Response to Instruction the MEPHS Way Subtitle: What’s RTI Got to do With It!

1. Response to Instructionthe MEPHS WaySubtitle: What’s RTI Got to do With It!

2. What is RTI ??? In WAKE County….. RTI= Responsiveness to Instruction

3. And the Research Says... • Approximately two-thirds of eighth- and twelfth- grade students read at less than the “proficient” level as described by NAEP (National Institute for Literacy, 2006). • Approximately 32 percent of high school graduates are not ready for college-level English composition courses (ACT, 2005).

4. More bad news…. • Approximately 40 percent of high school graduates lack the literacy skills employers seek (Achieve, Inc., 2005). • Over half of adults scoring at the lowest literacy levels are drop-outs and almost a quarter are high school graduates (NCES, 2005).

5. More research… • U.S. drop-outs’ literacy skills are lower than most industrialized nations, performing comparably only to Chile, Poland, Portugal and Slovenia (OECD, 2006). • A full 70 percent of U.S. middle and high school students require differentiated instruction—that is, instruction targeted to their individual strengths and weaknesses (Alliance for Excellent Education for the Carnegie Corporation)

6. GOOD NewsCore RTI Principles • All students can learn • Early intervention is the BEST • Multi-tier models of instruction and intervention • Use of problem-solving models • Use of “evidence-based”instruction and assessment • Progress monitoring to inform instruction • Data-based decision making • Intervention starts in the classroom setting • Assessment drives instruction • Screening, diagnostic, progress monitoring

7. What RTI Is Not… • Waiting for the psychologist to test a student • Waiting for the student to fall far enough behind to be considered a failure • Waiting for the student to figure it out • Waiting until serious repeated failures occur to provide services • Going through the “motions” of implementing interventions

8. Most states are using a 3Tier Model Tier III Intense Intervention 1%-5% Tier II Targeted Group Intervention <15% of total class Tier I Universal Interventions RECEIVED BY ALL IN REGULAR ED Classes 80% of students

9. Next StepStrategic or Progress Monitoring Strategic Monitor – Monitor at-risk students monthly and evaluate the effectiveness of instructional changes. Progress Monitor – Write individualized annual goals and monitor more frequently for those who need intensive instructional services.

10. What our TIER 1will look like…

11. What our TIER 2 will look like…

12. How long is a round of Tier 2? Tier III • Tier 2 lasts 9 weeks. • 30 minutes three days a week. • What do we do then? Exit or move to 5 days a week (increase frequency of the intervention). If unsuccessful with Tier 2, move to Tier 3. Tier II Tier I

13. TIER 3 Supplemental Instruction

14. Unsuccessful Tier 3 Interventions will be assessed for fidelity and data will be reviewed by the RTI Team. Consequently the RTI Team will determine what is warranted and either “tweak the intervention” and continue with progress monitoring or send a referral to the IEP Team for special education testing consideration.

15. Advantages to RTI… Provides assistance to neediest children in a timely fashion. Ensures that poor academic performance is not due to poor instruction. Assessments and interventions are closely linked. Focus is on attainment of common core standards…on improving educational outcomes and learning abilities! (student learning is the focus) Regular classroom is 1st line of intervention Collaboration between regular, remedial, support services and special education Promotes data-based decisions Lack of progress = change in intervention Not just for special education or for determining eligibility

16. WHY??? National Mandate NCDPI Mandate County Mandate In the best interest of students

17. RTI Roll out Plan • RTI Principles shared with all staff • RTI Team to be identified • Evidence-based components in developing/delivering core curricular /project based learning units • Create/Revise several curricular lessons/units • Shared strategies and summative results team meetings • Decision flowcharts developed for identifying students in bottom 10% and interventions • Added Core Math /Biology/English Support as Tier 2 intervention • Begin sessions/training in College and Career Readiness Skills

18. Interventions are… • Determined by Intervention Coaches, RTI Team, Support Services, and classroom teachers at collaborative meetings such as grade level/PLT meetings • Programs individualized to the students academic level • Implemented with a specific duration and identified instructor • Above and beyond normal classroom instruction • Progress monitored with fidelity

19. How we choose interventions…Follow the DATA… • CTOPP – Phonological Processing and Memory • Ran/Ras - Fluency • QRI – Quality Reading Inventory • Observation of the student • Collaborating and sharing of ideas (what’s working in 2nd period)

20. Interventions are NOT Preferential seating Shortened assignments Parent contacts Classroom observations Suspension Doing MORE of the same / general classroom assignments Retention Peer-tutoring

21. Plan of Instruction • ILP (Individual Learning Plan) and SIP (Student Intervention Process) • ILP – title teacher responsibility • Created and updated by Title Staff • Identifies student needs based on data • Written plan for instruction • Running record of what interventions used and communication between teachers/parents • Evaluation could lead to referral to Special Education if Tier III efforts have been unsuccessful. • SIP – regular ed. teacher responsibility - gives background on the student (teacher concern checklist for academics and behavior - Running record of what interventions used and communication between teachers/parents

22. Identify Behavior Expectations • Identify desired behaviors • Link to social culture of school • Group 3-5 in number • 1-3 words per expectation • Positively state what is expected • Be Supportive of academic/behavior achievement • School wide scope • Communicated to stakeholders • Include positive behaviors in school publications

23. Identify Expectations • Be Respectful of Self, Others, and Property • “Respect” • Be Responsible and Prepared at all Times • “Responsibility” • Be Ready to Follow Directions and Procedures • “Readiness”

24. Teach Desired Behaviors Display prompts, reminders, and precorrections Provide feedback, corrections and positive acknowledgements Provide instruction to new faculty, staff, students, and parents Inform other stakeholders Schedule continuous evaluation of effectiveness Identify and support students whose behaviors do not respond to teaching behavior expectations

25. Identify Expectations • Demonstration Days (LIFE Sessions) • Teacher teams • Show incorrect and teach correct behaviors, ie. Values.com • Reinforce in each class, each period • Consider additional demonstration days throughout the year

26. We will learn more about the RTI Plan as the year progresses. Our RTI goal is to have as many or all of our students on the Tier 1 level. It can be done! After the October WCPSS RTI meeting more will be shared on developing appropriate PEP Plans, if needed within the RTI framework.

27. Revisions • End of year meeting - what worked vs. what didn’t - changes or tweaking - future goals with implementation plan

28. Questions?Email us @gwebb-harris2@wcpss.net(Intervention Coach)achaney@wcpss.net(School Psychologist)rstallings@wcpss.net(RTI Facilitator)Thank you!