Criticisms of previous LD model (IQ- Achievement Discrepancy) Children must fail before they can be identified as LD, with identification typically occurring in grades 3-5 IQ and academic achievement are not independent; so difference scores are unreliable For students with word reading deficits, there are few meaningful differences between IQ-achievement discrepant poor readers and IQ-achievement consistent poor readers Significant increases in the number of students identified as Learning Disabled
Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success
Whole Child Initiative = Whole System Initiative RTI Often viewed as a Special Education Initiative RTI 2 Led by General Education to address the needs of all children Implications Coordinated effort Learning each other’s vocabulary Commitment to studying data for every child Commitment to responding to the data for every child We are in this together for the good of every child.
Essential Components of RTI Universal screening Multiple tiers of intervention Problem-solving method Integrated data collection/assessment system Scientific research-based interventions
Essential Components of RTI 2 Universal screening Multiple tiers of intervention – Tier I: Core Instruction – Tier II: Intervention – Tier III: Intensive Intervention Responsibility for Intervention Problem-solving method Integrated data collection/assessment system Scientific research-based interventions
Implementing RTI 1.Collect local norms using Curriculum-Based Measurement (CBM) probes 2.Identify at-risk students 3.Provide academic intervention(s) 4.Monitor student progress 5.Evaluate the response to the intervention(s)
Implementing RTI 2 1.Collect local norms using Curriculum-Based Measurement (CBM) probes 2.All students’ levels are identified. 3.Provide academic extensions and intervention(s) 4.Use universal screening data to determine areas to strengthen in Core Instruction. 5.Monitor student progress 6.Evaluate the response to the intervention(s) 7.Develop a robust secondary RTI 2 plan.
Knox County ’ s RTI Model 1.Local norms collected three times per year 2.At-Risk students identified using CBM Benchmark measures 3.Computer software programs and scripted reading program interventions available 4.Intervention intensity progressively increases through 2 tiers and student progress is monitored frequently 5.Response to intervention is reviewed by school staff to make appropriate decisions
Knox County ’ s RTI 2 Model 1.Local norms collected three times per year 2.ALL students’ levels identified using benchmark measures 3.Current and new interventions are under review against the TDOE interventions rubric 4.Intervention intensity is fluid based on student needs 5.RTI 2 school teams meet every 4 ½ - 5 weeks to analyze and program for specific students. 6.RTI 2 district team meets every 4 ½- 5 weeks to analyze implementation and to provide support.
First Steps Understand the current implementation of RTI. Analyze against RTI 2. Identify gaps in the program. Develop a strategic plan for addressing the areas of need. Monitor the progress toward the goal. Work as a team.
Knox County ’ s RTI Model Monitoring Frequency & Degree of Unresponsiveness LOWHIGH Intensity of Intervention Tier I At least 4 – 30 minute sessions/week Tier II At least 4 - 45 minute sessions/week Special Education Consideration Student CBM < 10 th Percentile AND ROI < 25 th Percentile Student CBM ≥ 10 th Percentile Positive response – exit process
Tier I CBM Criterion : CBM score < 10 th percentile (district norms) Intervention : supplemental to the core curriculum Progress Monitoring : 1 time/week Session Length : 30 minutes/session Duration : At least 8 Weeks Fidelity : 30 sessions within 40 school days
Tier II CBM Criterion : CBM score < 10 th percentile (district norms) ROI Criterion : Rate of improvement is < 25 th percentile at grade or goal level Intervention : supplemental to the core curriculum Progress Monitoring : 1 time/week Session Length : 45 minutes/session Duration : At least 9 weeks Fidelity : 45 sessions within 70 school days
Transition Process for KCS Identify new members of district team Evaluate proposed middle school schedule changes against RTI 2 components Meet with principals to gather input Recommend interventions Support master scheduling Principals and supervisor review possible solutions Order intervention materials Train on interventions Monitor fidelity Continually meet to review integrity of the plan
RTI 2 Coaches 8 district coaches Bridge between the schools and the district committee Goal is to support school staff Universal screener Progress monitoring Professional Development
Intervention Elementary RiverDeep Destination Success Reading Read Naturally ClickN Read My Sidewalks Ticket to Read Voyager Passport Secondary – Rewards – Reading Plus – Read 180 – Language! Live – Language! – Jamestown
Fidelity of Interventions In order to know if an intervention is effective with a student, the intervention must be conducted exactly as prescribed for an appropriate length of time. The intervention process is similar to standardized testing. Results of standardized tests are useless if the standardized procedures are not followed. Similarly, decisions regarding the effect of the intervention must be based on data from interventions which were provided with fidelity.
The chart displays the student’s progress in corrects and errors. The goal line (the line which projects the goal being met by the end date) is the black line. The trend line (the line which shows the scores projecting whether the student will meet the goal by the end date) is the red line.
RTI to RTI 2 What remains the same? Fidelity monitoring Progress monitoring Student-specific data driven decision-making School teams What changes? Core Instruction = Tier I Prevent failure rather than wait for it Reconsideration of secondary process Student observations Schedule of progress monitoring and benchmarking Fluid process Partnership among departments
Three Points to Remember Work as a team. Improve personalization in Tier I (core). Celebrate success along the way.
Thank you! If you have any questions, please feel free to contact: Dr. Ron Carlini at firstname.lastname@example.org Michelle Flynn at Michelle.email@example.com Shannon Jackson at Shannon.firstname.lastname@example.org