Response to InstructionResponse to Instructionthe the

MEPHS WayMEPHS Way

Subtitle: What’s RTI Got to Subtitle: What’s RTI Got to do With It!do With It!

Response to InstructionResponse to Instructionthe the

MEPHS WayMEPHS Way

Subtitle: What’s RTI Got to Subtitle: What’s RTI Got to do With It!do With It!

What is RTI ???

In WAKE County…..

RTI = Responsiveness to Instruction

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).

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).

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)

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

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

Most states are using a 3Tier Model

Universal Interventions

RECEIVED BY ALL IN REGULAR ED Classes 80% of students

Tier

III

Tier

II

Tier

I

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.

What our TIER 1 will look like…

Focus For ALL students—Should see success for 80% of student body

Program Scientific/Evidence based CORE curriculum/strategies.

Grouping Using core curriculum differentiation/seminar formats to meet student needs.

Time 78 minutes per class period per day.

Assessment Universal screenings; Benchmark assessment at beginning, middle, and end of the academic semester and year.

Interventionist

Regular education teacher.

Setting Regular education classroom.

What our TIER 2 will look like…

Focus For students identified with data-based difficulties, and who have not responded to Tier I efforts. (Should be less than 15% of student body)

Program Programs, strategies, and procedures designed to supplement and support Tier I. (Tier 2 materials from core reading programs.)

Grouping Small group instruction. (1:3, 1:4, or 1:5)

Time Minimum of 25- 30 minutes per day minimum 3 x’s per week in small group in addition to the classroom core reading instruction.

Assessment Strategic monitoring every two weeks on target skills to ensure adequate progress and learning.

Interventionist Intervention Coaches, ALC teacher, and classroom teacher

Setting TBD and classroom setting.

How long is a round of Tier 2?

• 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

III

Tier

II

Tier

I

TIER 3 Supplemental Instruction

Focus For students identified with data-based difficulties and who have not responded to Tier I or Tier II efforts. (<5% of students)

Program Sustained, intensive, “evidence-based” interventions (NOT accommodations).What we have available: CORE Testing, SuccessMaker, Academy of Reading/Math, reading programs, intervention central, Florida Center for Reading, etc.

Grouping Small group instruction. (1:1, 1:4, 1:6)

Time Minimum of 30 minutes per day minimum 5 x’s per week in small group in addition to the classroom core reading instruction.

Assessment Progress monitoring weekly on target skills to ensure adequate progress and learning.

Interventionist RTI Facilitator and RTI Team with Teacher and other support personnel

Setting TBD

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.

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

• National Mandate

• NCDPI Mandate

• County Mandate

•In the best interest of students

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

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

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)

Interventions are NOT

• Preferential seating• Shortened assignments• Parent contacts• Classroom observations• Suspension• Doing MORE of the same / general classroom assignments

• Retention• Peer-tutoring

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

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

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”

Teach Desired Behaviors

Display prompts, reminders, and precorrections

Provide feedback, corrections and positive acknowledgements

Provide instruction to new faculty, staff, students, and parentsInform other stakeholders

Schedule continuous evaluation of effectiveness

Identify and support students whose behaviors do not respond to teaching behavior expectations

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

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.

Revisions

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

Questions?Email us @

gwebb-harris2@wcpss.net(Intervention Coach)achaney@wcpss.net

(School Psychologist)rstallings@wcpss.net(RTI Facilitator)

Thank you!