#2. Implementing RTI,

in Six Easy Steps

Rebecca Johnson, Principal Vicki Weatherman, RTI Facilitator

Kirk Adams Elementary School, Las Vegas, NV

Kirk Adams Empowerment Elementary School

2011-2012

Who We Are: 2011-2012 568students

53% Hispanic or Latino 26% White or Caucasian 8% Black or African American 5% Asian 2% American Indian or Alaska Native .4% Pacific Islander

62% Low Socio-Economic or FRL 30% Limited English Proficient 15% Special Education

Kirk Adams EES Mission All students will learn to read with comprehension and fluency, write to communicate effectively using the Analytical Writing Traits, and problem solve using addition, subtraction, multiplication, and division; while getting along well with others.

Innovative Practices Empowerment School Distributed Leadership Standards-based grading – *No Grades on

report cards Standards-based instruction – not programs Leveled instruction for ELA 1st -3rd grades Departmentalized instruction 4th -5th grades Formative administration of assessments Special Education Inclusion Frequent classroom observations with

feedback

Response to Intervention 6 Steps to RTI

1. Identification2. Diagnosis3. Determining Intervention Level, Goal

Setting and Creating a Plan for Interventions

4. Administering Appropriate Interventions5. Progress Monitoring6. Data Analysis and Outcomes

Identification School-wide cut scores

CRT – any student under 305 CCSD Interims – K-2 under 70%, 3-5 under 60%

Universal Screening / Benchmark Assessments Aims Web ELA & math

Grades LAS Links (language prof. )

Watch list of students (Slide1)

Step 1: Identification Table Discussion At your tables or with a neighbor, discuss

and list all the possible data sources you currently have at your school that could be used to create your own watch list.

Do you have “cut scores” to use to identify struggling students and what are they?

Diagnosis Every student on watch list OR new to the

school

Reading Assessing Reading, Multiple Measures for

Kindergarten through Eighth Grade. (CORE, 2008) Math

STPT analysis of standards Aims Web computation

Create a Tiered Instruction List (Slide 2) Typical Interventions provided (Slide 3 & 4)

Step 2: Diagnostic Discussion What do you currently have in place to

diagnose the specific skill deficits of struggling students?

Goal Setting & Create a Plan for Interventions Goal

Goals are statements of the expected results of the intervention and should state the conditions under which the student will perform the behavior

ART An ART is the criterion that is set to indicate

the least amount of progress a student can make and still be on track for narrowing the achievement gap

RTI Plan Summary (Slide 3)

Determine and Administer Appropriate Interventions Tier 2 vs. Tier 3

In addition to Tier 1 Tier 3 students also receive Tier 2 Small group vs. 1-1 15-30 minutes, depending on goals

Intervention Block of time 40 minutes/day by grade level No new instruction during this time

Extension activities for Tier 1 students Tier 2 in classroom, Tier 3 in lab

Determine and Administer Appropriate Interventions What Interventions?

Standards Based or Problem Solving Research Based

Who delivers the Interventions? Classroom Teacher RTI Facilitator ELL Facilitator Special Education Inclusion Teacher Para-professionals (7 instructional

assistants)

Tier 1 Instruction / Enrichment

Tier 2 Intervention / Small group

Tier 3 Intensive Intervention /1-1

Step 4: Providing Interventions Discussion Share at your table or with another

person how you provide Tier 2 or Tier 3 interventions.

Who does them? Where are they done? How do you overcome the loss of Tier 1

instruction? What materials do you use?

Progress Monitoring Tier 1

7 times a year (3 benchmarks, 3 interims, 1 mid-term, mock CRT)

Tier 2 Every 2 weeks

Tier 3 Weekly

Progress Monitoring Assessments

Specifically aligned with the intervention Usually given by the person delivering the

intervention More than CBM measurements

Charts and Graphs Excel tables and graphs Accessible to all teachers who work with the

student

Progress Monitoring Tier 2 (2 weeks)

Progress Monitoring Tier 3 (weekly)

Step 5: Progress Monitoring Discussion How do you monitor the progress of your

Tier 3 interventions? How often? How do you monitor the progress of your

Tier 2 interventions? How often? Who administers the progress

monitoring? How is the progress reported to all

teachers that work with the student?

Data Analysis & Outcomes Intervention Team

Administrator Case workers from each grade level Representatives from Special Ed.

(Psychologist, Teachers, Speech Pathologist)

Meets every week to analyze progress

Data Analysis & Outcomes Outcomes

Problem resolved Tier 3 moves to Tier 2 before Tier 1

Progress toward problem, but not resolved yet – continue interventions as determined

Unresolved Move Tier, create new goals, change the

interventions, and continue to monitor progress Change frequency, duration, instructional level,

intensity, or the number of participants Refer for MDT, 504, retention

Step 6: Analysis and Outcomes Discussion Do you have a team in place to review

the progress of the interventions? How often do they meet? Do you have a plan in place to review the

progress regularly? What are the possibilities of student

success with this process in place?

Case Study - Fernando

The Practical Guide to RTI,Six Steps to School-wide Success

By Rebecca Johnson and Vicki Weatherman

Contact Information: Rebecca Johnson

rajohnson@interact.ccsd.net Kirk Adams Elementary School 702-799-

8800 Vicki Weatherman

plantergirl@cox.net