruction • Evidence-based resources • Screening • Data-Driven Decision-Making Accommodation • Seating preference • Extra time for tests • Scribe • Chunking assignments • Peer helper • Repeated directions • Redirection to task • Frequent breaks during testing • Teacher proximity to student during instruction

14. M-LPS at Carriage Crest

15. M-LPS at Carriage Crest: GE Teacher As a Grade Level PLC: • Provide Core Instruction • Provide Differentiated Instruction/Core • Plan/Implement/Intervention • Progress Monitor all instruction and all interventions • Provide Accommodations • Administer/Record/Evaluate Common Assessments • Establish SMART Goals • Collaborate/Communicate w/Intervention Team weekly

16. M-LPS at Carriage Crest: Intervention Team As an Intervention PLC: • Collaborate with Grade Level PLCs weekly • Co-Plan Intervention/Instruction with GL PLCs • Administer assessments/evaluations, as requested • Maintain a CC Data Notebook • Conduct data-driven collaboration • Support students in small groups and/or one-on-one (IP, ELL, GE, and combined groups) • Monitor and meet IEP minutes for IP students • Facilitate CARE Meetings/SST Meetings • Meet weekly as a PLC (Tuesday mornings)

17. M-LPS Collaboration Schedule • Grade Level PLCs meet every Monday, 2:55-3:35 PM (Not during conference week or other designated non-meeting times mandated by KSD) for data-driven collaboration with Intervention PLC: • Pre-arranged collaborative agenda • Record meeting notes • Share notes with Intervention Team • Planning/Evaluating/Reflecting Meetings • Review student work • Review progress monitoring data • Decide options for CARE Team referral

18. Questions and Lingering Thoughts