JCPS Response to Intervention (RTI) Framework: Focus, Aligned & Accountable

1. JCPS Response to Intervention (RTI) Framework: Focus, Aligned & Accountable Summer 2012

2. Warm-Up • Take a few minutes to write down your questions about RTI on the index cards on your table. • As we go through the session check to see if your questions have been answered. • When you get the answer write it on the back! • We will check our cards at the end of the session!

3. Entering Checklist • Please be sure you signed in the session. • Turn your cell phones to vibrate. • Get all of the handouts and organize your area for active learning.

4. 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/

5. 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

6. 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

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

8. Why do we need to implement RTI in JCPS? Are you happy with your data? Let your data do the talking….

9. There will be no prizes for predicting rain…..Prizes will be given only for building arks.

10. 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! There are no forms. We have an online documentation system. • RtI has a strong basis in statute and rule. RTI is part of District Procedures, State Regulations and Federal Law.

11. Here’s some data and information that support the need for RTI!

12. 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).

13. 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.

14. Approximately 50% of students who are referred for ECE in JCPS did not qualify across the 13 disability areas. • It is not a kid issue, it is an instructional issue. • JPCS Percent in ECE (12-14%) is aligned with nation and state. • We don’t under identify or over identify. National eligibility rate is 85%. (Source: Urban Special Education Leadership Collaborative)

15. DD—African American Disproportional Representation 2011 Dec. 1 Data: 650/1106 (59%) EBD Students in JCPS are African American 2011 Dec. 1 Data: 741/1668 (44%) DD Students in JCPS are African American EBD—African American State Target is Below 2.0

16. This must change… 170/174

17. WE KNEW WE NEEDED RTI HOW DID WE BEGIN..

18. Timeline for Implementation • 2007-2008—Pilot Reading (K-5) • 2008-2009—Additional Pilots for Reading (K-5) • 2009-2010—Full Implementation of Reading (K-5); Pilots for Math (K-8); Pilot Reading (6-12); Pilot Social Development/Behavior (K-12) • 2010-2011—Scaled Expansion to Additional Schools • 2011-2012—Full Implementation K-8 • 2012-2013—Full Implementation Professional Development & Support for Schools • District Based • Provided to Key Role Groups • Principals, Counselors, Resource Teachers, School Psychologists and School-based Teacher Leaders • Sessions Offered During Summer Conferences • School Based • Faculty Meetings • Embedded PD Sessions & Grade Group Meetings

19. WHAT DOES RTI LOOK LIKE IN JCPS? Here are the nuts and bolts…

20. Tier 3 We use 3 Tiers of layered support… INTERVENTIONS ARE PROVIDED IN ADDITION TO CORE INSTRUCTION…NOT IN PLACE OF CORE INSTRUCTION! The further up the pyramid…the fewer number of students there are and the more intensive the support becomes.

21. 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!!

22. Elementary School Examples Literacy Math Behavior

23. Middle School Examples Literacy Math Soc. Development/ Behavior

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

25. Non-Negotiables for RTI • Quality Core Program • Establish RtI Team • Universal Screening Process • Review Student Data • Develop Plan • Implement the Plan • Monitor the Plan • Review Results • Determine Next Steps • Continue Process

26. Don’t Let RTI Raise Your BP! • Core Program • RtI Team • Universal Screening • Review Data • Develop Plan • Implement Plan • Progress Monitor • Review Data • Determine Next Steps • Continue the Process • Life Style • Dr & Staff • Not feeling well • Determines Illness—High BP • Meds/Yoga & Goal for BP • Take meds & go to yoga class • Take blood pressure daily • See Dr again • Meds & Yoga • See Dr in 6-weeks RTI Process Visit to the Dr

27. LET’S LOOK AT THE NON-NEGOTIABLES IN DEPTH

28. Data used in JCPS for Universal Screening Process

29. UNIVERSAL SCREENING • OBJECTIVE DATA FROM EVERYONE • CASTS A NET OVER ALL CHILDREN • HELPS US “SCREEN” TO DETERMINE WHO IS AND WHO IS NOT MEETING STANDARDS • “RED” FLAGS STUDENTS WHO ARE NOT ON GRADE LEVEL FOR A DEEPER REVIEW OF THEIR DATA • USE MULTIPLE PIECES OF DATA • KEY PIECE OF DATA IS KPREP SCORE

30. Areas of Focus

31. Interventions are provided in 6-Week Rounds to students based upon results of Universal Screening & Progress Monitoring.

32. WHAT HAPPENS NEXT? We determine if the student is Tier 2 or Tier 3?

33. What’s the Difference? • Academics • Somewhat Behind • 1-2 Grade Levels Below • Apprentice Range • Potential to “Catch Up” within 1 School-Year • Behavior • Mild to Moderate Behaviors • Lower Intensity & Frequency • Academics • Significantly Behind • 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

34. Let’s Talk About the Tiers of Support • Tier 2 • Small Group • In addition to Tier 1 • Progress monitoring occurs during intervention 1 time every 2 weeks. • NOT AN ASSESSMENT! • DIPSTICK!! • 1-3 MINUTES • Group or Individual • Focused on Need/Goal • Tier 3 • Individualized/Smaller Group • In addition to Tier 1 & 2 • Progress monitoring occurs during intervention 1 time each week. • NOT AN ASSESSMENT! • DIPSTICK!! • 1-3 MINUTES • Group or Individual • Focused on Need/Goal 90% Implementation Rate!!

35. Let’s talk in detail about Tier 2/3 Interventions Each group is going to be assigned an area to develop a list intervention strategies. WHAT DO YOU DO WHEN STUDENTS STRUGGLE IN READING? MATH? WRITING? BEHAVIOR?

36. Break Time…but before you go- • See you in 10 minutes! • Take a minute to do a “GALLERY WALK” around the room to get a closer look at all the posters from the groups for each area. • Use the post-it notes to add ideas and suggestions.

37. Interventions are-- • Instructional • Not accommodations • Linked to the area of concern • Evidence based • Research based • Systematically delivered • Monitored Above/ beyond Regular instruction

38. Do we need to revise our lists? • Reading • Math • Social Development/ Behavior • Writing

39. Where do we find “menus” of interventions? Behavior & Writing

40. District Provided Intervention Materials for Literacy--Elementary • Earobics (K-2) • Classroom Libraries • SuccessMaker—NEW VERSION!!! • Study Island—New!! • COACH/Crosswalk/Ladders • Comprehensive Assessment of Reading Skills (CARS) & Strategic Teaching of Reading Skills (STARS)—Contact Your ECE Consulting Teacher or ECE Team Leader Look at what you have at your school!!

41. District Provided Intervention Materials for Literacy—Middle School • Read 180 • Classroom Libraries • SuccessMaker—NEW VERSION!!! • Study Island • Comprehensive Assessment of Reading Skills (CARS) & Strategic Teaching of Reading Skills (STARS)—Contact Your ECE Consulting Teacher or ECE Team Leader Look at what you have at your school!!

42. District Provided Intervention Materials for Math--Elementary • SuccessMaker Math Skills & Concepts—NEW VERSION • Study Island—New!! • COACH/Crosswalk & Ladders • Comprehensive Assessment of Math Skills (CAMS) & Strategic Teaching of Math Skills (STAMS)—Contact Your ECE Consulting Teacher or ECE Team Leader

43. District Provided Intervention Materials for Math—Middle School • DO THE MATH NOW Intervention Materials—Discuss with Your Principal • SuccessMaker Math Skills & Concepts—NEW VERSION • Study Island • Comprehensive Assessment of Math Skills (CAMS) & Strategic Teaching of Math Skills (STAMS)—Contact Your ECE Consulting Teacher or ECE Team Leader

44. Please remember… • Interventions must be KCAS/COMMON CORE aligned…so get rid of the old versions/materials that are not! • 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.

45. JCPS RTI IS ACCOUNTABLE WE ARE ACCOUNTABLE FOR THE IMPLEMENTATION OF INTERVENTIONS AND THE GROWTH OF THE INDIVIDUAL STUDENT.

46. INTERVENTIONS ARE NOT A LIFE SENTENCE!! We must get students on a trajectory to exit interventions as soon as possible!

47. It’s about implementation… 90% or better!!!

48. Successmaker • National research and district data has shown that 20-25 hours results in approximately a one-grade equivalent of growth in about 22.5 hours of programming. • There are 177 instructional days for students and during a school year a student could complete a minimum of 150 lessons at 20 minutes per day. (This allows for 27 days—or 5 weeks for other programming or logistical issues.) • Let’s do the math… • 150 Days x 20 Minutes per Day = 3,000 minutes year • 3000 Minutes / 60 Minutes per Hour= 50 Hours During a Year • Approximately 2.5 Years potential grade-equivalent growth in 150 instructional days. • Below are 2 examples which illustrate 5-years grade-equivalent potential growth in 2 years.

49. 110 • Number of words per minute a 3rd grader should be able to read by the end of the year. • This means setting a goal for each student to achieve grade level. • 1 year for somewhat behind • 2-years for significantly behind • Joey is a 3rd grader who reads 20 WPM in September. • The end of year benchmark for 3rd grade is 110 words per minute. • Joey has a 90 word difference. (110-20=90) • There are 30 weeks of school left. (36-6=30) • He needs to make a 3 word gain each week. (90/30=3) • The goal for this 6-week intervention cycle would be 18 WPM (3 WPM x 6 wks) growth for an ending goal of 38 WPM (20 WPM + 18 WPM=38 WPM). • Progress monitoring—independent performance on grade level passages

50. Read 180 • Tier 1, 2 & 3 for Grades 6 & 7 • Whole Group • Small Group • Software • Independent Work • 90 Minutes Daily • Average gain of 64 Lexile Points for ¼ of time in program. • Full implementation would have meant 256 Lexile Point gain for the average middle school student or moving from 569 to 825…GRADE LEVEL!!!!!