1. R ESPONSE TO I NTERVENTION RtI @ Woodland Primary

2. L ET ’ S R EVIEW : W HAT IS R T I? Response to Intervention (RtI) is an early detection, prevention, and support system that attempts to identify and assist struggling students with appropriate levels of intervention. It is a framework for making instructional decisions based on data, and consists of four components

3. T HESE 4 C OMPONENT ARE : 1. Universal screening using an assessment tool 2. Identification and placement of students into three tiers of instruction based on their respective needs for intervention 3. Interventional instruction as appropriate for each student’s tier 4. Continual monitoring to check progress and ensure compliance

6. Classroom Interventions (ie. Powerpoints, laptops, PAW, One-on- one/Small group work with data kept by the teacher-RtI binder) Classroom Interventions (ie. Powerpoints, laptops, PAW, One-on- one/Small group work with data kept by the teacher-RtI binder) Tier 1 Tier 3 Tier 2 Kindergarten Plus ESL Specialists-LDR, Reading, Math, Speech Self Contained Tiers at Primary

7. W HAT ROLE DO I, THE CLASSROOM TEACHER, PLAY IN R T I Use scores to drive your instruction Be an active participant on your PST team Providing Tier 1 Interventions and keep data on appropriate students Students who may qualify for K+ at some point during the year. Communicate with teachers with whom you share students. (ESL, BIL, K+) Communicate the process to parents

8. P ROBLEM S OLVING T EAM M EETINGS This year each teacher will meet with the PST team for true PROBLEM SOVLING time! We will go over scores, create classroom tiers, ask/answer questions which will enable to PST team to provide more support. This team will consist of the same core PST Team and will include an ESL and BIL teacher and any other specialist that work with your students. We hope to meet every 6-8 weeks PST meetings will also be held for students entering/exiting K+ and on those who need additional support. Classroom teachers should bring orange folders, data, scores, important information and any questions to all PST meetings. Classroom teachers will also be responsible for sending scores and key information to Val before the meeting. There will be a standard form to fill out with directions on what information we will need. New Forms in Binder

9. I NTERVENTIONS The Intervention Binder is divided by skill. The pages provided are the interventions to use. No others are necessary. Data is to be kept on interventions using a data sheet provided in the intervention binder. Data should be individualized for those who truly need it. If you are using an intervention for 15 of your students the skill should be retaught not be considered an intervention. The interventions in the Intervention Binder align with our assessments. Use assessments to indicate who needs additional support. K+ and ESL will be keeping data and doing interventions- Communicate!!!

10. M ODIFICATIONS VS I NTERVENTIONS Modifications are the activities you do to differentiate your instructions. You do not need to keep data on activities that are modified. MODFICATIONS do not require data. Interventions are the activities you reteach individually from the intervention binder and keep data on. They are done 10 times and then the skill is reassessed.

11. Interventions should be done on your lowest students only whom you feel are below grade level and may need extra support. Students will not get a spot in Kindergarten Plus is there is not data to support that they need a Tier 2 intervention. Bilingual teachers do interventions in Spanish. The English teachers need to provide interventions in English when they are ready. It is important that you communicate the Bilingual teacher you share students with.

12. R T I BINDERS -E VERY CLASSROOM TEACHER WILL HAVE A BINDER

13. H OW DOES THE P ROBLEM S OLVING T EAM PROCESS WORK ? ( REFER TO FLOWCHART IN I NTERVENTION B INDER )

14. E ACH PAGE IS IN A PAGE PROTECTOR THAT CAN BE WRITTEN ON WITH A DRY ERASE MARKER. D ATA CAN THEN BE TRANSFERRED ONTO A DATA SHEET LATER.

15. S TUDENTS CAN ALSO WRITE ON THE PAGE PROTECTOR SO COPIES DON ’ T HAVE TO BE MADE EACH TIME. D ATA THEN NEEDS TO BE TRANSFERRED ONTO A DATA SHEET.

16. T HIS IS THE PREFERRED D ATA SHEET TO TRANSFER DATA ONTO. A BLANK COPY IS IN THE I NTERVENTION B INDER.

17. E XAMPLE D ATA SHEETS

18. N UMBER OF TIMES USED IN 1 DAY

19. + OR – IS OK (S PECIFY WHAT EACH MEANS )

20. H OW DO I KNOW WHAT STUDENTS TO KEEP DATA ON ? Look at your classroom data Concentrate on your lowest students not receiving a service. Problem solving meetings We will create classroom tiers to help define who to keep data on. All students who may need Kindergarten Plus are kids to keep data on. Data will be needed to decide if Kindergarten Plus is an appropriate intervention.

21. ORANGE FOLDERS Should be kept for all students who require Tier 1 or Tier 2 interventions-This includes all K+ students. Paper work needs to be minimal and limited to data tracking sheets (reflecting interventions that work and did not work), PAW information, K+ information, Speech information. DO NOT INCLUDE-Work samples, actual interventions, assessments These folders will follow students while interventions are necessary. K+ teachers will be keeping the orange folders this year.

22. L APTOPS Laptops will no longer be on the carts. You will have the laptops in your room on a 10 day rotation. You will share with a neighbor. Data should be kept on your lowest students only. I am working on getting software that you can use for interventions. More info to come at the end of September. Laptops will start the week of October 4 th.

23. W HO CAN I ASK FOR HELP ? Laurie Retzky- Social Worker Maria Hernandez-Psychologist Erin Landmeier-Literacy Specialist Danielle Mann-Math Specialist Val Potempa-Resource Jan Rudolf-Speech Karen Moe-Stephens-ESL Cathi White-ESL Annette McCafferty-ESL Teresa Centeno-Bilingual Elizabeth Gaiser-Bilingual Allison Coltman-Kindergarten Plus Peggy Raube-Kindergarten Plus