FLEMING CO. SCHOOLS Response to Intervention (RtI) Framework

FLEMING CO. SCHOOLS Response to Intervention (RtI) Framework

FLEMING CO. SCHOOLS Response to Intervention (RtI) Framework What is RTI? Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.

Key Features There are three key features of Response to Intervention.. Scientific research-based instruction and intervention (What Works Clearinghouse website: www.w-w-c.org; Assessment of the effects of instruction (i.e., child response data based on frequent progress monitoring); and Data-based decision making (i.e., using the child response data as the basis for decision making). Systems Model for Academics and Behavior Academic Systems 1-5% Intensive Individualized Interventions

5-10% Targeted Interventions 80-90% School-Wide Programming Behavioral Systems 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 80-90% School-Wide Programming Decisions about tiers of support are data-based

Problem Solving/RtI The Scientific Method Analyze the Problem Identify the Problem Design Intervention Implement Intervention Monitor Progress

Evaluate Intervention Effectiveness L 6 Week Timeline J Lets do some Myth Busting Before We Begin RtI is a process not a new program. It is a framework on which we should be able to hang our efforts.

RtI is more about general education than special education. The purpose of RtI is to provide a system that meets the needs of all students, ensuring achievement gaps close. Special Education may or may not be a result. RtI is not a complicated process with tons of paper! RtI has a strong basis in statute and rule. RtI is part of District Procedures, State Regulations and Federal Law. Heres some data and information that support the need for RTI!

2004 Many systems represented a wait-to-fail model, rather than a system that focused first on quality interventions within the regular education environment. So NCLB and the reauthorization of IDEA in 2004 required districts to implement a new process for addressing students who are not making progress before they fail. This process is called: Response to Intervention (RtI). 17 If not reading on grade level by 3rd grade, odds of ever reading on grade level are 1 in 17.

In 4th grade, students need 2 hours of instructional time to make the same gains as made in 30 minutes of instructional time in Kindergarten. WHAT DOES RTI LOOK LIKE IN FCS? Fleming County Student Intervention System (revised 2014-15) is available on the FCS website. We use 3 Tiers of layered support INTERVENTIONS ARE PROVIDED IN

ADDITION TO CORE INSTRUCTIONNOT IN PLACE OF CORE INSTRUCTION! Tier 3 Tier 2 Tier 1 The further up the pyramidthe fewer number of students there are and the more intensive the support becomes. All, Some & A Few

All Students get Tier 1 Some Students get Tier 1 and Tier 2 A Few Students get Tier 1, Tier 2 and Tier 3 BASED ON NEED VERIFIED BY DATA!! Non-Negotiables for RTI Quality Core Program

2. Establish RtI Team 3. Universal Screening Process 4. Review Student Data 5. Develop Plan 6. Implement the Plan 7. Monitor the Plan 8. Review Results 9. Determine Next Steps 10. Continue Process 1. UNIVERSAL SCREENING OBJECTIVE DATA FROM EVERYONE CASTS A NET OVER ALL CHILDREN HELPS US SCREEN TO DETERMINE WHO IS AND WHO IS NOT MEETING STANDARDS


Calculation/ Number Sense Interpersonal/ Intrapersonal Skills Problem Solving/Reasoning Classroom/School Norms Reading Fluency Reading Comprehension Interventions are provided in 6-Week

(could be fewer) Rounds to students based upon results of Universal Screening & Progress Monitoring. = 12 data points WHAT HAPPENS NEXT? We determine if the student is Tier 2 or Tier 3? Whats the Difference? Academics

Significantly Behind 2+ Grade Levels Below Somewhat Behind 1-2 Grade Levels Below Novice Range May Need More Than 1 Apprentice Range Potential to Catch Up within 1 School-Year Behavior Mild to Moderate

Behaviors Lower Intensity & Frequency STUDENTS WHO NEED TIER 2 Academics Year to Catch Up Behavior Moderate to Severe Behaviors Higher Intensity & Frequency

STUDENTS WHO NEED TIER 3 Lets Talk About the Tiers of Support Tier 2 Small Group In addition to Tier 1

Progress monitoring occurs during intervention on a regular basis NOT AN ASSESSMENT! DIPSTICK!! Group or Individual Focused on Need/Goal

Tier 3 Individualized/Smaller Group In addition to Tier 1 & 2 Progress monitoring occurs during intervention on a regular basis, but no less than 1 time each week. NOT AN ASSESSMENT! DIPSTICK!! Group or Individual Focused on Need/Goal Interventions are-

Instructional Not accommodations Linked to the area of concern Evidence based Research based Systematically delivered Monitored ABOVE/ BEYOND

REGULA R INSTRU CTION Where do we find menus of interventions? http://www.pavilioncsd.org/webpages/mnoble/resources.cfm?subpage=1057914 http://www.interventioncentral.org/response-to-intervention http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/RTI%20Menu.pdf https:// www.teacherspayteachers.com/Product/RtI-Response-to-Intervention-If-Then-Reading-Interventions-Menu-290 392 http://www.jimwrightonline.com/mixed_files/rome/RTI_Acad_Intvs_Intro_Rome_CSD_22_Nov_2010_PPT.pdf http://www.mccsc.edu/cms/lib07/IN01906545/Centricity/Domain/252/if%20then%20intevention%20menu.pdf http://www.esu1.org/downloads/RtI/RtIManual.pdf

GOOGLE it! Please remember Interventions must be KCAS/COMMON CORE alignedso get rid of the old versions/materials that are not! Choose a few and do them very well. Implement Its with fidelity!!!!!

about the strategynot the program. Programs just package it for us. FCS RtI IS ACCOUNTABLE WE ARE ACCOUNTABLE FOR THE IMPLEMENTATION OF INTERVENTIONS AND THE GROWTH OF THE INDIVIDUAL STUDENT. INTERVENTIONS ARE NOT A LIFE SENTENCE!! We must get students on a trajectory to exit interventions as soon as possible! Its about implementation 90% or better!!!

Monitor the Plan Interventionist Progress Monitoring of Data Graphed Alert RtI Team/Classroom Teacher When Concerns Arise Documentation of Sessions/Lessons Evidence of Sharing Information with Classroom Teacher Conversation & Connection to Classroom Instruction with Generalization of Performance RtI

Team/Administration Implementation Check for Intervention At Least 1x During Intervention Cycle Schedule, Components/Structure, Quality Who provides interventions? THE MOST Classroom QUALIFIED PERSON! Teachers Resource Staff Highly Trained Classified Staff Behavior & Success Coaches

Reading Recovery Teachers ECE/ESL Teachers Others? Classroom Progress Monitoring Tool Teacher: Mrs. Jones (Grade 3) Targeted Skill Area/Probe Used : Comprehension/MAZE Strategy: Main Idea & Supporting Details Materials: Crosswalk & Ladders Materials Student Name:

Susie Marcus Jennifer Max Ebony Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 8 10 12 5 7 8 9 10 11 8 9

11 12 12 12 7 9 10 5 5 6 4 5 5 This is given to RTI Lead Weekly! 02/24/2020 28

WHAT HAPPENS WHEN INTERVENTIONS DONT WORK? WE DONT AUTOMATICALLY ASSUME THE STUDENT NEEDS TO BE REFERRED. When should we think about a referral At least 2 cycles/rounds of intensive interventions should be implemented before a referral to ECE is considered. RtI DOES NOT CIRCUMVENT THE REFERRAL PROCESSHOWEVER TO DO A REFERRAL YOU MUST HAVE

INTERVENTIONS & DATA! IF WE DO RtIWE HAVE BOTH!! Monitoring of the plan is very important because we cant say that a student hasnt responded to an intervention when it hasnt been implemented with fidelity over time as designed. Implications Instructional issues must be ruled out. Curricular access blocked by any of

the following must be addressed: Attendance Health Mobility Sufficient exposure to and focus on the curriculum must occur. Frequent, repeated monitoring must be conducted. Questions: Questions Next Steps Additional Training Resources

The question is not, Is it possible to educate all children well? But rather, Do we want to do it badly enough? D. Meier

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