Leadership Conference-August 2009EUPISDEUPISD

What is RtI?Understanding the basicsBriefly going through the

tiers

A research-based, tiered approach geared towards supporting our most struggling learners.

A process that empowers general education to be accountable for ALL students.

A process to improve academic and behavioral outcomes Can help us identify if a student truly needs special education services Applies to both academic and behavioral student achievement. Utilizes data to make sound decisions about how to intervene with

students, and if interventions are working It is FLEXIBLE, FLUID, and RESPONSIVE to the student’s progress. IT IS NOT A PROGRAM YOU SUBSCRIBE TO, BUT A PROCESS IN WHICH

WE ADDRESS ALL STUDENTS

1. Problem 1. Problem IdentificatioIdentificatio

nn

2. Problem 2. Problem AnalysisAnalysis

3. Plan 3. Plan DevelopmentDevelopment

4. Plan4. PlanImplementationImplementation

5. Plan 5. Plan EvaluationEvaluation

Who is familiar with the RtI Who is familiar with the RtI Pyramid?Pyramid?

Students

Tier 3

Tier 2

Tier 1

Specific intensive intervention, 1:11-5%

5-10%

80-90%

Scientifically based supplemental instruction,

homogeneous groups

Quality Classroom Instruction using research-based strategies

4th grade class of 30 students In Reading comprehension we might see

24 students making it in the Tier one 24 students making it in the Tier one classroomclassroom

5 students that need 5 students that need Tier 2 small group Tier 2 small group

interventionintervention

1 student that 1 student that needs needs

intensive 1:1 intensive 1:1 Tier 3 Tier 3

interventionintervention

5th grade class of 30 students In disciplinary problems we might see

25 students thriving under school-wide 25 students thriving under school-wide behavior supportsbehavior supports

3 students that need 3 students that need Tier 2 small group Tier 2 small group

behavior interventionbehavior intervention

2 students that needs 2 students that needs intensive 1:1 Tier 3 intensive 1:1 Tier 3

intervention intervention

Universal ScreeningsTier ICurriculum-Based

MeasurementsTier IITier III

Implement Implement Universal Universal ScreeningsScreenings (example: (example:

DIBELS) and administer to DIBELS) and administer to allall students at least three students at least three

times per year, beginning in times per year, beginning in the kindergarten year. the kindergarten year.

(kindergarten-usually start the screening (kindergarten-usually start the screening mid-year and only 2 screenings)mid-year and only 2 screenings)

Again, generally you should have no more than 15% of your students in the lower 20th percentile of a universal screening.

If there is more, you need to rule out problems in curriculum and instruction

Identify any problem areas in measurable terms.

**Assessment results need to be objective and specific, NOT opinion-basedNOT opinion-based.**

Data allows you to develop a hypothesis about whether the issue may be curriculum-based or student-based.

EVERY STUDENT IS A TIER 1 STUDENT!!!

Aligned CurriculumDifferentiated InstructionHighly qualified instructor

FocusFocus For ALL students in class

ProgramProgram Aligned, Scientifically Based Curricula

GroupingGrouping Multiple and flexible grouping formats to meet student needs

TimeTime As needed per curriculum needs

AssessmentAssessment Universal Screening at beginning, middle and end of the academic year, CBM will document baseline to bring to RtI Team/SAT to discuss Intervention.

InterventionistInterventionist Classroom Teacher

SettingSetting Classroom

TIER I INSTRUCTION DOES NOT STOP, TIER II IS IN ADDITION

Students who are in the lower 20th percentile on universal screening, or who are not responding to school-wide behavior supports and classroom management techniques

Focus For students not making progress in Tier I (lack of progress must be documented with data from CBM)

Program SUPPLEMENTAL, outside core curriculum instruction

Grouping Homogeneous, small groups

Time 30 minutes/day, at least 3 days a week, for at least 8 weeks

Assessment CBM once a week and recorded, charted

Interventionist Teacher, Intervention Specialist, Specialized Teacher

Setting In or outside Classroom

TIERS I and II INSTRUCTION DO NOT STOP, TIER III IS IN ADDITION

Students who after at least 8 weeks of documented, research based intervention have not made progress

RtI Team/SAT Team with the teacher can decide to either try another Tier II intervention, or move forward to Tier III

FOCUS For students not successful in Tier 1 or 2. This is a very intense “jump start”! Tier I and II do NOT stop.

PROGRAM Supplemental instruction in areas of deficit to enhance and support Tier I and II

GROUPING 1:1 and no more than 1:3

TIME Two (2) 30-minute sessions a day, everyday at least 4 days a week for a minimum of 9-12 weeks. (Tier II group can count as one of the 30 minute sessions per day)

ASSESSMENT Progress monitoring data must be collected twice a week, documented and charted

INTERVENTIONIST Reading Specialist, Intervention Specialist, Resource Room Teacher possibly (Using Sp. Ed. Flow through funds?), highly qualified teacher

SETTING Appropriate setting designated by school