Response to Intervention/Kentucky System of Interventions Program

1. Response to Intervention/Kentucky System of Interventions Program South Heights Elementary Henderson County Schools Laura McGrail, Project Manager

2. School Demographics • 595 students • Grades PreK-5 • 80% free and reduced lunch eligibility • 22% special education • 24% students received Tier II/III services during 2008-09 school year

3. CATS Accountability Trend 2000= 48.22001= 51.4 2002 = 66.1 2003 = 73.5 2004 = 79.3 2005 = 81.4 2006 = 83.1 2007 = 90.9 2008 = 94.0

4. Measures of Academic Progress (MAP) Data, Fall 2008, 3rd-5th

5. Tier I Eligibility/Interventions • Students who score 69% or below on a Learning Check (teacher-made assessments covering standards-based content) • Part-time tutors provide small group tutoring on grade-level content covered in most recent Learning Check • Tutor re-gives Learning Check when student seems ready. If skill is mastered, tutoring is ended for that skill. If not mastered, tutoring ends when next Learning Check occurs.

6. Tier II Eligibility • Students identified by MAP score in reading/math 20%tile or lower (with teacher input) OR • Language Lab required test (T-PRO) score cut-off (3rd stanine or below) OR • Teacher request/documentation of poor classroom performance • PLUS Aimsweb reading and/or math benchmark assessment confirming deficit(s)

7. Tier II Interventions • K-5 reading: small group Lindamood-Bell instruction 3xs/week from Reading specialist (grant) and Title 1 specialist • K-3 math: small group Number Worlds instruction 4xs/week from Math specialist (grant) • 4-5 math: small group Number Worlds instruction 3xs/week from daytime ESS-waiver tutor • Intensive Cluster: K-2 students with delayed skills, 3 smaller classes, emphasis on read/math

8. Tier II Progress Monitoring • Aimsweb CBM probes in reading fluency and math fluency administered weekly by interventionists • Probes given every other week for Intensive Cluster students; math or reading on a rotating basis

9. RTI Team • Comprised of School Psychologist, Curriculum Specialist, Instructional Coordinator, Math and Reading Grant Interventionists • Meet weekly to review student progress monitoring data • Team determines if students continue in Tier II, are released to Tier I, or move to Tier III

10. Tier III • Psychoeducational screening (IQ/ach) • Documentation of Tier I and Tier II interventions and progress data • Team determination if student needs additional interventions • Team determination if student should be referred for special education evaluation

11. Mistakes Learned • Cut-score too generous: McCook/Knox Co TN model recommends 10th %tile and lower for Tier II. However, cut score should connect to school’s capacity to provide Tier II interventions. We set ours at 20th but allowed too many students “in” beyond that cut score and initially overwhelmed our capacity. Best to start with lower numbers of students!

12. Mistakes Learned • Progress monitoring: Should be in place when begin the year. We started Aimsweb in January and that was very difficult to do. • Teacher training in probe administration and scoring is vital in order to obtain reliable and valid progress monitoring data. • Time to implement: Everything takes twice as long as you anticipate! Give yourself time to implement; RTI should be a multiple-year plan.

13. Things We’ve Done Right • Whole-school buy in: We discussed our RTI plan and its multiple changes before and during the school year with all the teachers. They have to support it! • RTI Team: Managing this is too big for one person. Must be a team effort and best if team members have flexible schedules!

14. Things We’ve Done Right • Differentiated Tier I and Tier II purposes. Tier I supports standards but Tier II remediates math/reading deficits. • Used Tier II research-based interventions already in place at the school • Chose a protocol-based system rather than individualized system – a school with fewer needs could possibly succeed with an individualized system.

15. Planned Changes for Next Year • Revise Tier III so students receive small group instruction daily (K-5) • Implement progress monitoring probes twice weekly for Tier III • Enforce cut-score criteria but allow teachers to collect CBM data for 4 weeks and request Tier II if data shows need. All SHS teachers will receive training in revised RTI plan for 2009-10 and Aimsweb probe administration/scoring on May 28, 2009.

16. Results In comparison to 2007-08, 2008-09: • Total number of students referred for screening/evaluation reduced 18% • Number of students who received a special education eval reduced 44% • Number of students placed in special education reduced 17% • MAP data to be reviewed May 20, 2009

17. Sustainability Plan • SHS reading and math grants have been re-funded for 09-10. • ESS waiver funding will continue for intermediate math tutor and Tier I tutors. • District has adopted Aimsweb for all schools and will cover partial costs for each school. • All teachers will be trained in Aimsweb so will be able to continue progress monitoring if funding for interventionists is lost in future and teachers must implement interventions and monitoring.

18. For further information, contact Laura McGrail, School Psychologist Henderson County Schools (270) 831-5081 laura.mcgrail@henderson.kyschools.us