RTI in Orange County Public Schools 2008 - 2009

1. RTI in Orange County Public Schools 2008 - 2009 Meeting the Needs of ALL Students Gena C. Keller Associate Superintendent of Instruction

2. Response To Intervention RTI meets the requirements of the 2004 IDEIA (Individuals with Disabilities Education Improvement Act) for determination of specific learning disabilities: Improving outcomes for all students and increasing access to the general curriculum RTI is also referred to as Responsive Instruction

3. Response to Intervention is a general education process�NOT a path to special education Response to Intervention is a means for solution finding while focusing on a child�s academic and behavioral performance Response To Intervention

4. RTI is a framework for improving student achievement in Literacy and may be applied to other academic areas as the research base expands RTI is a framework for insisting that instruction and assessment are implemented with purpose RTI provides a means for early intervention RTI is a general education model RTI is one component of disability determination RTI � What Else?

5. Standard Protocol Model: Prescriptive Utilizes interventions as defined by researchers as effective based on experimental studies Effective for larger numbers of students needing assistance (Tier III) Assists with assuring fidelity Problem Solving Model: (Virginia) Includes four steps: Problem Identification Problem Analysis Intervention Development / Implementation and Intervention Evaluation / Modification RTI � Two Models:

6. RTI: Universal Screening High Quality Tiered Instruction Tiered Interventions Research based interventions Progress Monitoring Fidelity of Implementation Components of RTI

7. UNIVERSAL SCREENING Tools, such as Curriculum Based Measures or Diagnostics, used to identify levels of proficiency for every student in essential academics. These are �quick� assessments, typically. Components Explained:

8. HIGH QUALITY INSTRUCTION Teaching for Meaning Evidence-based practices consistent with research Differentiated Instruction � focusing on student needs Multiple methods of representation, expression and engagement are used to deliver instruction Progress Monitoring of student performance Curriculum is aligned Components of RTI

9. TIERED INSTRUCTION Tiers are identified by focus of intervention Tier I � Core, high quality instruction Tier II - Small group with specific focus on deficit Tier III - Move from �intervention to prevent� to �intervention to address� smaller group or individual needs � intensive Tier IV - Customized education for the individual May move up or down in Tiers or �within� tiers � based on data results Components of RTI

10. PROGRESS MONITORING Tools used to readily identify progress of students Will indicate whether curriculum and/or instruction need review Systematic process � quick and specific to skill area AIMSweb is an example Components of RTI

11. FIDELITY OF IMPLEMENTATION: Systematic assessment of instruction and intervention is evident Professional development is reflective of the learning needs of staff Components of RTI

12. WHERE ARE WE IN REGARD TO RTI IN ORANGE COUNTY PUBLIC SCHOOLS? RESPONSE TO INTERVENTION

13. GBES: Began a pilot of utilizing all components of an RTI model in Literacy 2007-2008 Will continue the pilot using AIMSweb and PALS as universal screeners OCPS will be used in an advisory role for other divisions Have begun to see correlations in AIMSweb data as compared to PALS data � especially at the 3rd grade level Will use this pilot to guide other elementary schools as they move to implement all components of RTI GORDON-BARBOUR ELEMENTARY

14. PHMS � piloted the use of AIMSweb as a universal screener, benchmark and progress monitoring tool for 6th graders in 2007-08 Will continue using these assessments for the rising 7th graders in order to gather co-hort data PROSPECT HEIGHTS MIDDLE SCHOOL

15. TEACHING FOR MEANING INITIATIVE was introduced in 2006-07 and began our work to define and implement quality FIRST TIER instruction for all students. Building the Core Foundation

16. J5C was introduced in 2007-08 � a data warehouse that gives all staff the student performance information that they need Special Education has utilized progress monitoring tools for 3 years through the use of AIMSweb Student Services Management Teams (SSMT) have been used for over 8 years to provide a forum for teachers and other educators to reach solutions as students met with academic and/or behavioral difficulty Building on the Foundation

17. The Response to Intervention Framework has been well-researched and provides solid footing for our approach to LITERACY Implementing RTI - LITERACY

18. Universal Screening Tool: - Continue to use PALS summed score as cutoff 2. Diagnostic Tool: - FAP* for diagnostic for those below grade level/PALS identified in October and March Progress Monitoring: AIMSWeb given to Tier 2, as applicable, and Tier 3 and Tier 4 children *Fountas and Pinnell K-3 Literacy Plan: District-Wide

19. Kindergarten Literacy Assessments:

20. First Grade Literacy Assessments:

21. Second Grade Literacy Assessments:

22. Third Grade Literacy Assessments:

23. Universal Screeners Defined

24. Fourth and Fifth Literacy Assessments:

25. Universal Screeners � Fourth and Fifth

26. Sixth through Eighth Grade Literacy Assessments:

27. Literacy Assessments 6 - 10

28. A variety of assessments will be piloted as universal screeners for the 2008-2009 school year By 2009-2010, based on the results of the pilots, a determination will be made as to what assessments will be used for universal screeners countywide in grades kindergarten through ten. Resources for RTI will be reviewed and posted on our Curriculum & Instruction Intranet site for all staff to utilize Central Office Curriculum & Instruction Team, along with the principals from OES, UES, LES and LGES will attend trainings on RTI implementation The 2008-09 Plan:

29. Literacy Coordinators will meet monthly with our Reading Specialists to coordinate Literacy training and how it links to RTI and will also assist teachers in administering universal screeners and progress monitoring probes Literacy Coordinators will work with other Specialists to determine cut-scores as indicators to expedite services to low-performing students Reading Specialists will use a push-in model for the majority of our students who need assistance in reading School Psychologists will work closely with grade levels and reading specialists as they develop plans to assist children through the Tiers of Interventions J5C SPOCS (School Points of Contact) will work with the Director of Accountability to assist teachers in accessing data and making meaning of their student�s performance Teacher Leaders will continue their work to assure an aligned curriculum and are in the beginning stages of developing Unit Lesson Guides to be posted on our C&I intranet site The 2008 � 2009 Plan:

30. The 2008 � 2009 Plan:

31. RTI, when implemented well, will take time RTI, when implemented well, will take a commitment from each of us to become expert educators by making meaning of the data as it informs instruction RTI, when implemented well, will require each of us to face the data and make changes to address the gaps in student achievement RTI, when implemented well, will be the framework for increased achievement for all students RESPONSE TO INTERVENTION

32. Provide quality instruction everyday for all students as the CORE - Teaching for Meaning � let the data drive your decisions Attend training in areas where you need assistance: RTI � Differentiation � Co-teaching � Making Meaning of Data � Using J5C � Integrating Technology into the Classroom � Hands-on Math�and the list goes on! Actively participate in your grade level, departmental meetings and/or academic team meetings by seeking solutions to address students� needs ORANGE COUNTY PUBLIC SCHOOLS � How you can help!

33. Thank you for being a part of our School System! Have a Great Year!