Getting Started with RTI

School-wide Assessment Tool for an RTI Model

Implementation Starts with Leadership

The critical feature of successful implementation of an intervention

model such as RTI is effective leadership at the district, building,

and instructional levels. Think Different!

Think Different

“The significant problems we have can not be solved at the same level of thinking with which we created them.” -- Einstein

Setting the Stage for RTI

Stage 1 – Audit current district practices, programs, and procedures to decide on level of implementation for each RTI core principle using school-wide assessment tool.

Stage 2 – Identify district strengths and needs as well as changes to be made in the delivery of programs and services for all students.

Stage 3 – Develop action plan to include strategy for improvement, tasks, personnel, timelines, and resources. Begin working your plan!

Principle IWe can effectively teach all

children Use of collaborative, data-based decision making

model Guaranteed and viable curriculum Curriculum alignment across grade levels and

content areas Research based, differentiated classroom

instructional practices Building-wide Positive Behavior Support (PBS)

strategies On-going professional development supports and

enhances district curriculum implementation and delivery

Active parent and family involvement

Principle IWe can effectively teach all

children

Leading RTILes Cheneaux

Community SchoolsDistrict Administrator, Amy

Scott

Principle IIIntervene early

Use of universal screening measures for reading, writing, and math

Universal screening measures are administered and analyzed systematically

Students are identified for and receive additional instruction based on screening results

Supplementary instruction to the core curriculum is available for grades K-12

Principle IIIntervene early

Universal Screening Measures Amanda McCabe, EUPISD

Curriculum Consultant

Principle IIIntervene early

Example School Comprehensive Literacy

Literacy Assessment System 2008-2009 Grade Beginning of Year First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks End of Year Reading Reading Reading Reading Reading Reading K-5 DRA (for grades 3-5;

below & approaching from Spring ’09 and all

new students) Comprehension

Checklist Fluency (NAEP) Accuracy SC Rate

DRA (all students) Comprehension Checklist Fluency (NAEP) Accuracy SC Rate

K-5 Gentile Oral Language Acquisition Inventory (if needed)

Gentile Oral Language Acquisition Inventory (if needed)

Gentile Oral Language Acquisition Inventory (if needed)

Gentile Oral Language Acquisition Inventory (if needed)

K-5 Observation Notes Observation Notes Observation Notes Observation Notes Observation Notes K-1 Observation Survey (for

1st grade: transfers and lowest 30% of class)

Observation Survey (K only)

1-2 Benchmark Books Developmental

Reading Checklist Comprehension

Checklist

Benchmark Books Developmental

Reading Checklist Comprehension

Checklist

Benchmark Books Developmental

Reading Checklist Comprehension

Checklist

Benchmark Books Developmental

Reading Checklist Comprehension

Checklist

1-5 Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts

Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts

Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts

Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts

3-5 Literature Discussion Rubric

Literature Discussion Rubric Literature Discussion Rubric

Literature Discussion Rubric

3-5 Independent Reading Rubrics

Independent Reading Rubrics Independent Reading Rubrics

Independent Reading Rubrics

3-5 Thoughtful Log Rubrics Thoughtful Log Rubrics Thoughtful Log Rubrics Thoughtful Log Rubrics

Principle IIIntervene early

3-5 Conference Notes Conference Notes Conference Notes Conference Notes 3-5 GLAD ELA: 2008 Score GLAD ELA:

2010 Score Writing Writing Writing Writing Writing Writing K-5 Writing Proficiency

Benchmark on Narrative Writing (K-1 Clay’s Writing Assessment)

Quarterly Checklist using Pieces from Writer’s Workshop

Quarterly Checklist using Pieces from Writer’s Workshop

Quarterly Checklist using Pieces from Writer’s Workshop

Quarterly Checklist using Pieces from Writer’s Workshop

Writing Proficiency Benchmark on Narrative Writing (K: Clay’s Writing Assessment)

2-5 Expository Descriptive Writing Rubric

K-5 Observation Notes Observation Notes Observation Notes Observation Notes Observation Notes 1-2 Gentry Diagnostic

Spelling Assessment Buddy Check Gentry Diagnostic Spelling

Assessment Buddy Check Buddy Check Gentry

Diagnostic Spelling Assessment

3-5 Bear Developmental Spelling Assessment

Bear Developmental Spelling Assessment

Behr Developmental Spelling Assessment

3-5 GLAD 2009: Score (if tested)

GLAD 2010 Score

Principle IIIA multi-tier model of service delivery

supports student learning

The district has identified and implemented a continuum of interventions that include at least 3 tiers

Criteria exist for movement of students among the tiers

Interventions are identified at each tier and aligned with the district curriculum

Interventions are selected to meet specific identified student needs

Fidelity measures ensure that interventions are delivered as intended

Principle IIIA multi-tier model of service delivery

supports student learning

Strategic Instruction ModelInstructional InterventionsAngela Nettleton, EUPISD

CPMDCNichole Martin, St. Ignace

Schools

Principle IVUse a problem-solving model to make

decisions

Use of problem solving model to design and evaluate effectiveness of instruction at each tier

Use of problem-solving model is supported by training, implementation, and monitoring

Problem solving teams use a variety of data to align needs and interventions

A process exists to guide the team in determining when a student should be evaluated for a suspected disability

Principle IVUse a problem-solving model to make

decisions

Meeting Mechanics Stacey Miller, EUPISD

Behavior Specialist

Meeting Mechanics

Stacey MillerBehavior Specialist

EUPISD

What is Meeting Mechanics

The Meeting Mechanics module presents a problem solving format that can be applied to all team decision making efforts. • ABC paradigm for problem solving•Team Accountability•This process can be readily applied to child study teams, caseload teams, and behavior planning efforts.

45 MINUTE BEHAVIOR SUPPORT PLAN DEVELOPMENT

MEETING MECHANICS PROCESS

Problem Identification: (5 minutes)• IDENTIFY the problem• Open-ended format• Democratic (all participate)• Prioritize concerns, if needed

Problem Specification: (15 minutes)• More SPECIFICALLY understand the problem• Operational definitions• Data analysis• Antecedent variables focus

Brainstorm: (6-8 minutes)• Brainstorm possible solutions/strategies to

address the problem• ALL ideas are good ideas• Don’t explain, defend, convince• Professional role elimination• Focus on developing the best idea in the room

Cluster/Prioritize: (6 minutes)• CLARIFY ideas• CLUSTER similar ideas (3 primary)• PRIORITIZE ideas though sequencing

Implementation Variables: (6 minutes)• Identify possible BARRIERS to implementation

(brainstorm solutions if necessary)• Identify RESOURCES needed to implement plan• Determine DATA COLLECTION methods for

evaluation

Assign Responsibilities: (5 minutes)• Team process• Roles and functions• Develop ACTION PLAN

WHO IS DOING WHAT BY WHEN

Why Use Meeting Mechanics?

• Increase time on task• Positive problem solving• Team Effort

Meeting Mechanics Manual

Great Lakes Printing Company1-800-530-9876

Principle VUse research-based, scientifically validated

instruction / interventions

Instructional personnel understand and can access “scientifically –based research”

A process exists for the review of new literature to ensure continuous improvement

Instructional personnel have been trained in the interpretation of research literature

Principle VUse research-based, scientifically validated

instruction / interventions

What Works ClearinghouseResearch-Based StrategiesAmanda McCabe, EUPISD

Curriculum Consultant

Principle VIMonitor student progress to inform

instruction

Use of scientifically-based assessment tool for progress monitoring

Student progress monitoring occurs as need indicates

Data is displayed graphically to support interpretation and document student performance

“Decision rules” are used to evaluate student progress and adjust instruction

Principle VIMonitor student progress to inform

instruction

Assessment WallMiBLSI Team

Pickford Elementary School

Principle VIMonitor student progress to inform

instruction

Principle VIIUse data to make decisions

Use of effective and efficient district data management system

Personnel are trained in the administration of assessments

Special education eligibility decisions and decisions to move students among tiers are made by a qualified team of professionals

Personnel are trained in the analysis of data Data is collected from several sources and

compared to objective criterion when determining the presence of a disability and the need for services

Principle VIIUse data to make decisions

School-wide Information Systems (SWIS)

Data Management for PBSMiBLSI Team

Principle VIIUse data to make decisions

SWIS Demo

https://app.swis.org/swis.php?pid=1000

Principle VIIIUse assessment for three different

purposes

Written district assessment plan identifying assessments used for screening, diagnosis, and progress monitoring

Assessment plan addresses time, utility, content, and process for review

District decision rules address criteria for special education eligibility

Principle VIIIUse assessment for three different

purposes

Balanced AssessmentValerie Masuga, EUPISD

Curriculum Consultant

Taking it to the next level -- Tools

School-wide Assessment ToolSample Indicator Evidence

resourceScoring RubricSample Multi-year Plan for RTI

ImplementationAction Planning Template