(Teaching & Learning)
RtI/CEIS 2012-2013
RtI
Response to Intervention (RtI) is a process of implementing high-quality, scientifically validated instructional practices based on
learner needs, monitoring student progress, and adjusting
instruction based on student response.
RtI
Response to Intervention (RtI) is the process of teachers
changing their instruction based on how well the
students responded to it.
RtI
Has become the national model for successfully reaching students
when they are just beginning to fall behind expected benchmarks
and providing appropriate supports and interventions at increasing levels of intensity.
CEIS(Coordinated Early Intervening Services)
Are provided to assist students in K-12th grades who are not currently
identified as needing special education or related services, but
who need additional academic and/or behavioral assistance to
enable them to be successful in a general education environment.
Purpose of Department
Facilitate Effective Implementation of RtI Process
Provide support with Research- and Evidence-Based Approaches to Early Intervention for Students Struggling with Learning or Behavior
Facilitate/Train/Assist Universal Screening Process/Progress Monitoring
Analyze Academic & Behavior Data Support SST Teams Administer Diagnostic Assessments
Important Information
When the general education, or Tier 1 instruction, in the district is solid and done with fidelity, 80-90% of our
students will experience SUCCESS! The RtI process involves:
1. Identification of Struggling Students (both academically and/or behaviorally) 2. Diagnosis of Specific Learning Gaps and/or Deficits 3. Creating Plan for Interventions & Goal Setting 4. Providing Appropriate Interventions (with integrity and fidelity) 5. Progress Monitoring 6. Data Analysis & Student Outcomes
Identification of Struggling Students (both academically and/or behaviorally)
Universal Screening AIMSweb
(Academics & Behavioral)
CRCT 3-8 Pre-K Developmental Checklists
GKIDS Speech/Language Questionnaires
OAS Mini-Assessments
Report Cards
Diagnosis of Specific Learning Gaps and/or Deficits
READING DRA/QSI
Phonemic Awareness/Phonics/Decoding Word Study/Vocabulary Fluency Comprehension
Sequencing Relating Background Information/Connections Making Inferences Comparing/Contrasting Summarizing Synthesizing Problem-Solving Distinguishing between facts/opinions Finding the main idea/supporting details
Diagnosis of Specific Learning Gaps and/or Deficits
MATHEMATICS Early Numeracy Skills
Oral Counting Number Identification Quantity Discrimination Missing Number
MCAP Item Analysis Number and Operations Algebra Geometry Measurement Data Analysis and Probability Process
Problem-Solving Reasoning and Proof Communication Connections Representations
Diagnosis of Specific Learning Gaps and/or Deficits
Behavior(Behavioral & Emotional Screening System (BESS) or Social Skills Improvement System (SSIS))
Disruptive Behavior Problems Aggression Anger Management Conduct Following Directions
Emotional/Confidence Problems Anger Management Conduct Problem-Solving Self-Management
School/Learning Problems Advanced Organizers Strategy Computer-Assisted Instruction Daily Behavior Report Card Strategy Following Directions
Social Problems Getting Along with Others Making Compromises Social Skills Staying Calm
Creating Plan for Interventions & Goal Setting
INSTRUCTION is the KEY Identify the classroom(s), teacher(s), student(s),
and other resources needed to implement the intervention.
Define short-term and long-term criteria of success
Specify intervention activities and schedule for implementation
Make sure everyone involved is trained prior to implementation
Creating Plan for Interventions & Goal Setting
INSTRUCTION is the KEY
Do you need to “increase” or “decrease” behaviors?
What skills (or prerequisite skills) need to be taught?
What skills does the teacher have and/or need? What must the parent do?
Providing Appropriate Interventions (with integrity and fidelity)
Reading Direct Small Group Instruction Guided Reading Harcourt Strategic Intervention/Intervention Station SuccessMaker Read 180/System 44
Mathematics Direct Small Group Instruction Guided Mathematics NumberWorlds SuccessMaker Cognitive Tutor iXL Math
Behavior Schoolwide Expectations Taught and Posted Effective Classroom Management (Rituals, Routines, Behavior Expectations Taught/Posted—1st 20 Days—REVISITED)
Positive Behavior Interventions and Supports (PBIS) AIMSweb Behavior Intervention Lesson Plans/Resources Check-In/Check-out (CICO)
Progress Monitoring
Collecting/closely monitoring/documenting student performance data
Used to make adjustments in instruction and/or determine what is working or what has changed
Indicates effectiveness of instruction for individual students and/or grade levels
Motivates students and teachers to continue the work during intervention times
Demonstrates that RtI IS working!
Data Analysis & Student Outcomes
Evaluates Effectiveness of Instruction and Overall Approach to Intervention
Informs Instruction/Instructional Decisions Discusses Student Progress (Adequate or Inadequate)
Determines Movement of Students Between Tiers
Determines When Exit Criteria Have Been Met
Department Staff
Joan Whitehead, RtI/CEIS Coordinator
Dr. Danielle Jones, Interventionist(Zone 1 + Howard HS, Howard MS, Brookdale, Heritage)
Dr. Arrika Tunstell, Interventionist(Zone 2 + Miller MS, Carter, Morgan)
Dr. Barbara Peck, Interventionist(Zone 4 + Central HS, Lane, Springdale)
Questions/Comments
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