1. Response to Intervention November 11, 2011 Merri Lee Day and Sara Leggett (intern) School Psychologists

2. Richards Middle School PLCRTI SIP

3. PLC and RTI Same 4 Questions 1. What do we want each student to learn? 2. How will we know when each student has learned it? 3. How will we respond when a student experiences difficulty in learning? 4. How do we deepen the learning of students who have mastered the skills?

4. RTI Multi-tiered Level of Support Tier 1 Core Instruction Strategic Tier 2 Intensive Tier 3 Ideally 80% of students proficient with the core Ideally 15% of our students should be at Tier 2 Ideally just 5% of our students should be at Tier 3 Data

5. An RTI School…  Uses a tiered approach for addressing student needs (i.e., Benchmark, Strategic, and Intensive). needs (i.e., Benchmark, Strategic, and Intensive).  Maximizes the use of regular and special education resources for the benefit of all students.  Adopts interventions and instructional practices that are based in scientific research  Uses assessment for the purpose of instructional decision making (screening, diagnostic, and progress monitoring) (Wayne Callender, The RTI Blueprint, 8-23-11)

6. Key Components of RtI (Burns & Gibbons, 2008)  Measurement  Instruction  Problem-solving model Adapted From Presentation By: Sara Bolt Assistant Professor in School Psychology Emily Bushouse, Aimee DeLyser, Liz Weiss-DeBoer, Sara Lewandowski School Psychology Graduate Students From Desoto, FL Schools

7. How Do Students Move Through a RtI Process? From Desoto, Florida Schools

8. Decisions, Decisions 1. Identify RMS’ Universal Assessments (e.g., CBM’s, SRI…etc)  We need to be sure Tier 1 functions properly before deciding who needs more intervention (Tiers 2 & 3).  Too Many students (more than 30%) may need additional services (Tiers 2 & 3) if Tier 1 is not functioning properly. (Alan Coulter, The Weak Link in RTI, 8-23-11) (Alan Coulter, The Weak Link in RTI, 8-23-11) 2. Define Tiers and Identify Cut-Scores 3. Determine what students need and identify interventions to match needs. 4. Form problem solving teams who will meet regularly to review students’ progress 5. Identify staff who will implement interventions 6. Decide who will Progress Monitoring and the tools that will be used for monitoring. 7. Decide how long the intervention occurs before a meeting is held to discuss child’s needs and a possible change in intervention.