The Who, What, When, Where, The Who, What, When, Where, Why, and How of RtI in the Why, and How of RtI in the

Secondary School Setting: Making Secondary School Setting: Making it Work!it Work!

Jennifer MaichinJennifer Maichinjmaichin@mineola.k12.ny.usjmaichin@mineola.k12.ny.us

Janice PattersonJanice Pattersonjpatterson@mineola.k12.ny.usjpatterson@mineola.k12.ny.us

Whittney Smith Whittney Smith wsmith@mineola.k12.ny.uswsmith@mineola.k12.ny.us

Albert Einstein once said…Albert Einstein once said…““The definition of insanity is doing the same thing over and The definition of insanity is doing the same thing over and

over again and expecting different results.”over again and expecting different results.”

Essential Components Essential Components

Tiered Instruction / Intervention

Family Involvement

High Quality Classroom Instruction

Ongoing Student Assessment

““Without the right building-level leadership, Without the right building-level leadership, RtI will not realize the potential it has in RtI will not realize the potential it has in fundamentally altering for the better both fundamentally altering for the better both the delivery system and educational the delivery system and educational practice in our schools.” practice in our schools.”

• Dr. David P. Prasse, Professor and Dean of the School of Dr. David P. Prasse, Professor and Dean of the School of Education, Loyola University Chicago Education, Loyola University Chicago

NYSED NYSED April 2008 State Education Department Field MemoApril 2008 State Education Department Field Memo Authorizes the use of RtI in the State's Authorizes the use of RtI in the State's criteria to criteria to

determine learning disabilitiesdetermine learning disabilities (LD) and (LD) and requires, requires, effective July 1, 2012effective July 1, 2012, , that all school districts have that all school districts have an RtI program in place as part of the process to an RtI program in place as part of the process to determine if a student in grades K-4 is a student determine if a student in grades K-4 is a student with a learning disability in the area of readingwith a learning disability in the area of reading.  .  ““Effective on or after July 1, 2012, a school district Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to shall not use the severe discrepancy criteria to determine that a student in kindergarten through determine that a student in kindergarten through grade four has a learning disability in the area of grade four has a learning disability in the area of readingreading.”    .”    

[8 NYCRR section 200.4(j)][8 NYCRR section 200.4(j)]

Prior to the State’s Memo:Prior to the State’s Memo:

IDEA 2004:IDEA 2004: “…“…in determining whether a child has a in determining whether a child has a

specific learning disability, a local agency may specific learning disability, a local agency may use a process that determines if the child use a process that determines if the child responds to scientific research-based responds to scientific research-based intervention as part of the evaluation intervention as part of the evaluation procedures…” (H.R. 1350, 2004, section 614 procedures…” (H.R. 1350, 2004, section 614 (b)(6)(A&B))(b)(6)(A&B))

Background (The Who?):Background (The Who?):

WelI Established IST WelI Established IST

The TeamThe Team• Constant MembersConstant Members: IST Chairperson, Guidance : IST Chairperson, Guidance

Counselor, Speech Therapist, School Counselor, Speech Therapist, School Psychologist, Parent Psychologist, Parent

• Varying MembersVarying Members:: Team Teachers (General and Team Teachers (General and Special Education), Encore Teachers, Support Special Education), Encore Teachers, Support Staff, Social Worker, Student Staff, Social Worker, Student

See Attached See Attached “MMS IST/RTI FLOWCHART”“MMS IST/RTI FLOWCHART”

Tier I: What is it?Tier I: What is it?

Quality classroom instruction Quality classroom instruction Within the general education classroomWithin the general education classroom High quality program incorporating standardsHigh quality program incorporating standards Research-based instructional strategies or Research-based instructional strategies or

materialsmaterials On-going assessment of strengths and needsOn-going assessment of strengths and needs On-going professional developmentOn-going professional development

Implementation: Part IImplementation: Part I

Educate the staff about what RtI is?Educate the staff about what RtI is? IDEA 2004IDEA 2004 ““Wait to fail” vs. RtIWait to fail” vs. RtI District Support District Support

Leverage with New IDEALeverage with New IDEA “ “ In determining whether a child has a specific In determining whether a child has a specific

learning disability, a local educational agency may learning disability, a local educational agency may use a process that determines if the child responds to use a process that determines if the child responds to a scientific, research based intervention as part of the a scientific, research based intervention as part of the evaluation procedures” evaluation procedures” (IDEA 2004, Title 20, Section (IDEA 2004, Title 20, Section 1414, subsection b(6)). 1414, subsection b(6)).

Getting Stuck in Tier IGetting Stuck in Tier I

Scenario: Scenario: Your team has an IST meeting to discuss Your team has an IST meeting to discuss a student who is struggling in school. A few strategies a student who is struggling in school. A few strategies were brainstormed after a lengthy conversation about were brainstormed after a lengthy conversation about what the student can’t do. Six weeks later, the team what the student can’t do. Six weeks later, the team meets again and… meets again and…

See attached sample plans

Implementation Part II: Implementation Part II: Strategy Development (Tier I)Strategy Development (Tier I)

Teacher OwnershipTeacher Ownership vs. “Buy In” vs. “Buy In” Station ActivityStation Activity

Devote Faculty Meeting TimeDevote Faculty Meeting Time Objectives from IST MeetingsObjectives from IST Meetings Teachers working in groups to brainstorm strategiesTeachers working in groups to brainstorm strategies

Weed Out the ones that are not measurableWeed Out the ones that are not measurable Share the collective strategies with the entire Share the collective strategies with the entire

faculty & bring them to IST Meetingsfaculty & bring them to IST Meetings Attach the strategies to research Attach the strategies to research

The How The How (in Mineola Middle(in Mineola Middle School)School) ? ?

A Three Tier RTI A Three Tier RTI ModelModel

Tier III

Tier II

Tier IWithin the general education class

AIS (Content Area Teacher)

Small Group AIS (Reading / Special Ed. Teacher)

RTI can also be used to address the social / emotional needs of our children (e.g. BIP; Group Counseling; Individual Counseling)

Our Structure Our Structure

66thth Grade Grade Double ELA --- with a Reading Teacher as a co-Double ELA --- with a Reading Teacher as a co-

teacher (providing small group instruction)teacher (providing small group instruction) Double Period Math --- Differentiated InstructionDouble Period Math --- Differentiated Instruction

77thth Grade Grade 44thth Period --- On-Target; AIS Math Tier II or III; AIS Period --- On-Target; AIS Math Tier II or III; AIS

ELA Tier II or III; or any combinationELA Tier II or III; or any combination

88thth Grade Grade 44thth Period --- On-Target; AIS Math Tier II or III; AIS Period --- On-Target; AIS Math Tier II or III; AIS

ELA Tier II or III; or any combinationELA Tier II or III; or any combination

Visual Representation of Tiers II & Visual Representation of Tiers II & III in 7III in 7thth and 8 and 8thth Grade Grade

Day ADay A Reading Tier IIIReading Tier III Reading Tier IIIReading Tier III Math Tier IIIMath Tier III Math Tier IIIMath Tier III ELA Tier IIELA Tier II ELA Tier IIELA Tier II Math Tier IIMath Tier II Math Tier IIMath Tier II On-TargetOn-Target On-TargetOn-Target

4-6 students

12-14 students

25 students

Day BDay B Reading Tier IIIReading Tier III Reading Tier IIIReading Tier III Math Tier IIIMath Tier III Math Tier IIIMath Tier III ELA Tier IIELA Tier II ELA Tier IIELA Tier II Math Tier IIMath Tier II Math Tier IIMath Tier II On-TargetOn-Target On-TargetOn-Target

4-6 students

12-14 students

25 students

GOALS:GOALS:

Address the academic needs of students Address the academic needs of students Not a static programNot a static program Increase self-awareness of the students Increase self-awareness of the students

(e.g. skill breakdown on Assessments; (e.g. skill breakdown on Assessments; DIGS)DIGS)

To empower the IST to make a difference To empower the IST to make a difference Address emotional needs of studentsAddress emotional needs of students

AIMS Web (Tracking Program)AIMS Web (Tracking Program)

READINGREADING MAZEMAZE Reading CBMReading CBM

Tier II – Benchmarking Tier II – Benchmarking 3x/year 3x/year (monthly (monthly progress monitoring)progress monitoring)

Tier III – Strategic Tier III – Strategic Monitoring (weekly)Monitoring (weekly)

MATHMATH Math CBM-2Math CBM-2 Basic FactsBasic Facts

Tier II – Benchmarking Tier II – Benchmarking 3x/year 3x/year (monthly (monthly progress monitoring)progress monitoring)

Tier III – Strategic Tier III – Strategic Monitoring (weekly)Monitoring (weekly)

Sample Sample AIMsWeb AIMsWeb

DataData88thth Grade Grade Tier II AISTier II AIS

Sample Student Benchmark ReportSample Student Benchmark Report

Reading Improvement Report for 2007-2008 School Year

Benchmark Scores for 2007-2008 School Year

http://www.aimsweb.com/login.phphttp://www.aimsweb.com/login.php

Next StepsNext Steps

Administer CBMsAdminister CBMs Score and Enter Data in AIMsWebScore and Enter Data in AIMsWeb Meet with AIS Teachers to discuss results Meet with AIS Teachers to discuss results

and provide them with Passwords to and provide them with Passwords to AIMsWebAIMsWeb

Talk about the “Philosophy” of AISTalk about the “Philosophy” of AIS Tie strategies to researchTie strategies to research Curriculum SkillsCurriculum Skills

Tier 1 - UniversalQuality classroom instruction using

research-based strategies with targeted students

Tier 2 - StrategicSmall Group (10-12 students) AIS Classes

Benchmarking three times / year

Tier 3 - IntensiveSmall group (4-6 students)

AIS classesProgress Monitoring every

2-3 weeks

At-Risk StudentTeacher analyzes data, refers student to IST and moves student to Tier 2.

Three data checks, regression/no progress IST Process

On Target StudentTeacher analyzes data and keeps student in Tier 1.

Three data checksIST Process

Regression /no progress, revise (repeat if not successful) --- consider referral to CSE

ProgressContinue with programIST Process

Questions…Questions…

RtI Resources/LinksRtI Resources/Links

www.nrcld.orgwww.nrcld.org www.ncld.orgwww.ncld.org www.nasdse.orgwww.nasdse.org http://www.rtinetwork.org/http://www.rtinetwork.org/ www.aimsweb.comwww.aimsweb.com www.interventioncentral.orgwww.interventioncentral.org