Presented by:Brent Johnson

Instructional Director

Response to InterventionModule #1: Teaching and Learning

Agenda

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Overview of Response to Intervention

Purpose and Components of RTI

Teacher Methodology of RTI Practices

Tell Us About Yourself!

What is your name?

What is your role? (i.e. Teacher/grade, principal, coach,

etc.)

How long have you been in education?

Who is Brent Johnson?

Education Specialist in Media with a concentration in Instructional Technology from the University of West Georgia

Master of Arts in Teaching in Special Education from Georgia College and State University

B.S. Educational Studies from Bethune-Cookman University

Special Education Teacher for Gwinnett County Public Schools and Atlanta Public Schools 2013-2017

Instructional Director for NAEP

National Academic Educational Partners

NAEP GETS RESULTS

National Academic Educational Partners

• NAEP has implemented its solutions all over the nation with proven results and increased student achievement data.

Our Track Record

• Our people have lived educational reform. Let our proven practitioners become your greatest resource and accelerate your student outcomes.Our People

• No educational challenge is the same. NAEP customizes its solutions to optimize your RESULTS.Customization

• With NAEP, you are NEVER ALONE. We don't simply deliver a solution, we implement it WITH you side-by-side.

True Collaboration

“An intervention without progress monitoring is just an activity.”

― Warren BemisActivity: 3 minutes

•What does this quote mean to you?

•Turn and talk with a peer to discuss it.

•Prepare to share with the group.

Objectives

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Analyze theRTImodelandgainanunderstandingofeachtier.

UnderstandthebenefitsofRTIandpotentialbarrierstostudentsuccess.

DefinetheRTIframeworkandkeyvocabularyassociatedwithRTI.

Participantswillbeableto..

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Areas of strength1.Evidence of a RTI leadership team.2.Implementation of an evidence-

based universal screener (DIBELS).

3.Conversation held around data points used to identify at-risk students.

4.Leadership team is in place and each member has various roles within the school.

Areas for improvement1.RTI 101: Common understanding

of RTI framework.2.Common RTI Language3.Clear understanding of

differentiation vs. evidence-based interventions.

4.Knowledge of fidelity of interventions.

5.Infrastructure for supporting RTI (Defined role of the RTI team members).

What were the district RTI report findings?

NAEP Professional Development Schedule Overview

Ensuring Equal Access

Whole Group: 2/27-3/3First Individual Coaching Session: 3/13-3/17

Second Individual Coaching Session: 3/27-3/31

Whole Group: 4/10-4/14First Individual Coaching Session: 4/24-4/28

Second Individual Coaching Session: 5/8-5/12

Whole Group: TBDFirst Individual Coaching Session: TBD

Second Individual Coaching Session: TBDAssessments

Needs Assessment

Teaching and Learning

Ensuring Equal Access

Assessments

Completed 2/13-2/172017 Calendar

Case Study #1

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Read Case Study #1

(Handout #1)

What are Jean Paul’s

challenges?

What could be some barriers to

his success?

Jean Paul is an 8th grade student at D.W. Rogers ElementarySchool. He emigrated from Haiti when he was in the secondgrade. Jean Paul currently reads on a 3rd grade reading level. Hehas difficulty comprehending text on his grade level unless thetext is read to him. Jean Paul also has difficulty solving multi-step word problems and complains that he doesn’t understandwhat he is supposed to do to solve the problems. Jean Pauldoes not complete assignments and does not turn in homework.Jean Paul hasn’t received any support outside of somedifferentiation from his teacher. He is currently on track toreceive a failing grade in reading and math.

H1a

Case Study #2

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Read Case Study #2 (Handout #1)

What differences do you see in the supports he received compared to

Case Study #1?

What process do you use to support

struggling students like Alexander?

Alexander is a 4th grader at Mary Mcleod Bethune Elementary School. Alexander is currently reading on a 1st grade reading level according to the recent STAR report. Alexander’s teacher, Ms. Clark, noticed that he takes several minutes to start assignments, does not like to read aloud, and has challenges reading his sight words. During her student centers, She pulls Alexander with a small group of other struggling students or independently to provide him more intensive instruction. She uses her pretest and posttest data to make decisions about her small group or individual instruction. She reports her findings to her assistant principal and academic coach to get support with Alexander.

H1b

The Purpose of “Look Fors”

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Self-Assessment & Progress Monitoring

• Teachers are able to self-assess the implementation of newly acquired competencies with fidelity and a real-life understanding of what needs to change in the classroom.

Consistent Teacher Vocabulary

• Teachers can speak to each other with real, applicable, and consistent practitioner vocabulary ensuring that department and district wide efforts are aligned.

Skill Transfer & Support Allocation

• District and school-site supervisors will have a calibrated perspective on whether the professional development and skills transferred therein has actually transferred into the classroom allowing for optimal allocation of additional support when necessary.

This presentation will consist of a set of

important information that is a connection to the RTI district report.

Each of these Look Fors were identified as areas of growth on the

report.

A magnifying glass on a slide means that this

is a Look For.

Key “Look For” for This Session

Key Look For

3.3) All staff understand that RTI is a framework to prevent all students, including students with disabilities, from having academic problems.

Activity: Barriers to Success

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Share the details of that student with a partner. Your partner will listen and come up with some

reasons that could serve as barriers to their success.

Select a low performing student in your class. Consider all of the student’s areas of weakness and strengths. Think about all of the strategies

you have used to support that student.

Let’s have a RTI talk!

Individuals with Disabilities Act

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The Individuals with Disabilities Education Improvement Act of 2004(IDEA 2004) is a United States law that mandates equity, accountability

and excellence in education for children with disabilities.

This Act changes many sections of the statute to reflect new ideas around learning disabilities and the strategy

called response to intervention or RTI.

What is RTI?

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RTI is an assessment and intervention model that enables

schools to deliver sound instructional methods to students who might

otherwise “fall through the cracks.”

A data-based method to determine the level of a student’s response to

interventions that range from universal (those provided to all

students, e.g., core reading program, core discipline program) to intensive individually delivered interventions.

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Why Should Schools Use RTI?

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Nationally 30% of students do not graduate

on time.

Every year 1.3 million students do not graduate

with their peers. That means every school day we lose 7,000 students.

68% of high school students graduate

unprepared for college and 53% of college students enroll in

remedial level courses.

Reason To Use RTI

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RTI can be used to identify students with learning disabilities

(SLD) for special education services.

RTI focuses on allstudents.

Uses data to drive decision making and teacher instruction.

Serves as an early intervention system.

Limits overrepresentation

in special education.

A national survey of school psychologists found that 75% of respondents endorsed RTI as a better method for

identifying a reading disability.

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How did the Lesson Design aid in the master of the objective?

Speaking the Language

The RTI Pyramid

The RTI Pyramid shows each tier, or level, of

RTI. All students start in Tier 1.

After receiving the Universal Screener,

students either stay in Tier 1 or move to Tier 2 based on the findings of the universal screener.

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RTI Activity

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Your envelope contains the

steps of the RTI process

From your understanding of RTI put the steps

in order

Which steps do you feel you

would need the most support in?

Which steps do you feel you

would need the most support in?

Implementation of RTI

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Create/Update the master schedule to reflect the dates for the universal screener, benchmarks,

and other tests.

Conduct screeners/benchmarks.

Collect and interpret universal screener data.

Group/tier students according to the data.

Develop a monthly schedule for

interventions for each tier.

Identify research-based interventions to use to

support students.

Meet with Tier 2 students to give small group

interventions.

Progress monitor to determine the

effectiveness of the intervention/instruction.

Report findings to the RTI team.

Brown-Chidsey, R. & Steege, M.W. (2011). Response to intervention: Principles and strategies for effective practice 2nd edition.

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There are levels to this..

•Allstudentsreceivetier1support

•Evidence-baseddifferentiatedinstructioninthegeneralclassroomsetting

•Guidedbyprogressmonitoring(benchmarks)

• Implementedforminimumof4weeks

Tier 1

● Studentsexperiencingacademicand/orbehavioraldifficulties

• Identifiedthroughprogressmonitoringdata

• Instructionthatusesestablishedinterventionprotocols(evidence-based,datadriven)

•Frequentprogressmonitoring

•Tier1strategiescontinue• Implementedforminimumof6weeks

Tier 2•StudentsparticipatingintheStudentSupportTeam

• Individualizedassessmentandinterventions

•Morefrequentprogressmonitoring

•Tier1strategiescontinue•Time/intensityofsupplementalinstructionatTier2increases

• Implementedforaminimumof8weeks

Tier 3

Scheduling

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After the universal screener, put your bottom 10% of students in Tier 2

Deliver Tier 1 and Tier 2 Interventions for 4 weeks

before adjusting the intervention.

Support your Tier 1 and Tier 2 students according

to your schedule

Progress monitor these students to determine the

effectiveness of the intervention/instruction

After collecting 8 data points, determine

placement with the RTI team

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RTI SupportUsing Differentiation vs. Using Evidence-Based Interventions

Differentiation• Use of student centers: homogeneous/heterogeneous• Lessons planned for delivering instruction designed to meet

individual student learning needs.• Multiple resources provided for instruction• Students are assessed in multiple ways• Multiple student learning styles are evident.

Evidence-Based Interventions• Ongoing assessments and diagnostic tools given to determine

learner needs.• Supported by expert opinion as appropriate for remediation of a

deficit area.• Targeted assistance based on progress monitoring• Matches curricular materials and instructional level.• Delivered by a classroom teacher, interventionist, or other

specialized teacher.• Delivered in a small group or intensive one on one segment.

Activity: Classroom ObservationVideo: 10 min, 56 sec. Answer questionnaire: 10 min. 5 minutes to share with a peer.

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Modeling: Evidence-Based Interventions

Reading Intervention: Paired

Reading Activity (Tier 1 or 2)

Math Intervention: Number Talk

(Tier 1)

Organizational Intervention:

Chunking (Tier 1, 2, or 3)

15 minutes

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Teacher Accountability

Data Talks Progress Monitoring

Delivery of Interventions

Fidelity of Interventions

Common Assessments/

PlanningLesson Plans

Communication with the RTI

Team

Formative and Summative

AssessmentsData Wall

BRINGING IT ALL TOGETHER

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Next Steps: TeachersPut your students into

homogeneous groups. Develop differentiated student centers

for each group.

Implement one strategy you plan to use to support their Tier

2 students.

Begin having a common planning and creating common

assessments.

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Feedback

Please complete the feedback forms before you leave.

BRENT JOHNSON

BJOHNSON@NAEPARTNERS.ORG

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Activity: Case Study Tiering 5 minutes

Review the sample STAR

Math and STAR Reading reports

Highlight the bottom 10% according to

the data.

Place the students into Tier 1 and Tier 2 groups based on

the data.