1. Riding the Waves with RtI
By: Rhonda Back,
RtI Director of Bath County Schools

2. An anchor is to a ship as
RtI is to___________________

3. RtI Voyage in Bath County
First year of implementation of an approved District Plan under our belts – some smooth sailing but some huge waves also
Received feedback from principals, teachers, community members of how to improve our plan – still not proficient by no means but we are sailing in that direction
Change does not roll in on the wheels of inevitability, but come through continuous struggle- Martin Luther King, Jr.
Be patient- real change takes time

4. “I Can” statements for today’s RtI session:
Explain what RtI is to my peers and others
Explain why it is important for our students and our school community
Explain what is expected of me in implementing RtI
Familiarize myself with the process and new forms

5. Do you agree or disagree with this statement? Why?
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” --Wright (2005)
Do you agree or disagree with this statement? Why?
Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

6. Visible Learning- John Hattie
What works best in education?
John Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. Hattie found that the average effect size of all the interventions he studied was Therefore he decided to judge the success of influences relative to this ‘hinge point’
Hattie, determined that “for students moving from one year to the next, the average effect size is 0.40.”Meaning they will grow 1 year in 1 year’s time if they are engaged in strategies that have an effect size of 0.40 and above

7. Hattie’s Maximizing Impact on Learning
Teaching/Learning Strategy
Your Rating
Effect Size
Hattie’s Rating
Integrated Curriculum
Parental Involvement
Teacher Credibility
Homework
Retention
Student’s Expectations for Their Own Learning
Co-Team Teaching
Questioning
Teacher Feedback to Student
Summer Vacation
Response to Intervention (RtI)
Class Size
Cooperative Learning
Inquiry-Based Teaching
Ability Grouping
Metacognitive Strategies

9. Hattie’s Maximizing Impact on Learning
Teaching/Learning Strategy
Your Rating
Effect Size
Hattie’s Rating
Integrated Curriculum
 0.39  9
Parental Involvement
 0.51  6
Teacher Credibility
 0.90  3
Homework
 0.29
 11
Retention
 -0.16
 16
Student’s Expectations for Their Own Learning
 1.44  1
Co-Team Teaching
 0.19
 13
Questioning
 0.46  7
Teacher Feedback to Student
 0.75  4
Summer Vacation
 -0.09
 15
Response to Intervention (RtI)
 1.07  2
Class Size
 0.21
 12
Cooperative Learning
 0.59  8
Inquiry-Based Teaching
 0.31
 10
Ability Grouping
 0.12
 14
Metacognitive Strategies
 0.69  5

10. What is RTI?
"RtI is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions." (NASDSE 2006)

11. The system of interventions is flexible and emphasizes returning students to the regular instructional program as quickly as possible; students receive interventions only when they are needed and for the particular [area] in which they need assistance.
Pg. 8, Pyramid Response to Intervention by Buffum, Mattos and Weber

12. Bath County System of Interventions
Uses the Kentucky System of Interventions (KSI) as a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, enrolled in their schools.
Kentucky System of Interventions or KSI is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12. The KSI has three key components: accelerated learning, highly effective teaching and learning, and Response to Intervention.
RTI is a school-wide system for providing timely support to meet the needs of all children. At the first indication students are significantly exceeding expectations, or are significantly struggling either academically or behaviorally, they will receive direct interventions. Individual student growth is a major component of KPREP and EPAS, thus connecting the effectiveness of KSI/RtI to the state’s accountability model.

13. from Pyramid Response to Intervention
Forward, by Richard DeFour (pg. xv-xvi)
“If schools are to become more effective in helping ALL students learn at high levels, RTI will require a deep cultural change that must occur.”

14. 4 Key Questions What exactly do we expect all students to learn?
How will we know if and when they’ve learned it?
How will we respond when some students don’t learn?
How will we respond when some students have already learned?
(DuFour, DuFour, Eaker & Many, 2006)

15. Core Principles of BCSI
BCSI/RtI
Use All Available Resources
Monitor Classroom Performance
Universal Screening
Multi- Tier Delivery
Research-Based Instruction
Data Based Decisions
Progress Monitoring
Fidelity of Implementation
Family Involvement
Professional Learning
**These are the target areas addressed by the KSI framework. If a school implements a system of interventions, that system should address the needs of these issues.
In order to have a fully operational system, all of the components need to be in place and implemented with fidelity.
The first thing that schools need to do is analyze their practices to identify missing components.
Then they can develop a long range action plan to add components and refine processes until they reach full implementation.
Let’s take a closer look at the Tiered Service Delivery component of RTI.

16. Tier 2 15-20% Tier 1 75-80% Core/Universal – Tier 1 KCAS
Performance Level Descriptions
Assessment data (KPREP, local, MAP)
Differentiated instruction
Researched-base instructional strategies (CHETL, 21st Century,
7 Characteristics of Primary)
Formative assessment strategies
Collaboration of educators, parents, community
Vision and Hearing Screening
School-based behavioral programs
Tier 3
5-10%
Tier 2
15-20%
Tier 1
75-80%

17. Tier 2 15-20% Tier 1 75-80% Supplemental – Tier 2
Diagnostic and Screening Tools
More specific, intense instruction
Flexible grouping
Support of other staff and Student Proficiency Teams
Frequent Progress Monitoring
+ ALL Tier 1 Services
Tier 3
5-10%
Tier 2
15-20%
Tier 1
75-80%

18. Tier 2 15-20% Tier 1 75-80% Intensive – Tier 3 Small Group
More specific, intense instruction
Work with Interventionist
Very Frequent Progress Monitoring
+All Tier 1 and Tier 2 instruction
Tier 3
5-10%
Tier 2
15-20%
Tier 1
75-80%

19. Instruction
Learning is not always pleasurable and easy; it requires over-learning at certain points, spiraling up and down the knowledge continuum, and building a working relationship with others in grappling with challenging tasks. -J. Hattie

20. Teacher contributions to student learning include:
quality of teaching (as perceived by the students)
teacher expectations
fixed vs. growth mindset
teacher openness
classroom climate
focus on teacher clarity in success criteria
fostering of effort
engagement of all students

21. Great teachers are the key
Great teachers are the key. Research shows, in fact, that the single most important factor in improving student achievement is great teaching.
~ Waiting for Superman, Leslie Chilcott, pg. 53

22. How do I as a teacher help every student everyday learn, grow and feel like he or she is worthy? What are some areas I need to develop?

23. How WE Steer our Boat for RtI Success
Administer Universal Screener and/or Other Assessments
Establish a School Team to Examine Core Instruction
Establish Student Team(s) to Develop and Implement Student Proficiency Plans
Teams Use the Problem Solving Process
Examine and Utilize Evidence-Based Interventions
Analyze Data Frequently
Develop Plans and Continue Cycle
Celebrate Success
The first and most important part of the puzzle is teaching. Teachers and schools can provide support to students with highly effective instruction. Do not delay interventions because all the pieces of the RTI puzzle are not in place. Identify a small group of students that share a common specific deficiency and choose an evidence-based intervention to address that deficiency. Find a time and a person to deliver the intervention to the small group. Is this a perfect system? No. Does it help children until all the other pieces fit? Yes.

24. Using the Compass of RtI (Forms)
Vision and Hearing
Speech/Language
Motor
Student Proficiency Plans (Team Meetings and Plan Forms)
Reading Summary Sheets
Math Summary Sheets
The first and most important part of the puzzle is teaching. Teachers and schools can provide support to students with highly effective instruction. Do not delay interventions because all the pieces of the RTI puzzle are not in place. Identify a small group of students that share a common specific deficiency and choose an evidence-based intervention to address that deficiency. Find a time and a person to deliver the intervention to the small group. Is this a perfect system? No. Does it help children until all the other pieces fit? Yes.

25. In the most exceptional schools where new ways of pursuing excellence are being developed, there is a real effort to help every child achieve his potential. All kids can, and must, learn.
~ Waiting for Superman, Leslie Chilcott, pg. 58

26. Web is full of RtI Intervention Strategies and Ideas:
Pinterest
Teachers Pay Teachers
Google - RtI Intervention Lists
Resources in BCSI Plan Guide
The question is not, “Is it possible to educate all children well?” but rather, “Do we want to do it badly enough?”

27. Do you agree or disagree? Why??
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far."
~ Ronald Edmonds, Harvard University
Do you agree or disagree? Why??

28. I Can” statements for today’s RtI session:
Explain what RtI is to my peers and others
Explain why it is important for our students and our school community
Explain what is expected of me in implementing RtI
Familiarize myself with the process and new forms

29. Resources
Kentucky System of Interventions (KSI)
Academic & Behavioral Response to Intervention (ABRI)
National RTI Center
Kentucky Center for Instructional Discipline (KYCID)
IRIS Center
Characteristics of Highly Effective Teaching & Learning (CHETL) n+Characteristics.tm
What Works Clearinghouse
Hattie’s Work 138 Influences Related To Achievement - Hattie effect size list.mht/
There are many resources available to assist you with your KSI/RtI planning. However you will want to be critical consumers of those resources.
ABRI (Academic and Behavioral Response to Intervention) is a KDE external partner at the University of Louisville. Their website contains an archive of webinars that you may find very helpful to implementing your KSI/RtI program. They also have resource pages, including a great deal of information on behavioral interventions.
On the KDE website- use the Search Menu and enter “KSI” to find the webpage. You will find many resources for your school/district here.
A guidance document for KSI/RtI has been developed and can be accessed on the KSI page. The document includes detailed explanations of each tier, as well as a variety of resources for schools and teachers.
There is also a list of model RtI sites, primary through high school, where exemplary practices have been identified. Those schools have agreed to share their resources and are open to visits and questions.

30. Questions? Rhonda Back Rhonda.back@bath.kyschools.us
If you have any questions at anytime, please do not hesitate to contact us by phone or . Thank you and have a great day.