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1. Articulate components of the Response to Intervention Initiative (RtI)

2. Cite the essential elements in providing services to ALL students including advanced learnersto ALL students, including advanced learners

3. Acquire a template to design, implement, and evaluate your RtI Initiatives

4. Answer RtI questions in an interview5. Pick the best from a school district that

has an innovative model

• IDEA 2004 Recommendation• General Education Initiative• High quality, effective instruction

-For ALL students•Universal screening

-Assessment for ALL students• Targeted research-based interventions• Individual students goals:

•Reading •Math•Social/Emotional, i.e. Behaviors

• Regularly monitored instruction

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•Tiered Instruction/Intervention-Tier I-Core, Universal Instruction: 80%-Tier II-Supplemental, Intervention: 15%-Tier III-Intensive: 5%

•Curriculum Based Assessment •Universal Screeners•Universal Screeners

- AIMSWeb- DIBELS- MAP

•Varied Interventions•Differentiated Instruction•Progress Monitoring

Tier 3 5% of Students

Tier 2

Tier 1

15% of Students

80% of Students

• Core Instruction• Interventions for

Students Outside Core• Tier II• Tier II

- Challenge Classes- Subject Level

Acceleration• Tier III

- Grade Level Acceleration

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Ad d

Subject Level Acceleration

One-on-One Help

Advanced Learners

Tier 1Tier 2

Tier 2Tier 3 Tier 3

Grade Level Acceleration

Struggling Students

Challenge Enrichment

Resource

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• School Board Members at 2007 IASB/IASA/IASBO Convention

• Superintendent Requested to Reinvent Delivery of Services for Reinvent Delivery of Services for Advanced Learners

• University Consultation• Task Force of Teachers, Board

Members, Superintendent, University Consultant

• RtI (Response to Intervention) Model as Vehicle for Change

•Student Selection

•Data Triangulation:ITBS: Iowa Test of Basic SkillsISAT: Illinois State Achievement TestAIMSWeb: Curriculum Based MeasuresRenzulli Teacher Rating ScaleCog AT: Cognitive Abilities Test

• Students Grouped for Reading

- Struggling Readers-Tier II and Tier III- Core Instruction-Tier I- Advanced Readers-Tier II and Tier

IIIIII

• Tier II- Reading Teacher- Challenge Program - Pull Out- Subject Acceleration

• Tier III - Intensive, i.e., Special Education

Services- Grade Level Acceleration

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• Focus GroupsParents, Teachers, Board Members, Administrators

• Questions Focused on: • Understanding of Goal: Reading Initiative

• Understanding of Implementation• Barriers and Solutions to Success

• Strengths of Model• Administrative Support

• Accountability Data• Observations

• All Groups Endorsed meeting the needs of Advanced Learners

• Enhanced Communication: • Endorsement of Grouping to meet Individual Needs• High Priority: Professional Development• Program Evaluation and Accountability• Early Diagnosis for All Students

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• Communicate and Market Program to all Stakeholders

• Develop an Accountability Plan• Provide Annual Program

Evaluation

Final Recommendations

Evaluation • Provide Professional

Development in Differentiation• Subject Level and/or Grade

Level Acceleration

• Instructional Minutes• Interventions

- Grouping of Students- Alternative Materials

• Core Materials Used Differently• CAI

• Progress Monitoring- AIMSWeb

• Intervention Meetings

Professional Development ◦ Differentiation of

I t tiInstructionAccountability◦ Number of Children

Moving Between Groups◦ Data Monitoring

ITBSAIMSWebSTAR ReadingISAT

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• School Board Requested - Follow-Up Focus Groups- Data

• Focus Groups Conducted in May 2009- Parents, Teachers, Board

Members, Administrators ANDAND Students

• Report sent to School Board & Superintendent - September 2009

• Initiative Perceived as Very Positive• Effective Communication Desired• On-going Professional Development

- Data Driven Decision Making- Diagnostic Assessments- Differentiation of Instruction- Additional Intervention Strategies

• Advanced Learners - More motivated & Reading More

• Subject Level Acceleration Working Well- Students Challenged and Enjoy classes

• Students applauded grouping practices• Parents perceive students are being

challenged• Issues

- More Transparent Criteria for Placement- Scheduling

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Final Recommendations• Communicate and Market Program to all

Stakeholders• Conduct Annual Program Evaluation• Provide Professional Development

- Data Driven Decision Making- Reading Instructional Strategies- Reading Instructional Strategies- Differentiation of Instruction

• Fine Tune Schedule & Selection Process• Offer Grouping for Mathematics• Additional Materials and Resources for

Exemplary Instruction.

Next Steps• On-Going Data Collection

- How Will We Know It’s Working?

• 8th Grade Curriculum for Subject Level

Accelerated Students-Virtual School

- High School Enrollment

• Service Delivery Model• Tiered Instruction• Formal Progress Monitoring• Continual Re-Assessment of

Interventions• Service Delivery Model

Effectiveness

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Bender, W.N. (2009). Beyond the RTI pyramid: Solutions for the first years of implementation. Bloomington, IN: Solution Tree Press.

Brown-Chidsey, R., & Steege, M.W. (2005). Response to intervention: Principles and strategies for effective practice. New York, NY: The Guilford Press.

Colangelo, N., Assouline, S.G., & Gross, M.U.M. (Eds.). (2004). A nation deceived: How schools hold back America’s brightest students Washington DC: The Connie Belin & Jacqueline hold back America s brightest students. Washington, DC: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.

Ehren, B. J. , Ehren, T.C., & Proly, J.L. (2009). Response to intervention: An action guide for school leaders. Alexandria, VA: Educational Research Service.

Purcell, J. H., & Eckert, R.D. (Eds.). (2006). Designing services and programs for high-ability learners: A guidebook for gifted education. Thousand Oaks, CA: National Association for Gifted Children & Corwin Press.

Robinson, A., Shore, B.M., & Enersen, D.L. (2007). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press Inc.