Response To Intervention RtI

1. Response To Intervention (RtI) Follow-up Session Cohort I December 4, 2008 Introduction: Good Morning We would like to Welcome to our Cohort I - follow- up Session. Most of you know who we are, but for those of you who do not, - this is Noreen Fleming, Wendy Tiano and I am Toni Lozar. -In your folder you will find: an agenda, pre-post test and the PowerPoint. -There are also 4 folders with blank forms for those district who need them. -Please open your folders and look at the agenda. Here is what our day will entail. - Pre-test - A very brief Review of RtI - A presentation from Sharon Thistlewaite- She is the data person (numbers cruncher) in addition to coordinating all sorts of things. She will be sharing information concerning the overview process from the beginning, data analysis team process, Implementation of Tiers 2 and 3. And Q & As - We will then have lunch and after lunch the districts will be getting together to summarize their information (positive outcomes and roadblocks) and present to the groups. - There will be cards at you table to use for suggestions for the districts- but we will explain later. - Last - the core team will discuss the next steps and the support needed. We are going to begin the morning with a pre-test. Please look in your folders for the blue sheet. �As Noreen says, you don�t know what you know until you assess your skills� At the end of the day we will review and do a post test - so, let�s begin! Please put �T or F� in the pre-test column. Introduction: Good Morning We would like to Welcome to our Cohort I - follow- up Session. Most of you know who we are, but for those of you who do not, - this is Noreen Fleming, Wendy Tiano and I am Toni Lozar. -In your folder you will find: an agenda, pre-post test and the PowerPoint. -There are also 4 folders with blank forms for those district who need them. -Please open your folders and look at the agenda. Here is what our day will entail. - Pre-test - A very brief Review of RtI - A presentation from Sharon Thistlewaite- She is the data person (numbers cruncher) in addition to coordinating all sorts of things. She will be sharing information concerning the overview process from the beginning, data analysis team process, Implementation of Tiers 2 and 3. And Q & As - We will then have lunch and after lunch the districts will be getting together to summarize their information (positive outcomes and roadblocks) and present to the groups. - There will be cards at you table to use for suggestions for the districts- but we will explain later. - Last - the core team will discuss the next steps and the support needed. We are going to begin the morning with a pre-test. Please look in your folders for the blue sheet. �As Noreen says, you don�t know what you know until you assess your skills� At the end of the day we will review and do a post test - so, let�s begin! Please put �T or F� in the pre-test column.

2. Agenda I. Introduction and review of RtI essential components II. Presentation from our RtI pilot school core team (Washington School District) Overview of the process from the beginning Share the data analysis teaming process Implementation of Tiers 2 and 3 Q & As III. Districts share their Level of Implementation Scale IV. Core teams discuss the next steps and supports needed

3. General Overview of RtI If you have previously attended a training on RtI here in PA, then this next part is likely a review for you. However, please keep your current system of math instruction in mind as we go over the general overview of RtI. The idea is to give you a brief overview of RtI as implemented using the PA model. This will be important if you have only read national literature because our model differs from some of the things you may have read about. The purpose of the overview is to give you the big picture of RtI � how it works and its purpose. Please know that most of the research done on RtI to date has centered around Reading. We are sharing with you today what IS known. In addition, there are training modules on each of the topics we will be covering (core programs, differentiated instruction, data analysis teaming, tier 2, tier 3, universal screening). We will be touching on each area with regard to implementation in mathematics based on what is known. Therefore, if you require additional information about a given component, please call your local IU as they have access to all of the RtI training modules. If you have previously attended a training on RtI here in PA, then this next part is likely a review for you. However, please keep your current system of math instruction in mind as we go over the general overview of RtI. The idea is to give you a brief overview of RtI as implemented using the PA model. This will be important if you have only read national literature because our model differs from some of the things you may have read about. The purpose of the overview is to give you the big picture of RtI � how it works and its purpose. Please know that most of the research done on RtI to date has centered around Reading. We are sharing with you today what IS known. In addition, there are training modules on each of the topics we will be covering (core programs, differentiated instruction, data analysis teaming, tier 2, tier 3, universal screening). We will be touching on each area with regard to implementation in mathematics based on what is known. Therefore, if you require additional information about a given component, please call your local IU as they have access to all of the RtI training modules.

4. The first step is to explain WHY RtI is such a valuable tool. It can be used for several things that are required of schools, including school improvement planning. In addition, RtI can be used to help meet the screening requirements (screening at reasonable intervals to determine whether all students are performing based on grade-appropriate standards in core academic subjects), as well as the general requirements for determining eligibility for special education (does the child achieve adequately for his/her age or meet state-approved grade level standards? Rule out lack of instruction in reading in math by documenting: appropriate instruction by qualified personnel and through repeated assessments) The Continuous Improvement Planning Framework provides a structure for RtI implementation. The three phases come from Getting Results! Generation 5. In relation to school improvement, the RtI process starts with the analysis of student data. Different data sources are a required component of RtI and includes summative assessments like the math scores on the previous year�s PSSA; formative assessments like student scores on the 4Sight or other assessments, including information learned from student activities related to exploring alternative algorithms (determining the level of conceptual understanding and number sense that students have); and Perceptual/Demographic data, which can include information gained from student interviews or questioning techniques. A critical feature of RtI is data analysis teaming which requires careful data analysis and discussion of why the data appears as it does (root cause analysis). Both summative and formative assessment data, and achievement and growth data, are used to identify strengths and needs of students in the RtI process. A major part of RtI is analyzing student data because it is this analysis that leads to choosing appropriate interventions. Finally, RtI can be viewed a school-wide improvement strategy or a solution to address identified needs or targeted root causes. In other words, RtI provides a method to organize and review data, to analyze data to determine root causes, which leads to planning a solution based upon the data analysis.The first step is to explain WHY RtI is such a valuable tool. It can be used for several things that are required of schools, including school improvement planning. In addition, RtI can be used to help meet the screening requirements (screening at reasonable intervals to determine whether all students are performing based on grade-appropriate standards in core academic subjects), as well as the general requirements for determining eligibility for special education (does the child achieve adequately for his/her age or meet state-approved grade level standards? Rule out lack of instruction in reading in math by documenting: appropriate instruction by qualified personnel and through repeated assessments) The Continuous Improvement Planning Framework provides a structure for RtI implementation. The three phases come from Getting Results! Generation 5. In relation to school improvement, the RtI process starts with the analysis of student data. Different data sources are a required component of RtI and includes summative assessments like the math scores on the previous year�s PSSA; formative assessments like student scores on the 4Sight or other assessments, including information learned from student activities related to exploring alternative algorithms (determining the level of conceptual understanding and number sense that students have); and Perceptual/Demographic data, which can include information gained from student interviews or questioning techniques. A critical feature of RtI is data analysis teaming which requires careful data analysis and discussion of why the data appears as it does (root cause analysis). Both summative and formative assessment data, and achievement and growth data, are used to identify strengths and needs of students in the RtI process. A major part of RtI is analyzing student data because it is this analysis that leads to choosing appropriate interventions. Finally, RtI can be viewed a school-wide improvement strategy or a solution to address identified needs or targeted root causes. In other words, RtI provides a method to organize and review data, to analyze data to determine root causes, which leads to planning a solution based upon the data analysis.

5. Core Characteristics of RtI Standards aligned instruction in a research-based core program Universal screening of academics and behavior Shared ownership of all students Data-based decision making Progress monitoring Benchmark and Outcome Assessment Tiered intervention and service delivery system Research-based interventions Flexible grouping Fidelity of Implementation Parental engagement TRACY TO PROVIDE THE NEWEST SAS WHEEL RtI is not something that is done in a silo. Rather, RtI is the umbrella under which everything else occurs � it is a way of doing business. In addition, RtI can�t be implemented effectively without a standards-aligned system. In fact, the two (RtI and SAS) go hand-in-hand. Each of the core characteristics of RTI interrelates with the 6 pieces of the aligned system. Standards aligned instruction: This goes with all six pieces obviously. All students receive high quality, research based instruction in the general education standards-aligned system. This is the foundation of the RtI framework. Universal screening: All students are screened to determine if appropriate progress is being made. This goes with fair assessments, curriculum (students should be learning from a curriculum that is based on the standards-this is what the universal screening instrument should be measuring), instruction (the goal is for students to attain the info. Set forth in the standards-based curriculum), Instructional materials and resources (these are chosen to support the standards-based curriculum and you see if the materials are doing what they are supposed to do when you see the results of the universal screening), and interventions (the results of the universal screening tell you if there are pockets of students, as well as individual students, who are not learning at the pace they need to be learning. If this is the case then interventions are put into place to rectify the lack of learning) Shared ownership: This speaks to dismissing the previous mindset of �my students� v. �your students.� This goes with Instruction, Instructional Materials and Resources, and Interventions/Safety Nets Data based decision making, which includes progress monitoring and Benchmark and Outcome assessment. Which of the 6 pieces do you think this goes with? GIVE 2 MIN. TO WORK WITH A PARTNER (answers could include: instruction, instructional materials and resources, fair assessments, interventions) Tiered intervention and Service Delivery system. Again, what are the SAS pieces that go with this core characteristic of RtI? (answers can include all 6 pieces). Parent engagement is both necessary when implementing RtI, and it also HELPS YOU to implement RtI. It is necessary because you need to let the parent know about the system and how it works. It is facilitated because the data analysis that you are doing from each screening instrument allows you to share very rich information with the parents � as well as receive rich information from them. We will be talking more about the interrelationship of RtI and a standards-aligned system this afternoon. TRACY TO PROVIDE THE NEWEST SAS WHEEL RtI is not something that is done in a silo. Rather, RtI is the umbrella under which everything else occurs � it is a way of doing business. In addition, RtI can�t be implemented effectively without a standards-aligned system. In fact, the two (RtI and SAS) go hand-in-hand. Each of the core characteristics of RTI interrelates with the 6 pieces of the aligned system. Standards aligned instruction: This goes with all six pieces obviously. All students receive high quality, research based instruction in the general education standards-aligned system. This is the foundation of the RtI framework. Universal screening: All students are screened to determine if appropriate progress is being made. This goes with fair assessments, curriculum (students should be learning from a curriculum that is based on the standards-this is what the universal screening instrument should be measuring), instruction (the goal is for students to attain the info. Set forth in the standards-based curriculum), Instructional materials and resources (these are chosen to support the standards-based curriculum and you see if the materials are doing what they are supposed to do when you see the results of the universal screening), and interventions (the results of the universal screening tell you if there are pockets of students, as well as individual students, who are not learning at the pace they need to be learning. If this is the case then interventions are put into place to rectify the lack of learning) Shared ownership: This speaks to dismissing the previous mindset of �my students� v. �your students.� This goes with Instruction, Instructional Materials and Resources, and Interventions/Safety Nets Data based decision making, which includes progress monitoring and Benchmark and Outcome assessment. Which of the 6 pieces do you think this goes with? GIVE 2 MIN. TO WORK WITH A PARTNER (answers could include: instruction, instructional materials and resources, fair assessments, interventions) Tiered intervention and Service Delivery system. Again, what are the SAS pieces that go with this core characteristic of RtI? (answers can include all 6 pieces). Parent engagement is both necessary when implementing RtI, and it also HELPS YOU to implement RtI. It is necessary because you need to let the parent know about the system and how it works. It is facilitated because the data analysis that you are doing from each screening instrument allows you to share very rich information with the parents � as well as receive rich information from them. We will be talking more about the interrelationship of RtI and a standards-aligned system this afternoon.

6. RtI: What it Is and What it�s Not! RtI is not a (n)� pre-referral system individual teacher classroom special education program an added period of reading instruction a separate, stand alone initiative RtI is a (n)� general education led effort implemented within the general education system; coordinated with all other services including special education, Title I, ELL, Migrant Education, etc. system to provide instructional intervention immediately upon student need. process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures. alternative approach to the diagnosis of a Specific Learning Disabilities. Instead of using the well known discrepancy model, local education agencies may now use this diagnostic alternative. Here you can see what IS RtI and what RtI is NOT. You are probably all aware of the bullets listed under RtI Is However�please take a minute to think about the bullets listed under what RtI is not (give one minute) Next, please discuss with someone beside you what you were thinking about. (give 2 minutes) Finally, please share with all of us the conversation that you had. INFO FOR DISCUSSION: Pre-referral: RtI isn�t a pre-referral system. This may come as a surprise to many because that is what is written about it in the literature. In the PA model, RtI is a strategy for school improvement to benefit ALL students. One of the side benefits is that schools can use RtI data to make eligibility decisions when they are implementing RtI effectively. There is no such thing as an �RtI teacher.� RtI is not a place in the same way that SpEd is not a place. There is not a teacher who is responsible for RtI by providing additional instruction. RtI is a whole-school strategy/initiative. You may have a teacher who provides tier 3 services to students who require tier 3 services, but this is not an RtI teacher. This is very likely an expert in some regard (SpEd teacher, Title 1 teacher, reading specialist, etc.) There is not an �RtI classroom.� Again, RtI is a whole-school effort and is not a particular place. RtI is everywhere and is for everyone. It is not a classroom where students go to get extra help. RtI is NOT special education!!!!!!!! Here you can see what IS RtI and what RtI is NOT. You are probably all aware of the bullets listed under RtI Is However�please take a minute to think about the bullets listed under what RtI is not (give one minute) Next, please discuss with someone beside you what you were thinking about. (give 2 minutes) Finally, please share with all of us the conversation that you had. INFO FOR DISCUSSION: Pre-referral: RtI isn�t a pre-referral system. This may come as a surprise to many because that is what is written about it in the literature. In the PA model, RtI is a strategy for school improvement to benefit ALL students. One of the side benefits is that schools can use RtI data to make eligibility decisions when they are implementing RtI effectively. There is no such thing as an �RtI teacher.� RtI is not a place in the same way that SpEd is not a place. There is not a teacher who is responsible for RtI by providing additional instruction. RtI is a whole-school strategy/initiative. You may have a teacher who provides tier 3 services to students who require tier 3 services, but this is not an RtI teacher. This is very likely an expert in some regard (SpEd teacher, Title 1 teacher, reading specialist, etc.) There is not an �RtI classroom.� Again, RtI is a whole-school effort and is not a particular place. RtI is everywhere and is for everyone. It is not a classroom where students go to get extra help. RtI is NOT special education!!!!!!!!

7. Response to Intervention Standards aligned system Universal screening Interventions of increasing intensity Research-based practices Progress monitoring Data analysis teaming Parental engagement If choosing RTI as the criterion for identifying students with SLD, then the RTI process must have the essential elements as listed in this slide. These practices of core instruction, standard protocol interventions, and so forth must be delivered with fidelity and sufficiency. Teachers must be adequately trained in the programs or practices. The standard protocols must be delivered as intended. Instructional practices must be aligned to the PA state standards. Integrity checklists are an excellent tool to use to assess the fidelity of instructional practices related to standard protocol and the core curriculum. Progress monitoring becomes essential for the determination of the student�s rate of improvement � slope.If choosing RTI as the criterion for identifying students with SLD, then the RTI process must have the essential elements as listed in this slide. These practices of core instruction, standard protocol interventions, and so forth must be delivered with fidelity and sufficiency. Teachers must be adequately trained in the programs or practices. The standard protocols must be delivered as intended. Instructional practices must be aligned to the PA state standards. Integrity checklists are an excellent tool to use to assess the fidelity of instructional practices related to standard protocol and the core curriculum. Progress monitoring becomes essential for the determination of the student�s rate of improvement � slope.

8. IDEA 2004: Specific Learning Disabilities The LEA can�t be required to use the achievement/ability discrepancy method The LEA may be permitted to use a process that determines how a child responds to scientifically research-based interventions (RtI) This is what IDEA 2004 says about determining eligibility for SpEd with regard to specific learning disabilities. Essentially, the state can�t make you use the discrepancy model and it has to allow you to use RtI. Problems with the Discrepancy Approach: Summary Need to wait until discrepant to deliver SDI (�Wait to fail� model) Doesn�t link with intervention (the information gained isn�t necessarily helpful for instruction) This is what IDEA 2004 says about determining eligibility for SpEd with regard to specific learning disabilities. Essentially, the state can�t make you use the discrepancy model and it has to allow you to use RtI. Problems with the Discrepancy Approach: Summary Need to wait until discrepant to deliver SDI (�Wait to fail� model) Doesn�t link with intervention (the information gained isn�t necessarily helpful for instruction)

9. Tier 1: Foundation-Standards Aligned Instruction for All Students Definition: Standards aligned instruction and school-wide foundational interventions are provided to all students in the general education core curriculum. Tier I also is used to designate students who are making expected grade level progress (benchmark students )in the standards-aligned system and who demonstrate social competence. Tier 1 includes the math curriculum, the core math program, the instruction that goes on in the regular math classes, universal screening, and any other supplemental materials that are used with the core program or to support the curriculum. Things should be taking place at tier 1 in such a way that it helps most of the student population to meet grade-level standards. In other words, if you review the data sources and see that there are a lot of students who seem to need tier 2 or tier 3 interventions, then something is wrong with tier 1. Background for trainers: you may get asked � I understand that we can use the 4Sight for grades 3 and up. We don�t have standards below 3rd grade, and we don�t have an assessment like the 4sight for k-2. What do we use? The answer probably isn�t what they want to hear. We DO have standards for K-2, however many people are unaware of them. The K standards for math are available on the PDE website. While we created the 1-2 math standards, I don�t know where they can be found-but they are out there. As for screening measures-we will get into those later, but the early numeracy probes have been researched for grades 1-2. We also have the MBSP probes for 1-2, which have been researched by the Fuchs� and for which we have done a correlation study. The MBSP probes (computation and concepts & application) align with our standards. These can be used as screening measures for grades 1 and 2. We will go over tier 2 and 3 in more detail shortly. Tier 1: Foundation-Standards Aligned Instruction for All Students Definition: Standards aligned instruction and school-wide foundational interventions are provided to all students in the general education core curriculum. Tier I also is used to designate students who are making expected grade level progress (benchmark students )in the standards-aligned system and who demonstrate social competence. Tier 1 includes the math curriculum, the core math program, the instruction that goes on in the regular math classes, universal screening, and any other supplemental materials that are used with the core program or to support the curriculum. Things should be taking place at tier 1 in such a way that it helps most of the student population to meet grade-level standards. In other words, if you review the data sources and see that there are a lot of students who seem to need tier 2 or tier 3 interventions, then something is wrong with tier 1. Background for trainers: you may get asked � I understand that we can use the 4Sight for grades 3 and up. We don�t have standards below 3rd grade, and we don�t have an assessment like the 4sight for k-2. What do we use? The answer probably isn�t what they want to hear. We DO have standards for K-2, however many people are unaware of them. The K standards for math are available on the PDE website. While we created the 1-2 math standards, I don�t know where they can be found-but they are out there. As for screening measures-we will get into those later, but the early numeracy probes have been researched for grades 1-2. We also have the MBSP probes for 1-2, which have been researched by the Fuchs� and for which we have done a correlation study. The MBSP probes (computation and concepts & application) align with our standards. These can be used as screening measures for grades 1 and 2. We will go over tier 2 and 3 in more detail shortly.

10. This slide outlines the components of tier 1. We already talked about the first bullet Universal Screening includes assessments that are given, generally 3-5 times/year, to determine the progress of students toward meeting grade-level standards. One tool commonly used across PA for this purpose is the 4sight. Data Analysis teaming includes a grade level�s teachers analyzing the data from the universal screening. Based on the analysis, goals are set for the next time the screening is administered and intervention s are decided upon for the purpose of filling any gaps and/or to reach to goals that were set. We will be going over data analysis teaming in more detail later. Universal screening and data analysis teaming lead to the selection of appropriate interventions to be implemented at tier 1 (regular ed). Another common misconception is that interventions take place outside of the regular math class by someone other than the regular math teacher. This is not the case at the tier 1 level. For example, after analyzing the results of a universal screening for math, the team sees that a large number of students in 4th grade are showing difficulties in multiplication computation. This mirrors how last year�s students performed on the PSSA and classroom data collected by the teachers. This points to an issue either with the curriculum, the core program, or instruction. Something is missing somewhere. Upon inspection the team finds that one issue is with how multiplication is presented in the core program, which is how the teachers are teaching it. It seems that many of the students are not gaining a conceptual understanding of multiplication of two-digit numbers. Therefore, the team may decide to teach alternative algorithms (such as partial products or exploring other ways to decompose in order to multiply �friendly� numbers). The team decides that in addition to just teaching/exploring alternative algorithms, they will use hands-on manipulatives as well. This is an intervention � one that is implemented in the regular math class by the regular teacher. This slide outlines the components of tier 1. We already talked about the first bullet Universal Screening includes assessments that are given, generally 3-5 times/year, to determine the progress of students toward meeting grade-level standards. One tool commonly used across PA for this purpose is the 4sight. Data Analysis teaming includes a grade level�s teachers analyzing the data from the universal screening. Based on the analysis, goals are set for the next time the screening is administered and intervention s are decided upon for the purpose of filling any gaps and/or to reach to goals that were set. We will be going over data analysis teaming in more detail later. Universal screening and data analysis teaming lead to the selection of appropriate interventions to be implemented at tier 1 (regular ed). Another common misconception is that interventions take place outside of the regular math class by someone other than the regular math teacher. This is not the case at the tier 1 level. For example, after analyzing the results of a universal screening for math, the team sees that a large number of students in 4th grade are showing difficulties in multiplication computation. This mirrors how last year�s students performed on the PSSA and classroom data collected by the teachers. This points to an issue either with the curriculum, the core program, or instruction. Something is missing somewhere. Upon inspection the team finds that one issue is with how multiplication is presented in the core program, which is how the teachers are teaching it. It seems that many of the students are not gaining a conceptual understanding of multiplication of two-digit numbers. Therefore, the team may decide to teach alternative algorithms (such as partial products or exploring other ways to decompose in order to multiply �friendly� numbers). The team decides that in addition to just teaching/exploring alternative algorithms, they will use hands-on manipulatives as well. This is an intervention � one that is implemented in the regular math class by the regular teacher.

11. Tier 1: Potential Outcomes Responders - Continue effective practices Non-responders � Add Tier 2 intervention (s) OR Tier 3 intervention (s) (depends on severity of need) These are the potential outcomes of tier 1. For the students who respond to the instruction, materials, and interventions supplied�keep it up. For those students who do not respond, the grade level team looks at the data and determines whether or not individual students should receive tier 2 or tier 3 services. A child does not need to go through the tiers in a numerical fashion (e.g., tier 1-fail, go to tier 2-fail, then go to tier 3). If the data (from multiple sources) indicates that a child may need to receive tier 3 services then that is what you provide them. They do not have to go through tier 2 first if it is apparent that they need more than tier 2 can provide.These are the potential outcomes of tier 1. For the students who respond to the instruction, materials, and interventions supplied�keep it up. For those students who do not respond, the grade level team looks at the data and determines whether or not individual students should receive tier 2 or tier 3 services. A child does not need to go through the tiers in a numerical fashion (e.g., tier 1-fail, go to tier 2-fail, then go to tier 3). If the data (from multiple sources) indicates that a child may need to receive tier 3 services then that is what you provide them. They do not have to go through tier 2 first if it is apparent that they need more than tier 2 can provide.

12. Factors to consider for Tier 1 Was the core program aligned to the PA standards? Was the curriculum in place for a sufficient amount of time? Where the teacher�s trained in how to use the curriculum? Were the teachers using effective instruction methodologies? Were data analysis teams used to support the delivery of core instruction?

13. The most crucial work of RtI implementation is ensuring quality teaching in the standards aligned general education core curriculum. If people read the national literature on RtI and have not attended any trainings, this is generally where they have a misconception. RtI as implemented in PA is NOT just about interventions. It�s purpose is NOT solely to be a means by which students are evaluated for SLD eligibility. The purpose of RtI in PA is to comprehensively improve the educational program for all students and to provide good instruction before there is a problem. We have all heard the expression, �an ounce of prevention is worth a pound of care.� That pretty much sums up RtI. RtI helps to eliminate curriculum casualties by ensuring that good instruction is occurring through the use of a standards aligned general education curriculum. We will talk in more detail about what this means in math a little later. If people read the national literature on RtI and have not attended any trainings, this is generally where they have a misconception. RtI as implemented in PA is NOT just about interventions. It�s purpose is NOT solely to be a means by which students are evaluated for SLD eligibility. The purpose of RtI in PA is to comprehensively improve the educational program for all students and to provide good instruction before there is a problem. We have all heard the expression, �an ounce of prevention is worth a pound of care.� That pretty much sums up RtI. RtI helps to eliminate curriculum casualties by ensuring that good instruction is occurring through the use of a standards aligned general education curriculum. We will talk in more detail about what this means in math a little later.

14. Tier 2 includes standards-aligned instruction with supplemental, small group instruction, which may include specialized materials. Tier 2 services are generally provided inside the regular math classroom. However, in some cases this may not be appropriate. Tier 2 is provided in addition to tier 1. In other words, students still attend and complete the work from the regular math class. The interventions that are decided upon are provided in addition to the regular math class. Tier 2 should be designed in such a way that it meets the needs of some students. Use of standard protocol interventions - A Standard Protocol Intervention is scientifically research-based and has a high probability of producing change for large numbers of students. Usually designed to be used in a standard manner across students and is typically delivered in small groups. An important note is that tier 2 does NOT have to be a purchased intervention program. It can be, but it doesn�t have to be. For example, you may have a pocket of students who are doing poorly on a number of standards � not just a specific area. A tier 2 intervention may be that you pre-teach the content of the math lesson to them prior to their attending math class. This is a viable intervention that doesn�t require the purchase of an intervention program.Tier 2 includes standards-aligned instruction with supplemental, small group instruction, which may include specialized materials. Tier 2 services are generally provided inside the regular math classroom. However, in some cases this may not be appropriate. Tier 2 is provided in addition to tier 1. In other words, students still attend and complete the work from the regular math class. The interventions that are decided upon are provided in addition to the regular math class. Tier 2 should be designed in such a way that it meets the needs of some students. Use of standard protocol interventions - A Standard Protocol Intervention is scientifically research-based and has a high probability of producing change for large numbers of students. Usually designed to be used in a standard manner across students and is typically delivered in small groups. An important note is that tier 2 does NOT have to be a purchased intervention program. It can be, but it doesn�t have to be. For example, you may have a pocket of students who are doing poorly on a number of standards � not just a specific area. A tier 2 intervention may be that you pre-teach the content of the math lesson to them prior to their attending math class. This is a viable intervention that doesn�t require the purchase of an intervention program.

15. Tier 2: Potential Outcomes Responders Move to Tier 1 Continue Tier 2 intervention Non-responders Adjust instruction and continue Tier 2 intervention Move to Tier 3 intervention What can happen as a result of tier 2? If a child responds, then we have a choice. The grade level team can decide that the students deficits have been remediated and he/she is ready to go back to tier 1 and no longer receive tier 2 services. We could also decide that the student is making great progress, but we are not yet ready to lose the tier 2 services. It is perfectly acceptable to continue with tier 2 services for a prolonged period of time if that is what the student needs. For most students you will want to think about how you can get a student ready for tier 1 without the tier 2 services over time (scaffold away the support). However, there may be a handful of students who will need tier 2 for a prolonged period. If a child does not respond to tier 2, you also have a choice. It could be that the intervention the grade level team initially chose is not appropriate or effective. The team may review all of the data again to try and determine a more effective intervention. The other option is that the team may determine that the child requires tier 3 support.What can happen as a result of tier 2? If a child responds, then we have a choice. The grade level team can decide that the students deficits have been remediated and he/she is ready to go back to tier 1 and no longer receive tier 2 services. We could also decide that the student is making great progress, but we are not yet ready to lose the tier 2 services. It is perfectly acceptable to continue with tier 2 services for a prolonged period of time if that is what the student needs. For most students you will want to think about how you can get a student ready for tier 1 without the tier 2 services over time (scaffold away the support). However, there may be a handful of students who will need tier 2 for a prolonged period. If a child does not respond to tier 2, you also have a choice. It could be that the intervention the grade level team initially chose is not appropriate or effective. The team may review all of the data again to try and determine a more effective intervention. The other option is that the team may determine that the child requires tier 3 support.

16. The top of the triangle is the most intensive level of support with regard to RtI. This should meet the needs of a few students. Tier 3 supports are generally provided outside of the regular math class due to their intensive nature. However, tier 3 is IN ADDITION TO tier 1 (regular math class). Therefore, a student who receives tier 3 interventions/support also receives tier 1 support (everything that occurs in the regular math class). It is important to remember that a referral for a special education evaluation can be requested at any time by the parent or the LEA. Also, RtI does not prolong the evaluation period. This is another major misconception. RtI does not start when a parent or the LEA has requested a child be evaluated for special education. RtI is ongoing. If the parent or LEA requests an evaluation somewhere along the way � this is not the time that interventions are put into place. The interventions have been taking place ALL ALONG. Therefore, regardless of whether a LEA uses discrepancy or RtI as a method for determining SLD eligibility, the data from the RtI process is ready to go because it has been collected in an ongoing manner.The top of the triangle is the most intensive level of support with regard to RtI. This should meet the needs of a few students. Tier 3 supports are generally provided outside of the regular math class due to their intensive nature. However, tier 3 is IN ADDITION TO tier 1 (regular math class). Therefore, a student who receives tier 3 interventions/support also receives tier 1 support (everything that occurs in the regular math class). It is important to remember that a referral for a special education evaluation can be requested at any time by the parent or the LEA. Also, RtI does not prolong the evaluation period. This is another major misconception. RtI does not start when a parent or the LEA has requested a child be evaluated for special education. RtI is ongoing. If the parent or LEA requests an evaluation somewhere along the way � this is not the time that interventions are put into place. The interventions have been taking place ALL ALONG. Therefore, regardless of whether a LEA uses discrepancy or RtI as a method for determining SLD eligibility, the data from the RtI process is ready to go because it has been collected in an ongoing manner.

17. Tier 3: Potential Outcomes Responders Move to Tier 2 Continue Tier 3 intervention Non-responders Adjust instruction and continue Tier 3 intervention Refer for special education evaluation Responders to tier3 interventions can: Move to tier 2 if they are ready (and data support this). They could potentially go back to tier 1 because a student doesn�t have to move through the tiers in a linear manner. However, if a student required the intensive supports of tier 3, then the grade level team will likely want to ease back to tier 1, scaffolding away supports along the way. Responders to tier 3 may also continue to receive tier 3 services. If the progress the child has made is not quite enough to justify going to tier2, then you may continue to provide tier 3 services. If the child does not respond to tier 3 you can: Tweak the interventions (maybe they were not appropriate) and continue with tier 3 interventions Refer for an evaluation, thus issuing to the parent the Permission to Evaluate-Consent Form.Responders to tier3 interventions can: Move to tier 2 if they are ready (and data support this). They could potentially go back to tier 1 because a student doesn�t have to move through the tiers in a linear manner. However, if a student required the intensive supports of tier 3, then the grade level team will likely want to ease back to tier 1, scaffolding away supports along the way. Responders to tier 3 may also continue to receive tier 3 services. If the progress the child has made is not quite enough to justify going to tier2, then you may continue to provide tier 3 services. If the child does not respond to tier 3 you can: Tweak the interventions (maybe they were not appropriate) and continue with tier 3 interventions Refer for an evaluation, thus issuing to the parent the Permission to Evaluate-Consent Form.

18. Factors to consider for Tier 2 and 3 Were the Interventions used supported by scientific research? Were standard treatment protocols followed for the interventions with students? [fidelity checks] Were the teachers/staff implementing the interventions trained in delivering the intervention with fidelity? Were the interventions delivered for a sufficient amount of time? Was a team used to help design and support the interventions? Documentation of the delivery of these interventions, including duration and frequency of the interventions, and rigorous adherence to the critical features of the interventions should be documented in the evaluation report.Documentation of the delivery of these interventions, including duration and frequency of the interventions, and rigorous adherence to the critical features of the interventions should be documented in the evaluation report.

19. Throughout ALL Tiers Standards-Aligned Instruction Shared Ownership of All Students Tiered Intervention Parental Engagement Standards Aligned Instruction: We already discussed. The content should be based upon the standards at all three tiers Shared Ownership of All Students: The �property lines� that may exist need to disappear for successful implementation of RtI. Teachers provide instruction and interventions in their areas of expertise. This could mean that a SpEd teacher is helping some students without IEPs in the area of math. It could also mean that a Title 1 math teacher may be helping students at tier 3, all of which are not Title 1 students. Tiered Intervention: We have a 3-tiered system in PA. The intensity level of a student�s intervention depends upon need as seen in the data. Tier 1 interventions take place in the regular math classroom. Tier 2 interventions are in addition to tier 1 and generally take place in the regular math class as well. Tier 3 interventions are the most intensive, take place in addition to tier1 interventions, and generally take place somewhere other than the regular math class. Parental Engagement: This is a key element at all three tiers. You need to inform parents of the RtI model, the data being obtained, their child�s needs, what interventions you are providing, the intervention schedule, and that they can request an evaluation at any time. This helps to ensure a partnership between the school and home. In addition, parents are not going to be able to work with and help their children at home unless they know specifically the area of need. For example, as a parent I can�t help my child effectively if I see D�s on his/her report card � I don�t know what to do. However, if I know that my child is having trouble with multiplication of two-digit numbers or decimal/percent conversions, then I can work on that at home. This specific information, along with guidance on how the parent can help their child at home, is very important. Even if you believe that some of the parents won�t be able to work with their children at home due to work schedules, etc. � you can provide specific information related to his/her child�s needs and guidance for what can be done at home. In this way you have given the option and have done all you can do.Standards Aligned Instruction: We already discussed. The content should be based upon the standards at all three tiers Shared Ownership of All Students: The �property lines� that may exist need to disappear for successful implementation of RtI. Teachers provide instruction and interventions in their areas of expertise. This could mean that a SpEd teacher is helping some students without IEPs in the area of math. It could also mean that a Title 1 math teacher may be helping students at tier 3, all of which are not Title 1 students. Tiered Intervention: We have a 3-tiered system in PA. The intensity level of a student�s intervention depends upon need as seen in the data. Tier 1 interventions take place in the regular math classroom. Tier 2 interventions are in addition to tier 1 and generally take place in the regular math class as well. Tier 3 interventions are the most intensive, take place in addition to tier1 interventions, and generally take place somewhere other than the regular math class. Parental Engagement: This is a key element at all three tiers. You need to inform parents of the RtI model, the data being obtained, their child�s needs, what interventions you are providing, the intervention schedule, and that they can request an evaluation at any time. This helps to ensure a partnership between the school and home. In addition, parents are not going to be able to work with and help their children at home unless they know specifically the area of need. For example, as a parent I can�t help my child effectively if I see D�s on his/her report card � I don�t know what to do. However, if I know that my child is having trouble with multiplication of two-digit numbers or decimal/percent conversions, then I can work on that at home. This specific information, along with guidance on how the parent can help their child at home, is very important. Even if you believe that some of the parents won�t be able to work with their children at home due to work schedules, etc. � you can provide specific information related to his/her child�s needs and guidance for what can be done at home. In this way you have given the option and have done all you can do.

20. Key Characteristics of RtI Universal Screening of academics and behavior Multiple tiers of increasingly intense interventions Differentiated curriculum - tiered intervention strategy Use of scientifically research-based interventions Continuous monitoring of student performance Benchmark/Outcome assessment Just a reminder�.if you are going to use RTI as the process for determining SLD, then the foundational pieces must be in place.Just a reminder�.if you are going to use RTI as the process for determining SLD, then the foundational pieces must be in place.

21. What is New?

22. Secondary RtI in PANovember 13, 2008 Rational Integrates assessment and intervention with a multi-level prevention system to maximize student achievement and reduce behavior problems Aligns curriculum, instruction, assessment, infrastructure, social-emotional, behavior supports, and interventions, to increase learning opportunities and improve achievement for secondary students

23. Secondary RtI Intervening early and systematically to prevent student failure and disengagement form the learning process is essential to offset the increase of academic demands, language deficiencies, transience and learning difficulties. RtI has been focused on elementary grades and has been very successful in the younger grades. Received a Framework for secondary schools, Guidelines and recommendations.Received a Framework for secondary schools, Guidelines and recommendations.

24. RtI Mathematics November 24, 2008 RtI Mathematics Overview Research Review: Math and RtI Implementation of the elements Interrelationship between RtI and a standards aligned system