1. Response to Intervention (RtI) at Cesar Chavez Academy

2. A process of implementing high quality, scientifically validated instructional practices and interventions based on learner needs, monitoring student progress and adjusting instruction based on the student’s response. Response to Intervention

3. Can Be Used in Any Content Area math behavior reading

4. Define the problem. What is the concern? Identify students at risk from data. Plan an intervention. Goal Setting at RTI meeting What do we want to see happening and by when? Implement the intervention. Progress Monitor. Use assessment sheet to record observations. Collect Data Evaluate or monitor the student’s progress. Reconvene at RTI meeting. Is our plan working? Adjust interventions according to data. RtI is Problem Solving

5.  Data is used to guide instructional decisions.  Proactive not reactive – early intervention before it is too late.  No fluff!  Really good teaching in core to maximize achievement.  Communication and collaboration is essential. Guiding Principles

6. Is Not…Is… An instructional ProgramA framework to implement effective practices Intended to encourage placement of students Matching needs and resources Possible to implement aloneA team effort The same for every schoolUniquely designed for each building A special education, a general education, a Title 1, a talented and gifted initiative A school wide initiative. Response to Intervention

7.  Drives your school improvement, programs, budget, schedules and professional development.  Special Education is embedded, RTI is not used to label. How does it fit in?

8. Tier 3 Tier 2 Tier 1 Intensive Individual/small group Intervention Supplemental Progress Monitoring: DIBELS HM Phonics Screener Targeted Group Interventions: Touch Math, Soar to Success, Phonics First, Read Naturally Small Flexible Grouping Core Instruction Differentiated Learning Centers School-wide Screenings & Assessments Running Records, Writing Assessment, Dolch Sight Word, Pre/Post Math, Accelerated Reader, DIBELS, ELPA, MEAP and Formative Classroom Assessments, SIOP, PBS (Be A Star) Houghton Mifflin, Read Naturally, Everyday Math, Writer’s Workshop RtI at Cesar Chavez Academy

9. Tier 1  Core Instruction  Differentiated Centers  School Wide Assessments & Screeners  Intervention Process for Student Success

10. Core Instruction  Everyone gets core instruction. 80-90% of the class should be meeting core instruction.  Core instruction needs to be strong!  Core: grade level vocabulary, grade level content, grade level text. Don’t pull them out. They will miss all those core content skills to hit one skill.

11. Tier 2  Students identified at risk from the school wide screener.  Skills test/phonics screener used with these students to narrow down where the deficency is.  Interventions set to attack those deficient skills.  Small flexible groups during classroom centers.

12.  To provide immediate assistance to the student to catch them up to benchmark.  To continue to gather information and learn how to best meet the student’s needs.  To solve the problem.  To determine the conditions that best enables the students to learn. Purpose of an Intervention

13. Early Intervention  Handling the situation before it is too late.  The biggest response is in the first 12weeks.  Usually don’t see a growth until 6-7 weeks of using an intervention strategy.  If no response – try another intervention strategy and monitor before putting into Tier 3.  If a student shows benchmark growth for 6 weeks or more they can be moved back to Tier 1.

14. Tier 3  Targeted group with the lowest scores.  Small flexible groups  30 minutes/1-2 times a week in addition to the tier 2 intervention during class.

15. Tier 2 & Tier 3 Interventions  Soar to Success  Read Naturally  Reading-Tutors.com  Touch Math  ELL Support  Behavior plans  Phonics First

16. Assessments  Students referred to RTI are assessed with various assessment tools in their area of concern.

17. Tier 2 & Tier 3 Assessments  DIBELS  KLST 2  MLPP  Houghton Mifflin Phonics and Decoding Screening  Running Records  DOLCH Sight Words  AIMS Web

18. Four Purposes of Assessment  Screening – Determines who is at risk and will need interventions, guides instruction (DIBELS, ELPA)  Diagnosis – Provides in depth information about student’s skills (MLPP, Phonics Screener)  Progress Monitoring – Used to determine if students are making progress (DIBELS, AIMS)  Outcome – End results, summative evaluation (MEAP, IOWA)

19.  www.studentprogress.org www.studentprogress.org  www.kc.vanderbilt.edu/pals www.kc.vanderbilt.edu/pals  www.nclb.org www.nclb.org  www.ed.gov www.ed.gov  www.pbis.org www.pbis.org  www.lsu.edu/steep www.lsu.edu/steep  http://aimsweb.com http://aimsweb.com  http://dataimpactsoftware.com http://dataimpactsoftware.com  http://interventioncentral.org http://interventioncentral.org  http://dibels.uoregon.edu http://dibels.uoregon.edu  www.SDResources.org www.SDResources.org  http://www.whatworks.ed.gov http://www.whatworks.ed.gov  www.cast.org www.cast.org References/Resources