C4K – Building an efficient and effective delivery system to impact critical outcomes for kids Our initial focus as we build this system is early literacy

C4K – Building an efficient and effective delivery system to impact critical outcomes for kids

Our initial focus as we build this system is early literacy with a goal that----

All learners will be proficient in reading by the end of 3rd grade across subgroups

P a r t n e r i n g w i t h I o w a ’ s L o c a l S c h o o l s

Response to Intervention in IowaResponse to Intervention (RtI)/MTSS in Iowa is

an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education.

• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • P h a s e O n e I m p l e m e n t a ti o n • F a l l 2 0 1 3 • 2

Response to Intervention in Iowa As an every-education process, RtI/MTSS allows

educators to judge the overall health of their educational system by examining data on all students, as well as identifying students who need additional supports.

Those supports are provided in both small group and individual settings, and measured to determine if these supports are making a difference to ensure all learners demonstrate proficiency in the Iowa Early Learning Standards and Iowa Core standards and leave school ready for life.


So, What is RtI/MTSS About in Iowa?• Implementation of the Iowa Early Learning

Standards and the Iowa Core• Evidence-based instruction and intervention• Used with academics and behavior• Prevention and early intervention• Linking and matching instruction to the

assessment at all levels• Tiered or leveled intensification of intervention• On-going monitoring and response


What RtI/MTSS is Not About in IowaOnly struggling learnersOnly interventionsA single way of doing businessA special education identification process

A means of finding learning disabilities Used only for Child Find purposes


What RtI/MTSS is Not About in IowaSimply doing “something” as an interventionFailing to teach missing or deficit skillsFailing to provide on-going monitoring“RtI Time”Doing what we’ve always done


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Discussion

• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • P h a s e O n e I m p l e m e n t a ti o n • F a l l 2 0 1 3 •

Discuss at your table your understanding of the definition of RtI/MTSS and the Guiding Principles

What questions do you have about the definition?

What questions do you have about the Guiding Principles?

Key Components

1. Evidence-based curriculum & instruction at universal tier

2. Universal screening3. Evidence-based, instructional interventions at

targeted and intensive tiers4. Progress monitoring5. Data-based decision making

8 • C o l l a b o r a ti n g f o r I o w a ’ s K i d s • P h a s e O n e I m p l e m e n t a ti o n • F a l l 2 0 1 3 •

Key Components #2, #4 and #5

1. Evidence-based curriculum & instruction at universal tier

2. Universal screening3. Evidence-based, instructional interventions at

targeted and intensive tiers4. Progress monitoring5. Data-based decision making



Key Component #1 – Evidence-based Curriculum and Instruction at Universal Tier

Highly quality implementation of the Iowa Early Learning Standards and the Iowa Core

All students receive the Universal Tier


Universal Tier:Robust instruction

in the IELS & Iowa Core For All Students

~80-90% of Students

RtI/MTSS

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Key Component #3 – Targeted Tier

Evidence-based, instructional interventions at targeted and intensive tiers

Students receiving intervention at the targeted tier get all of the instruction and support in the Iowa Early Learning Standards and the Iowa Core at the Universal tier, plus small-group targeted tier instruction




Targeted Tier:Small group,

targeted,evidence-based

instruction for some students

~80-90% of Students

~5-10%

RtI//MTSS

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Standard Treatment Approach

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What is Standard Treatment Protocol approach in Iowa? Our working definition is:1. Based on Universal screening data; no additional diagnostics2. Single, evidence-based intervention that addresses a broad

range of literacy components for a majority of students not at benchmark

3. Happens at the Targeted level in small groups4. Progress is monitored, data-based decision making used to

determine a. if students are ready to move back to only Universal instruction,b. continue to need the Standard treatment, orc. diagnostic information collected to design Intensive level

intervention for students who did not make sufficient progress


Standard Treatment Benefits

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Benefits of the Standard Treatment Protocol approach1. Time and resource efficient (e.g., less time assessing

and scheduling different interventions)2. Reduces training and support needs for school staff3. Quicker access to intervention for students4. Highly likely to result in implementation fidelity5. Highly likely to benefit a majority of students in the

treatment


Key Component #3 – Intensive Tier

Evidence-based, instructional interventions at targeted and intensive tiers

Students receiving intervention at the intensive tier get all of the instruction and support at the universal tier, have access to the targeted tier, plus individualized instruction matched to their specific needs.







Intensive Tier:Individualized,

intensive,evidence-based

instruction for a few students

~80-90% of Students

~5-10%

~1-5%

RtI/MTSS

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Intensive Tier Approach

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1. Based on Universal screening data and additional diagnostics

2. Individualized, evidence-based intervention that addresses student-specific needs

3. Happens in small groups or individually4. Progress is monitored, data-based decision making

used to determine a. if students are ready to move back to only Universal

instruction,b. if students are ready to move back to targeted tier instruction,

orc. continue to need the intensive tier







Intensive Tier:Individualized,

intensive,evidence-based

instruction for a few students

~80-90% of Students

~5-10%

~1-5%

RtI//MTSS

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Universal, Targeted and Intensive

Layers are addedfor those that need additional supports!


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Discussion


Where do we all fit?

Documents

C4K – Building an efficient and effective delivery system to impact critical outcomes for kids Our initial focus as we build this system is early literacy