RTI Success Response To Intervention

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RTI and the Law

• The 2004 reauthorization of the Individuals with Disabilities

Education Act (IDEA) includes language allowing states to use

an RTI process rather than IQ discrepancy model for identifying

students with learning disabilities.

• The regulations require that “appropriate” instruction in general

education settings has been delivered by highly qualified

personnel and that data-based documentation of repeated

assessments at reasonable intervals has been collected.

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Augusta School Department Board policy Code IHBAA-R

• REFERRAL PROCEDURES AND GENERAL EDUCATION INTERVENTIONS

• (Excerpt from Policy developed from IDEA Law to identify students with

learning disabilities; 2004)

• Any professional employee of the school unit may refer a child to the IEP

Team regardless of the results of initial child find activities, but only after

completion of any general education intervention process used by the

school unit.

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RTI Team @ Hussey The main goal is…

To improve student achievement and performance at school

-NOT to refer for Special Education

The focus is on….

Students and their instructional environment/learning

-NOT students and their problems

Teachers are…

Supported throughout the process

-NOT left to deal with problems on their own and fill out paperwork

Parents are…

Involved and appreciated throughout the process

-NOT blamed and ignored

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Case Study #1

Student:

Grade 6 / 12 years old

Introverted

Shy

Struggles at home/poverty

Chronically Tardy

Academic Standing (September/2018)

Reading (Meets the Standard)

Writing Prompt (Partially Meets Standard)

Math: Struggles in class with basic skills (Does not meet the standard)

MEA Math 51 (Below State Expectations)

Moby Math (Initial Testing/Fall) Tested 2.4 grade level (verified by teacher)

Personality

Extremely shy w/adults but social with friends

Doesn’t like to be called on in front of class

Does not ask for Help with Schoolwork

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Interventions Classroom

Met w/parents at conference/

Tardiness improved

1 to 1 explicit instruction in math

Repetition of skills

Preferential Seating

Project Pride Push In

Daily Moby Max

Using “No Opt Out” Strategy in

class

Provide work samples/tutorials

RTI (November 2019)

Present: Dean of Student, Classroom teacher, Guidance Counselor, no parent

Concern: Overall focus in math specifically, very social this year with peers, receptive to adult help and suggestions-wants to do well.

Outcome: Set a Moby Math goal for 30 min/day 5 days/week

No internet at home

10:30 to Dean of Students for supervised Moby Math/ support when needed

RTI (January and March)

Present: Dean of Student, Classroom teacher, Guidance Counselor, Mom & Dad

Outcome: Moby level went from 2.4 to 3.7

Since Interventions began, Moby Math increased to 4.2 (Jan) and 4.5 (March)

STUDENT GOAL OF 5.0 BY EOY

Reported to parents she was struggling

Next Steps: Counseling started Moby Time at home with Mom’s phone, ongoing communication with school, push her to do her best and increase praise

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Attendance matters

Daily Moby Math with

focused attention and

teacher monitoring.

Continue to improve

with explicit instruction

via Dean of Students

daily 1 on 1

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Standards passed

Examples of Standards Passed

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Tracking Time and Focus

Still working on a goal of

30 minutes/day.

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Case Study #2

October 2018 started RTI • Repeating K Student – 6 years old

• Behavior is defiant, obstinate,

temper tantrums, refusal to do

work or listen to adults –

interrupting classroom multiple

times per day

• Data Collection begins to record:

# of times yelling out, sent to seat away

from rug, touching peers and ‘melt

downs’ and behavior contract is

developed = less than 50% on task

behavior overall

• Very artistic and creative

• CCC literacy data: Letter ID =5, 0

sight words; non-reader and

writing random letters with no

connection

Interventions Implemented: • Behavior Contract daily with

incentive “prize”

• T1 Reading

• Motor breaks built into the day

• Consistent plan in place for

classroom removal due to

behavior (script to help)

• Hallway helper with Primary Ed

Tech to work on Letter ID and

counting

• “To go” bag sent home for

practice with parent

• Using art/drawing time for

incentive

RTI Results: November: focus on building consistency around

removal from classroom for disrupting 2-3X per day

& Using Contract

December: ‘Keeping body safe’ and

‘Communicate what I need’ 67% of day/Letter ID

= 23 & Mom reports behavior at home improving

January: Behavior improves to 78% compliance,

Letter ID=39 +3 sight words and participating in

classroom reading group

February: Behavior improves to 92% overall, Letter

ID =47 letters, Level B on F&P reading assessment

+ 10 sight words. Working with LCPC and using

‘self-calming techniques in room

March: Behavior slips to 84% overall, Letter

ID=51/52, Level B +11 sight words – Parent meets

with team at PT conference and reports that

student really likes school, is drawing and writing a

lot at home and her behavior is like ‘night and day’

from beginning of year – asks what she can do to

help her?

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Reasons for Success:

• Consistent Team Approach

• Regularly Scheduled Meetings

• DATA Driven Goal setting by Team

• Results proven by accurate up-to-date DATA

• Parent Involvement with Team and their child’s SUCCESS!

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Using various Individualized behavior charts & plans with targets and

goals

Alternative time-out arrangements

Support with homework or unique arrangements for completing

homework

Moby Max support/consistent time allowed or alternative setting for

Moby Max

Walking breaks

Recess or lunch supervision for students

Unique check-in systems built into their school day

Hallway Helpers Program (may include Pride, primary ed tech, Dean of

Students, School Counselor, Principal or any other staff available)

Extra academic support from volunteers and other school staff

Different seating options (isolated, preferential, standing, wiggle chair etc.)

Line-up placement; assigned spot

1 on 1 time with teacher or other school personnel

Modified directions

Reading group switch

More communication with parents to help their child succeed.

Medication check with nurse/parent

Modify lunch or recess

PRIDE services

File Review with a SPED teacher

Allow chewing gum

T1 Referral

T1 group change

Alternative Recess

OT/PT screen

Vision/Hearing screen

Speech/Language screen/informal observation/file review

Extra time for assignments

Sample of “good work” as a model for student to see “what it looks

like”

Phone call contact to parents by principal/dean to “check in” and

express concern and offer help

AM recess supervision/alternative

PRIDE “push-in” to allow 1 on 1 with student and teacher

Supply “writing list words” at student’s desk

Modify homework expectations

Literacy “project menu” during literacy block to challenge a student

RTI Ideas and Interventions:

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RTI Success this year vs. Previous years

Why???

Last Year: • Inconsistent #of Students on caseload; 14-18

• An overall perception that Teachers/Staff did not

recognize value of RTI

• Inconsistent Team Membership

• No Parent Involvement

• Results were Inconsistent and not measurable overall

This Year: • 47 Students on Caseload K-6 (w/6 referrals waiting)

• An Overall perception that Teachers/Staff recognize

benefit of RTI for student success

• Consistent Team Membership: Dean of Students,

School Counselor, Title 1 Reading Teacher and Parent.

(As needed: Speech/Language Therapist, Title 1 Math

Teacher, Resource Room Teacher, OT, School Nurse,

Outside case managers and building Principal)

• Over 50% of RTI meetings include the Parent and 100%

of parents are both informed and invited to participate

• Measurable Results 100% of RTI students have met

initial RTI goals and are continuing to work toward

their present goal! 14

How can RTI @ Hussey Improve?

• MORE time in the building by a trained professional = MORE time working with/for STUDENTS

• Increased flexibility with interventions and hands-on follow up with students (first thing in the morning, lunch, recess, check in/check out time)

• Increase the #of students on RTI caseload; currently there is a 3-4 week wait period to schedule (in order to ensure all of the timely follow up for current students)

• Further build Relationships with students and staff; consistency

• Consider re-naming Dean of Students title to RTI/Truancy Coordinator to better define and reflect need and tasks? Point to ponder

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“All kids need is a little help, a little hope, and somebody who believes in them.”

– Magic Johnson

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