RTI An overview of the Pulaski County Intervention System (PCIS)

RTIAn overview of

the Pulaski County

Intervention System (PCIS)

PCIS Overview - Part 1

Three Levels of PCIS Training

1.PCIS Overview – for all staff2.Training for School-based RTI Team Members3.Training for Administrators

PCIS Overview – Part 2

Behavior Systems

Intensive Interventions Targeted students Small group/individual interventions Interventions increase in intensity Minimum weekly monitoring of progress

Strategic Instruction/Interventions Targeted students (at-risk) Classroom/small group interventions Minimum bi-monthly monitoring of progress

Universal/Core Instruction All students School-wide/classroom instruction Behavior in all settings Preventative, proactive instruction Monitored a minimum of 3 times a year

Academic Systems

Intensive InterventionsTargeted studentsSmall group/individual interventionsInterventions increase in intensityMinimum weekly monitoring of progress

Strategic Instruction/InterventionsTargeted students (at-risk)Classroom/small group interventionsMinimum bi-monthly monitoring of progress

Universal/Core InstructionAll studentsSchool-wide/classroom instructionAll content areasPreventative, proactive instructionMonitored a minimum of 3 times a year

Figure 1: PCIS Three-Tier Model of Interventions

1-5% 1-5%

5-10%5-10%

80-90%80-90%

What is it?"Response to Intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilities" (National Center on Response to Intervention).

RTI is ever evolving


RTI BasicsCore Principles

1. Use all available resources to teach all students

2. Monitor classroom performance

3. Conduct universal screening/benchmarking

4. Use a multi-tier model of service delivery

5. Use scientific, research-based interventions/instruction

6. Make data-based decisions

7. Monitor progress frequently



What is wrong with the student?



What is wrong with the

curriculum?




instruction?




environment?




intervention?

21

Student Assistance Teams that are focused on Special Education placement only look at fixing one link … the “student.”

Student

What’s wrong with this “kid?” Student Testing

Student Placement

Then the intervention (IEP)

22

RTI considers all possible links to learning – not just one

And begins immediately, through the problem solving process, to implement interventions.

Instructional Methods

Curriculum Learner

Learning Environment



Reallocating resources to

those who need them not those who “qualify”

for them


2. Monitor classroom performance

General education teachers play a vital role in designing and providing high quality instruction. Furthermore, they are in the best position to assess students’ performance and progress against grade level standards in the general education curriculum. This principle emphasizes the importance of general education teachers in monitoring student progress rather than waiting to determine how students are learning in relation to their same-aged peers based on results of state-wide or district-wide assessments.



“The primary purpose of universal screening is to determine which students need help.”

McCook, 2006



A universal screener is a short, quick and easy-to-administer measure of academic or behavioral skills.

Screeners are administered three to four times per year to all students.

Common Areas of Academic Screening

• Early literacy skills• Oral reading fluency• Reading comprehension

• Early numeracy skills• Math computation

• Spelling• Writing

Behavioral Screening

Formal screeners• behavioral rating scales• school-wide expectations screener• classroom observations

Flagging criteria• discipline data• attendance records• office referrals


3. Conduct universal screening/benchmarking• Development of “benchmark” data norms

– Classroom– School– District– State– National

• Benchmark data taken three times per year– Fall– Winter– Spring



Utilize other existing data…assessment reports; classroom data (classroom assessments, analysis of student work, observations, discipline referrals, attendance, etc.); CBMs (including learning checks, common assessments, Flashbacks, etc.); and other measurements (EOC, SuccessMaker, PLAN, Explore, Stanford 10, ACT, COMPASS, K-PREP, TCA, ALEKS)



• Data from benchmarks must be available to teachers, principals and district staff and shared with parents

• Data must be “user friendly” in format

AIMSweb

AIMSweb



4. Use a multi-tier model of service delivery

5. Use scientific, research-based interventions/ instruction

Behavior Systems




Academic Systems





1-5% 1-5%

5-10%5-10%

80-90%80-90%

Tier I: Core Reading Instruction

All Students

100%

Minimum 90 Minutes of Daily Instruction

Schedule built around a 90 minute reading block for the primary grades.

Tier I 80 - 90%

Tier II: Targeted Reading Intervention

Tier II5 -10%

30 Minutes Per Day of Additional Reading Instruction

Typically Lasts for 9 to 12 Weeks

Tier III: Intensive Reading Intervention

Minimum of 45 minutes per day or

Two 30 minutes sessions per day

Tier III 1 -5%

Tier I Core Instruction

Focus For all students

Program Scientifically Based Curricula

Grouping Multiple grouping formats to meet student needs

Time 90 minutes per day or more

Assessment Benchmark assessment at beginning, middle, and end of the academic year

Interventionist General education teacher

Setting General education classroom

Tier II: Supplemental InstructionFocus For students identified with marked difficulties, and

who have not responded to Tier I efforts

Program Programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I

Grouping Homogeneous small group instruction (1:3, 1:4, or 1:5)

Time Minimum of 30 minutes per day minimum 3 x per week in small group in addition to 90 minutes of core instruction

Assessment Progress monitoring weekly on target skill to ensure adequate progress and learning (preferably 2x weekly)

Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized teacher, an external interventionist)

Setting Appropriate setting designated by the school; may be within or outside of the classroom

Tier III Intensive Intervention

Focus For students identified with marked difficulties, and who have not responded to Tier I or Tier II efforts

Program Sustained, intensive scientifically based interventions

Grouping Homogeneous small group instruction (1:1, 1:2, or 1:3)

Time Minimum of two 30 minutes per day in small group or individually in addition to core instruction

Assessment Progress monitoring twice a week or at a minimum weekly on target skill to ensure adequate progress and learning

Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized teacher, an external interventionist)

Setting Appropriate setting designated by the school; may be within or outside of the classroom

What Are Interventions• Targeted instructional practices that have

been validated as effective by scientific research.

• Interventions always involve instruction... not just more practice!

• Interventions are administered by trained personnel…not just a “warm body.”

• Interventions are skill-based. They focus on a specific skill that the student is missing.

• Interventions are evaluated and guided by progress monitoring of the skill being instructed.

Interventions are NOT• Preferential seating – this is an accommodation

not instruction

• Shortened assignments – this is a modification not instruction

• Classroom observations – this is an assessment method not instruction

• Progress monitoring – again this is assessment not instruction

• Suspension – punishment not instruction

• Retention – again not instruction

Things to consider about interventions…

Not all interventions are scientifically research based.

Just because an intervention is researched based, that doesn’t mean the research says that it is an effective intervention.

Obviously, the research will show some interventions to be more effective than others.

Behavior Systems




Academic Systems





1-5% 1-5%

5-10%5-10%

80-90%80-90%


6. Make data-based decisions

7.Monitor progress frequently

RTI: Models of Implementation

Problem-Solving ModelA problem-solving team develops intervention plans foreach student individually.

Standard Protocol ModelThe school preselects a consistent program of interventions to use with groups of students who score at prescribed levels within their universal screening system.

Learn more at…

National Center on Response to Intervention RTI – Two Approaches (document)

http://www.rti4success.org/

http://www.rti4success.org/

Standard Protocol Model

“Never, never think outside the Box !”

AIMSweb

AIMSweb

Assessing Response to Intervention4 point decision rule

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

M archScores

AprilScores

MayScores

JuneScores

60

50

Ora

l R

ead

ing

Flu

ency

Aimline

Student Identified as Needing Intensive Support

Modify intervention

Modify intervention

Individualized intervention initiated

Pulaski County Intervention System (PCIS) Parent Referral to Problem-Solving Team

Student: _________________________________________ Date of Birth: ____________________

School: ________________________________Teacher: ___________________________________

Parent: ________________________________ Phone: ______________________________

Father Work Phone: ______________________Mother Work Phone: _________________________

Address: _________________________________________________________________________

I am requesting that _____________________________ be referred to the PCIS School Problem-Solving (Student)

Team for review of the educational program. The review is requested because [please include behaviors

observed at home, academic strengths/weaknesses noted during homework completion,

strategies attempted to correct the problem at home and in conjunction with the classroom teacher(s)]:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

____________________________________________________________________

Has the classroom teacher indicated concerns about your child’s academic performance?

Yes No If yes, please list:

________________________________________________________________________________________

________________________________________________________________________________________

What classroom instructional strategies do you think would help your child? __________________________

________________________________________________________________________________________

________________________________________________________________________________________

Has your child had any previous evaluations through any school system or outside agency?

Yes No If yes, does the school have a copy of that evaluation? ________________________________

Who did the evaluation and when? ___________________________________________________________

Please describe any significant factors (developmental, medical or situational) you think may impact this

student’s ability to benefit from the current educational program:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Signature ____________________________ Date Received by School _____________________ (Parent or Legal Guardian)

Pulaski County Intervention System (PCIS) Tier III Referral & Data Sheet

This document is to be completed by school team members and/or the case manager. Student: DOB: Age: Grade: State ID#: Gender: Race/Ethnicity: Parent(s): Teacher: Address: School: Phone: ELL: Yes No REASON FOR REFERRAL (Describe educational difficulties in detail) _________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

A. STUDENT RECORD REVIEW – Each area must be addressed - OR – Indicate As Not Applicable (NA)

ATTENDANCE Last year: ________Days Present ________Days Absent This year: ________Days Present ________Days Absent List all schools attended: ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Retentions: __________Year(s) __________Grade(s)

TESTING INFORMATION Current State Assessment Scores: Reading: ________ Math: _________ On-Demand Writing: _____________ Science: _____ Social Studies: _____ Standardized Testing (SAT 10, ACT): _______________________________ W-APT: ________________________ ACCESS: _______________________ Universal Screener:________________ Attach Current Results: Reading: _________ Math: _________ Other: __________________________

ACADEMIC GRADES School Year: _____ Grade: _______ Reading: _______ Math: ________ English: _______ Science: _______ Social Studies: ________________ Other: _______________________ Other: _______________________ Other: _______________________

DISCIPLINE RECORD Classroom Discipline Data: _________________________ Number of Office Referrals: ________________________ Number of Suspension Events: ______________________ In-School: ____________________ Out-of-School: ________________ Total # of Days: _______________

SENSORY SCREENING INFORMATION Date Results Speech: ________________________________________ Hearing: ________________________________________ Vision:__________________________________________ Other Screening (AGS, CELF, etc.):___________________ _______________________________________________

SPECIAL CONCERNS Medical History: __________________________________ Health Conditions: ________________________________ Social/Family: ___________________________________ Corrective Lenses:________________________________ Hearing Aids:____________________________________

CURRENTLY RECEIVING OT ______ PT ______ Individual Guidance ___________ Speech/Language Therapy _________________________ Mental Health Counseling _________ Tutoring _________ ELL Service Plan (if yes, attach)_____________________ Other __________________________________________

Page 1 of 2

Pulaski County Intervention System (PCIS) Intervention Plan

School: _____________

Student: DOB: Grade: Date:

1. List areas of concern for the student:

2. List goals for improvement:

Title of Intervention(s)

Frequency of Service

Amount of Time

Dates

Progress Monitoring

From

To

Weekly

Other

* Interventions must be delivered by qualified personnel and in the regular education setting.

Data Review Meetings (see key below)

Date

Rating

.

Progress Rating Key A. Student has achieved benchmarks/goals per school’s decision making guide. B. Continue the plan because progress is evident although goals have not been met. C. Revise the plan because the goals have not been met and inadequate progress is being made. D. Student will be referred for additional assessment. E. Other: Indicate in Notes section below.

Notes (include list of attendees for each meeting):

Response to Intervention (RTI) MEETING AGENDA Considerations for Team Membership for this meeting: Administrator Special Education Teacher Curriculum Specialist Psychologist Parent Student (if appropriate) FRYSC staff Regular Education Teacher Interventionist Others as Requested (including outside agency staff) *At least one team member must be qualified to explain the Intervention Data Pre-meeting Preparations: For Parent Referrals – have the PCIS Parent Referral to Problem-Solving Team and PCIS Tier III Referral and Data Sheet form completed in advance and review the areas of concern. For School-based Referrals – have the PCIS Tier III Referral and Data Sheet completed in advance and review the areas of concern.

Determine appropriate team membership based on areas of concern. Collect and organize data for the areas of concern to be reviewed in the meeting. Assign someone from the team to explain data related to the areas of concern and provide them with the data in advance.

Schedule meeting in a timely manner allowing adequate time for pre-meeting preparations. STEPS:

1. Introductions

2. Determine Appropriate Membership (Are appropriate members present to address areas of concern and explain data?) 3. Review Purpose of Meeting

4. Begin with Parental Concerns & Input (PCIS Parent Referral to Problem-Solving Team form)

5. Review Teacher/School-based Concerns & Input (PCIS Tier III Referral and Data Sheet)

6. Review the Available Data Collected for Areas of Concern 7. Discuss Intervention Needs

Research-based instruction for each targeted area of concern; Intervention services in regular education settings for each targeted area of concern; Delivered by qualified personnel;

8. Develop/Modify Intervention Plan (for each area of concern). Document on PCIS Intervention Plan

9. Develop Progress Monitoring Plan (for each area of concern)

Data-based documentation of repeated assessments of achievement or measures of behavior for each targeted area of concern Collected and evaluated at reasonable intervals, over time reflecting systematic assessment of student progress during instruction; Documentation of correspondence to the parents of child’s progress

10. Document Minutes of Meeting and Decisions Made (on PCIS Intervention Plan form.


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School Implementation Team

Student Intervention Team

•Functions and membership vary depending upon the intervention within the tiered approach of KSI.

•However, the team processes are the same — planning, organizing, use of procedural guidelines, continuous evaluation of effectiveness of academic/behavior instruction and interventions, and adjusting to meet the learning needs of students.

Team Work – Heart of KSITeam Work – Heart of KSI

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School Implementation School Implementation TeamTeam

76

School Implementation School Implementation TeamTeam

77

Student Intervention TeamStudent Intervention Team

78

Student Intervention TeamStudent Intervention Team

“Stop asking me if we’re almost there; we’re Nomads, for crying out loud.”

Credit where credit is due…McCook, John E. (2006). The RTI Guide: Developing and Implementing a Model in Your Schools. LRP Publications

John McCook’s presentation in Pulaski County in summer of 2008

AIMSweb technical manuals from www.aimsweb.com

Presentation by Cherry Boyles, Assistant Director of Curriculum, KY Department of Education

http://www.aimsweb.com/

Contact Information

Dusty Phelps PsychologistPulaski County SchoolsE-mail: [email protected] Phone: 606-676-2513

mailto:[email protected]

Documents

RTI An overview of the Pulaski County Intervention System (PCIS)