R t ii : District Overview & Delivery Model

1. Rtii:District Overview & Delivery Model District Team – May 2010

2. District Demographics – 2009-2010

3. Process • District • Articulated process • Complete and accurate maps • Defined purpose (assessments and interventions) • Tier criteria/parameters for student placement • Expectation for instruction • Timelines • Universal/common assessments, interventions, guidelines, and protocols • Buildings • Follow district process while addressing individual building dynamics and demographics • Who (facilitation, progress monitoring, support) • What (assessment, interventions, instruction) • When (within daily/weekly schedule) • How (in classroom, outside of classroom, team approach, etc.) • To whom

4. Maps address: ASSESSMENTSINTERVENTIONSINSTRUCTION • Grade levels • Student groups • Timelines • Progress monitoring • Best practices in formative assessment • Purpose of interventions (skill deficits addressed) • Tier indication • Delivery of intervention • Progress monitoring • Timelines • Instructional Best Practices • Classroom reading strategies • Differentiated Instructional strategies • Small group reading instruction • Balanced Literacy Maps are dynamic and information is added and deleted based upon student needs and district data.

5. Literacy Tier 1: Rigorous Common Core Curriculum

6. Tier 1: Rigorous Common Core Curriculum

7. Tier 2: Instruction

8. Tier 2: Instruction

9. Tier 3: Instruction Students who do not make progress in a timely manner toward grade level expectations will be evaluated for special education.

10. Tier 3: Instruction Students who do not progress toward grade level expectations in a timely manner will be evaluated for special education.

11. Tier 1 Decision Rules (Guidelines): • All students will receive a rigorous common core curriculum • Tier 1 must contain small group/differentiated instruction during the 90 minute uninterrupted block of core instruction • Screeners Indicate Student is/is not meeting benchmarks • All students are screened a minimum of 3 times per year • Students who are barely achieving base line may be screened more often (progress monitoring) • Students who are just below baseline or barely achieving will receive D.I. during the 90 minute block of core instruction • Students who do not meet baseline with D.I. will be referred for Tier 2 instruction and intervention • Students with multiple skill deficits will be referred for Tier 2 Instruction and Intervention as identified by the root cause • Any instructional interventions are delivered in addition to regular core instruction; not in substitution of. • Expected results: student will meet or exceed benchmarks ESL is a core curriculum; students in this core curriculum should not be pulled from their 90 minute block of core instruction.

12. Tier 2 Decision Rules (Guidelines): • When a student should move to/leave Tier 2: • Screeners indicate student is not/is reaching benchmark as defined by assessment protocol • Student’s grades are below average or average in conjunction with assessment data points • Student’s standardized test scores are basic, below basic, or proficient and student is not/is progressing with Differentiated Instruction/Standard protocol intervention • Classroom teacher formally requests assistance as indicated by assessment data • How long a student should continue with Tier 2 instruction: • Students will remain in T2 intervention for two to six weeks dependent upon the standard protocol intervention • May move sooner if progress is below benchmark for 3 -6 progress monitoring points or if student achieves and sustains benchmark • May be extended if student has multiple skill deficits and progress is being made in the initial skill deficit and a second deficit is being addressed under another standard protocol intervention

13. Tier 3 Decision Rules (Guidelines): • When a student should move to/leave Tier 3: • Inadequate progress in Tier 2 ( 3-6 progress monitoring points with bi-weekly progress monitoring) • Student can maintain adequate progress in a Tier 2 intervention • Student has mastered goals and is on grade level/benchmark • Tier 3 needs a minimum of 6 monitoring points (weekly progress monitoring) • When a student should continue with Tier 3 instruction: • Progress predicts grade level performance within a year; student will make one year’s growth within the year • Inadequate progress indicates a need to either modify or redesign the intervention (based upon student responsiveness to the intervention). • Even if a student is making progress, student can’t remain in T3 for more than two 10 week intervention periods without further evaluation.

14. Special Education – WHEN (Guidelines): • Lack of positive results – trend line (progress monitoring) below benchmark in two or more interventions • Positive response requires intensity and resources not available in general education (Tiers 1-3) • No response in Tier 2 or Tier 3 • Student has responded but student needs cannot be met and student will not make progress toward benchmark standard by the end of the year • All points of data indicate need for additional educational programming • Ability – Achievement discrepancy • Response to intervention data used as evidence of educational need and for educational programming • Data will be evaluated to see if instruction/intervention is meeting student’s needs based upon student responsiveness

15. Key Points: • School teams need to review data, not just individual teachers • RtII processes unfold at the building level and are driven by student needs within that building • Intervention needs to be supplemental to Core Instruction • RtII is a regular education initiative and all faculty and staff are responsible for instruction • Intervention time needs to be scheduled into the regular school day • Professional Development for faculty and staff in instruction, assessments, and intervention is ongoing at the building and individual levels • Modeling, coaching, and support is critical to faithful implementation • We need to think creatively to find the necessary man power and resources to carry out interventions and progress monitoring • We must continue to evaluate our assessments and to modify our menu of interventions and core evidence based instructional activities to meet student needs • We need to begin to look at evidence based interventions for math (in addition to literacy) • We must continue to look at models to expand RtII into our MSs and HS • We must continue to shift our mindset from identifying students to identifying instruction that meets the needs of our students • We MUST believe that every student can achieve!

16. Special Education Evaluation at or post Tier 3 (may be requested at any point) • Tier 3 -5% of students • READING • Elementary: • Secondary: • MATH • Elementary: • Secondary: Best Instructional Practices and Strategies • Tier 2 -15% of students • READING • Elementary: • Secondary: • MATH • Elementary: • Secondary: Formative Assessments & Progress Monitoring Criteria for Movement Within and Between Tiers • Tier 1 - 80% of students • READING • Elementary: • Secondary: • MATH • Elementary: • Secondary: • Universal Screening Tools: • AIMSweb (grades K - 2), 4sight (grades 3 – 12 (not math 6-12)), Study Island (math 6-12) Enrichment

17. Resources: • http://www.pdesas.org/assessment/about • http://www.pdesas.org/Main/Interventions • http://www.rti4success.org/chart/screeningTools/screeningtoolschart.html • http://www.interventioncentral.org • http://www.k8accesscenter.org/index.php • http://www.pattan.net • http://ies.ed.gov/ncee/wwc • http://www.fcrr.org