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RTIAn overview of the
Pulaski County Intervention
System (PCIS)
Purpose of training:
1. Orient new(er) RTI Team
Members to district
guidelines
2. Update RTI Teams on
recent changes to the
Pulaski County
Intervention System (PCIS)
RTI Overview
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
RTI Core Principles
RTI Core Principles1. Use all available resources to teach all
students
RTI Core Principles1. Use all available resources to teach all
students
What is wrong with the student?curriculum?instruction?environment?intervention?
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.
RTI Core Principles
RTI Core Principles3. Conduct universal screening/benchmarking
“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.
RTI Core Principles3. Conduct universal screening/benchmarking
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
Utilize other existing data…
assessment reports; classroom data
(classroom assessments, analysis of student
work, observations, etc.); CBMs (including
learning checks, common assessments,
Flashbacks, etc.); and other measurements
(EOC, Lexia reports, SuccessMaker reports,
DreamBox reports, Reading Plus reports,
Stanford 10, ACT, COMPASS, KyOTE, K-
PREP, Cert reports, ALEKS reports, etc.)
RTI Core Principles3. Conduct universal screening/benchmarking
RTI Core Principles4. Use a multi-tier model of service delivery
5. Use scientific, research-based interventions/
instruction
Behavior Systems
Intensive InterventionsTargeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Strategic Instruction/InterventionsTargeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of
progress
Universal/Core InstructionAll students
School-wide/classroom
instruction
Behavior in all settings
Preventative, proactive
instruction
Monitored a minimum of 3
times a year
Academic Systems
Intensive InterventionsTargeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Strategic Instruction/InterventionsTargeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of progress
Universal/Core InstructionAll students
School-wide/classroom instruction
All content areas
Preventative, proactive instruction
Monitored 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%
Academic Systems
Intensive InterventionsTargeted students
Small group/individual interventions
Interventions increase in intensity
Minimum weekly monitoring of progress
Strategic Instruction/InterventionsTargeted students (at-risk)
Classroom/small group interventions
Minimum bi-monthly monitoring of progress
Universal/Core InstructionAll students
School-wide/classroom instruction
All content areas
Preventative, proactive instruction
Monitored a minimum of 3 times
a year
Figure 1: PCIS Three-Tier Model of Interventions
1-5%
5-10%
80-90%
Lexia
What do we mean by the term
“intervention?”• Targeted instructional practices that have
been validated as effective by scientific research.
• Interventions always involve instruction... not just more independent 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 – not an evidenced-based intervention
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.
Things to consider about
interventions…
Beware of…
PUBLISHERS!
Thinking about discontinuing use
of a particular intervention?
1. Have our staff or students gotten tired of it?
2. What does our data says about its effectiveness?
3. Have our interventionists been trained and do we know they are implementing with fidelity?
6. Make data-based decisions
7. Monitor progress frequently
RTI Core Principles
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.
Screening/Benchmarking
Screening/Benchmarking
Fidelity Data
Accelerated Learners
Parental Involvement
Fidelity of Implementation
Summary of Data &
Intervention Form
Summary of Data &
Intervention Form
• Purpose?
Guidance for the intervention process.
• When should it be started?
When interventions begin.
• Is it a required form?
Yes, at the time of moving from Tier 3
to Special Education referral.
Major Area(s) of Concern
Major Area(s) of Concern
Major Area(s) of Concern
Major Area(s) of Concern
Major Area(s) of Concern
Work Skills/Technical/Vocational
Functioning (K-12)
Specialized Equipment
Examples:
• Magnifier
• Hearing Aids
• Wheel Chair
School Information
School Information
Interventions, Strategies and
Documentation of Progress•
Tier I
Tier II and III
• Reading
• Math
• Writing
• Behavior
• Other-(communication, motor,
adaptive, social/emotional)
Data Requirements
Impact on Targeted Area
What are the data?
• Summary of data
What do the data mean?
• Analysis of the data
Impact on Targeted Area
Examples• Describe Universal Screening Data
• Progress Data Analysis
• Rate of Improvement
• Intervention Beginning Levels
(baseline)
• Intervention End Levels
• Percentiles
• Comparison to Norms
Impact Non-Examples
• “Student has made minimal progress”
• “Student has been receiving Lexia 4
times weekly for 30 minutes per day.”
• “Student is still below grade level.”
• Student is reading 112 WPM on 7th
grade probes.
• It is expected that student would be
on grade level.
RTI Meeting Notes
Other Forms
PCIS Website
Appendix D
Process from Intervention to
Special Education (IDEA)
Evaluation
Old!
New!
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
District RTI Team
Contact Information
Amy Polston
Elementary Instructional Supervisor
Angela Murphy
Secondary Instructional Supervisor
Mike Braun
Director of Districtwide Programs
Barry Lee
Director of Special Education
Kathy Epperson
Special Education Consultant/SWIS
Facilitator
Dusty Phelps
District PBIS Coach
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