Clays Mill ElementaryClays Mill ElementaryClays Mill ElementaryClays Mill Elementary

Response to Intervention (RTI) Program

•• The practice of providing highThe practice of providing high--quality quality

instruction and interventions matched to instruction and interventions matched to

student needstudent need

•• Monitoring progress frequently to make Monitoring progress frequently to make

What is Response to Intervention?What is Response to Intervention?

•• Monitoring progress frequently to make Monitoring progress frequently to make

decisions about changes in instruction, anddecisions about changes in instruction, and

•• Applying child response data to important Applying child response data to important

educational decisions.educational decisions.

•• SAT (Student Assistance Team) SAT (Student Assistance Team) –– Our SAT meets every Monday Our SAT meets every Monday

based on teacher or parent request about a particular student based on teacher or parent request about a particular student

and is chaired by our Child Guidance Specialist and consists of and is chaired by our Child Guidance Specialist and consists of

our principal, Administrative Dean, PSA, School Psychologist, our principal, Administrative Dean, PSA, School Psychologist,

Diagnostician, Facilitator, general classroom teacher, and Diagnostician, Facilitator, general classroom teacher, and

parent/guardian when requested.parent/guardian when requested.

Elements of Elements of RtIRtI at Clays Millat Clays Mill

parent/guardian when requested.parent/guardian when requested.

•• Intervention Team Intervention Team –– Our RTI team meets once each nine weeks Our RTI team meets once each nine weeks

to review our RTI program and make improvements if necessary. to review our RTI program and make improvements if necessary.

It consists of our Principal, Administrative Dean, PSA, Child It consists of our Principal, Administrative Dean, PSA, Child

Guidance Specialist, intervention teachers, a general education Guidance Specialist, intervention teachers, a general education

teacher, and a special education teacher.teacher, and a special education teacher.

Tools used for decision making:Tools used for decision making:

•• AIMSwebAIMSweb-- ALL students are Benchmarked in reading and math in the fall, ALL students are Benchmarked in reading and math in the fall, winter and spring. Students scoring Well Below Average and Below Average winter and spring. Students scoring Well Below Average and Below Average are considered for Tier II and Tier III instruction. are considered for Tier II and Tier III instruction. www.aimsweb.comwww.aimsweb.com

•• NWEA/MAPNWEA/MAP –– ALL students take the reading and math MAP test in the fall, ALL students take the reading and math MAP test in the fall, winter, and spring. Results of testing are used by teachers to guide individual winter, and spring. Results of testing are used by teachers to guide individual

Decision Making ProcessDecision Making Process

winter, and spring. Results of testing are used by teachers to guide individual winter, and spring. Results of testing are used by teachers to guide individual and whole class instruction. Students scoring below the 25%tile that were and whole class instruction. Students scoring below the 25%tile that were not identified by not identified by AIMSwebAIMSweb will be considered for interventions.will be considered for interventions.

•• www.nwea.orgwww.nwea.org

•• Classroom performance in reading and math (teacher judgment of need) may Classroom performance in reading and math (teacher judgment of need) may also be considered. also be considered.

•• After benchmarking, teaching teams and members of the Intervention Team After benchmarking, teaching teams and members of the Intervention Team discuss results and create schedule of interventions. Parents are notified of discuss results and create schedule of interventions. Parents are notified of decisions and SAT’s may be scheduled for students requiring Tier 3 decisions and SAT’s may be scheduled for students requiring Tier 3 interventions.interventions.

Tier 1Tier 1

•• AllAll students at Clays Mill receive researchstudents at Clays Mill receive research--based based

reading and math instruction in their regular reading and math instruction in their regular

education classroom by their classroom teacher. If education classroom by their classroom teacher. If

80% of the students do not meet the ‘cut scores’ 80% of the students do not meet the ‘cut scores’

established by the established by the AIMSwebAIMSweb, MAP, and K, MAP, and K--PREP PREP

80% of the students do not meet the ‘cut scores’ 80% of the students do not meet the ‘cut scores’

established by the established by the AIMSwebAIMSweb, MAP, and K, MAP, and K--PREP PREP

data, then the core curriculum is considered less data, then the core curriculum is considered less

than adequate, and is supplemented with other than adequate, and is supplemented with other

materials. All students receive differentiated materials. All students receive differentiated

instruction based on student need obtained from instruction based on student need obtained from

MAP dataMAP data..

Tier 2Tier 2

•• RTI time (additional 30 minutes of researchRTI time (additional 30 minutes of research--based based reading and/or math instruction twice weekly) is reading and/or math instruction twice weekly) is given to non special education students identified as given to non special education students identified as Tier 2Tier 2 or 15 minutes daily by an adaptive computer or 15 minutes daily by an adaptive computer program.program.program.program.

•• Intervention teachers, classroom teachers, or Intervention teachers, classroom teachers, or adaptive software programs are used to provide adaptive software programs are used to provide targeted instruction based on individual student targeted instruction based on individual student needs using research based programs (ex: Great, needs using research based programs (ex: Great, Leaps, Soar to Success, Leaps, Soar to Success, SuccessMakerSuccessMaker, etc). These , etc). These interventions are in addition to Tier 1 core instruction interventions are in addition to Tier 1 core instruction in reading and math. Small group instruction size will in reading and math. Small group instruction size will not exceed five students.not exceed five students.

Targeted InterventionsTargeted Interventions

Targeted Intervention Skill InstructionTargeted Intervention Skill Instruction::

Grade FALL WINTER SPRING

KindergartenEarly Literacy – Letter Names

Early Numeracy –

Oral Counting, Number

Identification, Quantity

Discrimination, Missing

Number

Early Literacy – Letter Names,

Letter Sounds, Phonemic

Segmentation Fluency,

Nonsense Word Fluency

Early Numeracy –

Oral Counting, Number

Identification, Quantity

Early Literacy – Letter Names,

Letter Sounds, Phonemic

Segmentation Fluency,

Nonsense Word Fluency

Early Numeracy –

Oral Counting, Number

Identification, Quantity Identification, Quantity

Discrimination, Missing

Number

Identification, Quantity

Discrimination, Missing

Number

1st GradeEarly Literacy – Letter Names,

Letter Sounds, Phonemic

Segmentation Fluency,

Nonsense Word Fluency

Early Numeracy –

Oral Counting, Number

Identification, Quantity

Discrimination, Missing

Number

Reading – Nonsense Word

Fluency, Fluency

Math – Computation

Reading – Nonsense Word

Fluency, Fluency

Math – Computation

2nd– 5th GradesReading – Fluency,

Comprehension

Math - Computation, Concepts

and Applications

Reading – Fluency,

Comprehension

Math - Computation, Concepts

and Applications

Reading – Fluency,

Comprehension

Math - Computation, Concepts

and Applications

•• NonNon--special education students with the greatest special education students with the greatest

identified needs will receive 30 minutes of identified needs will receive 30 minutes of

additional instruction daily (individually or small or additional instruction daily (individually or small or

in small groups of 1in small groups of 1--3 students) with an 3 students) with an

intervention specialist. These students are intervention specialist. These students are

Tier 3Tier 3

intervention specialist. These students are intervention specialist. These students are

considered to be in Tier 3 (lowest 5considered to be in Tier 3 (lowest 5--10%) and may 10%) and may

be referred for special education if progress is not be referred for special education if progress is not

made after intensive, targeted interventions.made after intensive, targeted interventions.

Progress MonitoringProgress Monitoring

•• Students receiving Tier 2 and Tier 3 support are Students receiving Tier 2 and Tier 3 support are

progress monitored weekly using the progress monitored weekly using the AIMSwebAIMSweb

probe(s) appropriate for their area(s) of probe(s) appropriate for their area(s) of

intervention.intervention.intervention.intervention.

•• Progress monitoring is completed by the teacher Progress monitoring is completed by the teacher

providing the intervention. Data is entered into the providing the intervention. Data is entered into the

AIMSwebAIMSweb program by intervention teacher or RTI program by intervention teacher or RTI

coordinatorcoordinator..

Progress Monitoring ReviewProgress Monitoring Review

•• Every 7Every 7--9 weeks, each grade level team meets with members of the 9 weeks, each grade level team meets with members of the

RTI team to review progress of each student in Tier 2 and Tier 3RTI team to review progress of each student in Tier 2 and Tier 3..

•• At these meetings, decisions are made to:At these meetings, decisions are made to:

–– continue current interventioncontinue current intervention

–– change the intervention change the intervention –– change the intervention change the intervention

–– increase time or individualization of interventionincrease time or individualization of intervention

–– exit the intervention due to achieved goalexit the intervention due to achieved goal

•• RTI is a fluid structure. Students may enter or exit tiers several times RTI is a fluid structure. Students may enter or exit tiers several times

throughout the year based on progress monitoring and benchmark throughout the year based on progress monitoring and benchmark

data.data.

•• Parents/Guardians will receive benchmark and progress monitoring Parents/Guardians will receive benchmark and progress monitoring

information every nine weeks with report card. information every nine weeks with report card.

Special Education ConsiderationsSpecial Education Considerations

•• A referral for special education services is made only A referral for special education services is made only

when a student in Tier 3 has shown minimal progress when a student in Tier 3 has shown minimal progress

with multiple interventions and after at least 11with multiple interventions and after at least 11--12 12

points of points of AIMSwebAIMSweb data are gathered.data are gathered.points of points of AIMSwebAIMSweb data are gathered.data are gathered.

•• At that time, additional classroom testing or At that time, additional classroom testing or

screening by special education diagnostician or school screening by special education diagnostician or school

psychologist may be made to gather additional psychologist may be made to gather additional

information for the referral.information for the referral.

Fall

• All students will be assessed using AIMSweb, a universal screener in the areas of math and reading the second week of school.

• Students who score below the 25th percentile compared to the national AIMSwebnorms will be considered for Tier 2 or 3 services in the areas of math and reading. Grade level teachers and interventionists will determine students that would benefit from additional instruction during the school day.

RTI TIMELINERTI TIMELINE

from additional instruction during the school day.

• Students identified as needing Tier 2 or 3 interventions will receive additional instruction to their regular classroom instruction in the targeted area(s).

• Each week students will take short assessments called progress monitoring to track progress toward year-end goals.

• Teachers and interventionists reconvene after the first nine weeks to review data and determine if interventions are working, need to be changed, or continue based on student performance toward year-end goals.

• Progress reports will be sent to parents with regular first nine week report cards.

• Those continuing interventions will continue through the end of the second grading period.

• All students will be assessed in January using AIMSweb and process continues