RTI - Pulaski County Schools Staff... · •Math computation ... Targeted students Small...

RTIAn overview of the

Pulaski County Intervention

System (PCIS)

Purpose of training:

1. Orient new(er) RTI Team

Members to district

guidelines

2. Update RTI Teams on

recent changes to the

Pulaski County

Intervention System (PCIS)

RTI Overview

1. Use all available resources to teach all

students

2. Monitor classroom performance

3. Conduct universal screening/benchmarking

4. Use a multi-tier model of service delivery

5. Use scientific, research-based

interventions/instruction

6. Make data-based decisions

7. Monitor progress frequently

RTI Core Principles

RTI Core Principles1. Use all available resources to teach all

students

RTI Core Principles1. Use all available resources to teach all

students

What is wrong with the student?curriculum?instruction?environment?intervention?

2. Monitor classroom performance

General education teachers play a vital role in

designing and providing high quality instruction.

Furthermore, they are in the best position to assess

students’ performance and progress against grade

level standards in the general education curriculum.

This principle emphasizes the importance of general

education teachers in monitoring student progress

rather than waiting to determine how students are

learning in relation to their same-aged peers based

on results of state-wide or district-wide

assessments.

RTI Core Principles

RTI Core Principles3. Conduct universal screening/benchmarking

“The primary purpose of universal

screening is to determine which

students need help.”

McCook, 2006

A universal screener is a short, quick

and easy-to-administer measure of

academic or behavioral skills.

Screeners are administered three to

four times per year to all students.

RTI Core Principles3. Conduct universal screening/benchmarking

Common Areas of Academic Screening

• Early literacy skills

• Oral reading fluency

• Reading comprehension

• Early numeracy skills

• Math computation

• Spelling

• Writing

Behavioral Screening

Formal screeners

• behavioral rating scales

• school-wide expectations screener

• classroom observations

Flagging criteria

• discipline data

• attendance records

• office referrals

Utilize other existing data…

assessment reports; classroom data

(classroom assessments, analysis of student

work, observations, etc.); CBMs (including

learning checks, common assessments,

Flashbacks, etc.); and other measurements

(EOC, Lexia reports, SuccessMaker reports,

DreamBox reports, Reading Plus reports,

Stanford 10, ACT, COMPASS, KyOTE, K-

PREP, Cert reports, ALEKS reports, etc.)

RTI Core Principles3. Conduct universal screening/benchmarking

RTI Core Principles4. Use a multi-tier model of service delivery

5. Use scientific, research-based interventions/

instruction

Behavior Systems

Intensive InterventionsTargeted students

Small group/individual interventions

Interventions increase in intensity

Minimum weekly monitoring of progress

Strategic Instruction/InterventionsTargeted students (at-risk)

Classroom/small group interventions

Minimum bi-monthly monitoring of

progress

Universal/Core InstructionAll students

School-wide/classroom

instruction

Behavior in all settings

Preventative, proactive

instruction

Monitored a minimum of 3

times a year

Academic Systems

Intensive InterventionsTargeted students

Small group/individual interventions

Interventions increase in intensity

Minimum weekly monitoring of progress

Strategic Instruction/InterventionsTargeted students (at-risk)

Classroom/small group interventions

Minimum bi-monthly monitoring of progress

Universal/Core InstructionAll students

School-wide/classroom instruction

All content areas

Preventative, proactive instruction

Monitored a minimum of 3 times

a year

Figure 1: PCIS Three-Tier Model of Interventions

1-5% 1-5%

5-10%5-10%

80-90%80-90%

Academic Systems

Intensive InterventionsTargeted students

Small group/individual interventions

Interventions increase in intensity

Minimum weekly monitoring of progress

Strategic Instruction/InterventionsTargeted students (at-risk)

Classroom/small group interventions

Minimum bi-monthly monitoring of progress

Universal/Core InstructionAll students

School-wide/classroom instruction

All content areas

Preventative, proactive instruction

Monitored a minimum of 3 times

a year

Figure 1: PCIS Three-Tier Model of Interventions

1-5%

5-10%

80-90%

Lexia

What do we mean by the term

“intervention?”• Targeted instructional practices that have

been validated as effective by scientific research.

• Interventions always involve instruction... not just more independent practice!

• Interventions are administered by trained personnel…not just a “warm body.”

• Interventions are skill-based. They focus on a specific skill that the student is missing.

• Interventions are evaluated and guided by progress monitoring of the skill being instructed.

Interventions are NOT

• Preferential seating – this is an accommodation not instruction

• Shortened assignments – this is a modification not instruction

• Classroom observations – this is an assessment method not instruction

• Progress monitoring – again this is assessment not instruction

• Suspension – punishment not instruction

• Retention – not an evidenced-based intervention

Things to consider about

interventions…

Not all interventions are scientifically research based.

Just because an intervention is researched based, that doesn’t mean the research says that it is an effective intervention.

Obviously, the research will show some interventions to be more effective than others.

Things to consider about

interventions…

Beware of…

PUBLISHERS!

Thinking about discontinuing use

of a particular intervention?

1. Have our staff or students gotten tired of it?

2. What does our data says about its effectiveness?

3. Have our interventionists been trained and do we know they are implementing with fidelity?

6. Make data-based decisions

7. Monitor progress frequently

RTI Core Principles

RTI: Models of Implementation

Problem-Solving ModelA problem-solving team develops intervention plans foreach student individually.

Standard Protocol ModelThe school preselects a consistent program of interventions to use with groups of students who score at prescribed levels within their universal screening system.

Screening/Benchmarking

Screening/Benchmarking

Fidelity Data

Accelerated Learners

Parental Involvement

Fidelity of Implementation

Summary of Data &

Intervention Form

Summary of Data &

Intervention Form

• Purpose?

Guidance for the intervention process.

• When should it be started?

When interventions begin.

• Is it a required form?

Yes, at the time of moving from Tier 3

to Special Education referral.

Major Area(s) of Concern

Major Area(s) of Concern

Major Area(s) of Concern

Major Area(s) of Concern

Major Area(s) of Concern

Work Skills/Technical/Vocational

Functioning (K-12)

Specialized Equipment

Examples:

• Magnifier

• Hearing Aids

• Wheel Chair

School Information

School Information

Interventions, Strategies and

Documentation of Progress•

Tier I

Tier II and III

• Reading

• Math

• Writing

• Behavior

• Other-(communication, motor,

adaptive, social/emotional)

Data Requirements

Impact on Targeted Area

What are the data?

• Summary of data

What do the data mean?

• Analysis of the data

Impact on Targeted Area

Examples• Describe Universal Screening Data

• Progress Data Analysis

• Rate of Improvement

• Intervention Beginning Levels

(baseline)

• Intervention End Levels

• Percentiles

• Comparison to Norms

Impact Non-Examples

• “Student has made minimal progress”

• “Student has been receiving Lexia 4

times weekly for 30 minutes per day.”

• “Student is still below grade level.”

• Student is reading 112 WPM on 7th

grade probes.

• It is expected that student would be

on grade level.

RTI Meeting Notes

Other Forms

PCIS Website

Appendix D

Process from Intervention to

Special Education (IDEA)

Evaluation

Old!

New!

Credit where credit is due…

McCook, John E. (2006). The RTI Guide:

Developing and Implementing a Model in

Your Schools. LRP Publications

John McCook’s presentation in Pulaski

County in summer of 2008

AIMSweb technical manuals from

www.aimsweb.com

Presentation by Cherry Boyles, Assistant

Director of Curriculum, KY Department of

Education

District RTI Team

Contact Information

Amy Polston

Elementary Instructional Supervisor

amy.polston@pulaski.kyschools.us

Angela Murphy

Secondary Instructional Supervisor

angela.murphy@pulaski.kyschools.us

Mike Braun

Director of Districtwide Programs

mike.braun@pulaski.kyschools.us

Barry Lee

Director of Special Education

barry.lee@pulaski.kyschools.us

Kathy Epperson

Special Education Consultant/SWIS

Facilitator

kathy.epperson@pulaski.kyschools.us

Dusty Phelps

District PBIS Coach

dusty.phelps@pulaski.kyschools.us