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#2. Implementing RTI, in Six Easy Steps Rebecca Johnson, Principal Vicki Weatherman, RTI Facilitator Kirk Adams Elementary School, Las Vegas, NV.

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Presentation on theme: "#2. Implementing RTI, in Six Easy Steps Rebecca Johnson, Principal Vicki Weatherman, RTI Facilitator Kirk Adams Elementary School, Las Vegas, NV."— Presentation transcript:

1 #2. Implementing RTI, in Six Easy Steps Rebecca Johnson, Principal Vicki Weatherman, RTI Facilitator Kirk Adams Elementary School, Las Vegas, NV


3 Kirk Adams Empowerment Elementary School

4 Who We Are: students 53% Hispanic or Latino 26% White or Caucasian 8% Black or African American 5% Asian 2% American Indian or Alaska Native.4% Pacific Islander 62% Low Socio-Economic or FRL 30% Limited English Proficient 15% Special Education

5 Kirk Adams EES Mission All students will learn to read with comprehension and fluency, write to communicate effectively using the Analytical Writing Traits, and problem solve using addition, subtraction, multiplication, and division; while getting along well with others.




9 Innovative Practices Empowerment School Distributed Leadership Standards-based grading – *No Grades on report cards Standards-based instruction – not programs Leveled instruction for ELA 1 st -3 rd grades Departmentalized instruction 4 th -5 th grades Formative administration of assessments Special Education Inclusion Frequent classroom observations with feedback

10 Response to Intervention 6 Steps to RTI 1. Identification 2. Diagnosis 3. Determining Intervention Level, Goal Setting and Creating a Plan for Interventions 4. Administering Appropriate Interventions 5. Progress Monitoring 6. Data Analysis and Outcomes

11 Identification School-wide cut scores CRT – any student under 305 CCSD Interims – K-2 under 70%, 3-5 under 60% Universal Screening / Benchmark Assessments Aims Web ELA & math Grades LAS Links (language prof. ) Watch list of students (Slide1)

12 Step 1: Identification Table Discussion At your tables or with a neighbor, discuss and list all the possible data sources you currently have at your school that could be used to create your own watch list. Do you have cut scores to use to identify struggling students and what are they?

13 Diagnosis Every student on watch list OR new to the school Reading Assessing Reading, Multiple Measures for Kindergarten through Eighth Grade. (CORE, 2008) Math STPT analysis of standards Aims Web computation Create a Tiered Instruction List (Slide 2) Typical Interventions provided (Slide 3 & 4)

14 Step 2: Diagnostic Discussion What do you currently have in place to diagnose the specific skill deficits of struggling students?

15 Goal Setting & Create a Plan for Interventions Goal Goals are statements of the expected results of the intervention and should state the conditions under which the student will perform the behavior ART An ART is the criterion that is set to indicate the least amount of progress a student can make and still be on track for narrowing the achievement gap RTI Plan Summary (Slide 3)


17 Determine and Administer Appropriate Interventions Tier 2 vs. Tier 3 In addition to Tier 1 Tier 3 students also receive Tier 2 Small group vs minutes, depending on goals Intervention Block of time 40 minutes/day by grade level No new instruction during this time Extension activities for Tier 1 students Tier 2 in classroom, Tier 3 in lab

18 Determine and Administer Appropriate Interventions What Interventions? Standards Based or Problem Solving Research Based Who delivers the Interventions? Classroom Teacher RTI Facilitator ELL Facilitator Special Education Inclusion Teacher Para-professionals (7 instructional assistants)

19 Tier 1 Instruction / Enrichment

20 Tier 2 Intervention / Small group

21 Tier 3 Intensive Intervention /1-1

22 Step 4: Providing Interventions Discussion Share at your table or with another person how you provide Tier 2 or Tier 3 interventions. Who does them? Where are they done? How do you overcome the loss of Tier 1 instruction? What materials do you use?

23 Progress Monitoring Tier 1 7 times a year (3 benchmarks, 3 interims, 1 mid-term, mock CRT) Tier 2 Every 2 weeks Tier 3 Weekly

24 Progress Monitoring Assessments Specifically aligned with the intervention Usually given by the person delivering the intervention More than CBM measurements Charts and Graphs Excel tables and graphs Accessible to all teachers who work with the student

25 Progress Monitoring Tier 2 (2 weeks)

26 Progress Monitoring Tier 3 (weekly)

27 Step 5: Progress Monitoring Discussion How do you monitor the progress of your Tier 3 interventions? How often? How do you monitor the progress of your Tier 2 interventions? How often? Who administers the progress monitoring? How is the progress reported to all teachers that work with the student?

28 Data Analysis & Outcomes Intervention Team Administrator Case workers from each grade level Representatives from Special Ed. (Psychologist, Teachers, Speech Pathologist) Meets every week to analyze progress

29 Data Analysis & Outcomes Outcomes Problem resolved Tier 3 moves to Tier 2 before Tier 1 Progress toward problem, but not resolved yet – continue interventions as determined Unresolved Move Tier, create new goals, change the interventions, and continue to monitor progress Change frequency, duration, instructional level, intensity, or the number of participants Refer for MDT, 504, retention

30 Step 6: Analysis and Outcomes Discussion Do you have a team in place to review the progress of the interventions? How often do they meet? Do you have a plan in place to review the progress regularly? What are the possibilities of student success with this process in place?

31 Case Study - Fernando


33 The Practical Guide to RTI, Six Steps to School-wide Success By Rebecca Johnson and Vicki Weatherman

34 Contact Information: Rebecca Johnson Kirk Adams Elementary School Vicki Weatherman

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