1. RTI An overview of the Pulaski County Intervention System (PCIS)

2. PCIS Overview - Part 1

4. Three Levels of PCIS Training 1.PCIS Overview – for all staff 2.Training for School-based RTI Team Members 3.Training for Administrators

7. PCIS Overview – Part 2

8. Behavior Systems Intensive Interventions Targeted students Small group/individual interventions Interventions increase in intensity Minimum weekly monitoring of progress Strategic Instruction/Interventions Targeted students (at-risk) Classroom/small group interventions Minimum bi-monthly monitoring of progress Universal/Core Instruction All students School-wide/classroom instruction Behavior in all settings Preventative, proactive instruction Monitored a minimum of 3 times a year Academic Systems Intensive Interventions Targeted students Small group/individual interventions Interventions increase in intensity Minimum weekly monitoring of progress Strategic Instruction/Interventions Targeted students (at-risk) Classroom/small group interventions Minimum bi-monthly monitoring of progress Universal/Core Instruction All students School-wide/classroom instruction All content areas Preventative, proactive instruction Monitored a minimum of 3 times a year Figure 1: PCIS Three-Tier Model of Interventions 1-5% 5-10% 80-90 %

9. What is it? "Response to Intervention (RTI) integrates assessment and intervention within a multi- level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilities" (National Center on Response to Intervention).

13. RTI is ever evolving

14. PCIS Overview – Part 3

15. RTI Basics Core Principles 1. Use all available resources to teach all students 2. Monitor classroom performance 3. Conduct universal screening/benchmarking 4. Use a multi-tier model of service delivery 5. Use scientific, research-based interventions/instruction 6. Make data-based decisions 7. Monitor progress frequently

16. RTI Basics Core Principles 1. Use all available resources to teach all students What is wrong with the student?

17. RTI Basics Core Principles 1. Use all available resources to teach all students What is wrong with the curriculum?

18. RTI Basics Core Principles 1. Use all available resources to teach all students What is wrong with the instruction?

19. RTI Basics Core Principles 1. Use all available resources to teach all students What is wrong with the environment?

20. RTI Basics Core Principles 1. Use all available resources to teach all students What is wrong with the intervention?

21. 21 Student Assistance Teams that are focused on Special Education placement only look at fixing one link … the “student.” Student What’s wrong with this “kid?” S tudent Testing Student Placement Then the intervention (IEP)

22. 22 RTI considers all possible links to learning – not just one And begins immediately, through the problem solving process, to implement interventions. Instructional Methods Curriculum Learner Learning Environment

23. RTI Basics Core Principles 1. Use all available resources to teach all students Reallocating resources to those who need them not those who “qualify” for them

24. RTI Basics Core Principles 2. Monitor classroom performance General education teachers play a vital role in designing and providing high quality instruction. Furthermore, they are in the best position to assess students’ performance and progress against grade level standards in the general education curriculum. This principle emphasizes the importance of general education teachers in monitoring student progress rather than waiting to determine how students are learning in relation to their same-aged peers based on results of state-wide or district-wide assessments.

25. RTI Basics Core Principles 3. Conduct universal screening/benchmarking “The primary purpose of universal screening is to determine which students need help.” McCook, 2006

26. RTI Basics Core Principles 3. Conduct universal screening/benchmarking A universal screener is a short, quick and easy-to-administer measure of academic or behavioral skills. Screeners are administered three to four times per year to all students.

27. Common Areas of Academic Screening Early literacy skills Oral reading fluency Reading comprehension Early numeracy skills Math computation Spelling Writing

28. Behavioral Screening Formal screeners behavioral rating scales school-wide expectations screener classroom observations Flagging criteria discipline data attendance records office referrals

29. RTI Basics Core Principles 3. Conduct universal screening/benchmarking Development of “benchmark” data norms –Classroom –School –District –State –National Benchmark data taken three times per year –Fall –Winter –Spring

30. RTI Basics Core Principles 3. Conduct universal screening/benchmarking Utilize other existing data… assessment reports; classroom data (classroom assessments, analysis of student work, observations, discipline referrals, attendance, etc.); CBMs (including learning checks, common assessments, Flashbacks, etc.); and other measurements (EOC, SuccessMaker, PLAN, Explore, Stanford 10, ACT, COMPASS, K-PREP, TCA, ALEKS)

31. RTI Basics Core Principles 3. Conduct universal screening/benchmarking Data from benchmarks must be available to teachers, principals and district staff and shared with parents Data must be “user friendly” in format

32. AIMSweb

34. PCIS Overview – Part 4

35. RTI Basics Core Principles 4. Use a multi-tier model of service delivery 5. Use scientific, research-based interventions/ instruction

37. Behavior Systems Intensive Interventions Targeted students Small group/individual interventions Interventions increase in intensity Minimum weekly monitoring of progress Strategic Instruction/Interventions Targeted students (at-risk) Classroom/small group interventions Minimum bi-monthly monitoring of progress Universal/Core Instruction All students School-wide/classroom instruction Behavior in all settings Preventative, proactive instruction Monitored a minimum of 3 times a year Academic Systems Intensive Interventions Targeted students Small group/individual interventions Interventions increase in intensity Minimum weekly monitoring of progress Strategic Instruction/Interventions Targeted students (at-risk) Classroom/small group interventions Minimum bi-monthly monitoring of progress Universal/Core Instruction All students School-wide/classroom instruction All content areas Preventative, proactive instruction Monitored a minimum of 3 times a year Figure 1: PCIS Three-Tier Model of Interventions 1-5% 5-10% 80-90%

39. Tier I: Core Reading Instruction All Students 100% Minimum 90 Minutes of Daily Instruction Schedule built around a 90 minute reading block for the primary grades. Tier I 80 - 90%

40. Tier II: Targeted Reading Intervention Tier II 5 -10% 30 Minutes Per Day of Additional Reading Instruction Typically Lasts for 9 to 12 Weeks

41. Tier III: Intensive Reading Intervention Minimum of 45 minutes per day or Two 30 minutes sessions per day Tier III 1 -5%

42. Tier I Core Instruction FocusFor all students ProgramScientifically Based Curricula GroupingMultiple grouping formats to meet student needs Time90 minutes per day or more AssessmentBenchmark assessment at beginning, middle, and end of the academic year InterventionistGeneral education teacher SettingGeneral education classroom

43. Tier II: Supplemental Instruction FocusFor students identified with marked difficulties, and who have not responded to Tier I efforts ProgramPrograms, strategies, and procedures designed and employed to supplement, enhance, and support Tier I GroupingHomogeneous small group instruction (1:3, 1:4, or 1:5) TimeMinimum of 30 minutes per day minimum 3 x per week in small group in addition to 90 minutes of core instruction AssessmentProgress monitoring weekly on target skill to ensure adequate progress and learning (preferably 2x weekly) InterventionistPersonnel determined by the school (e.g., a classroom teacher, a specialized teacher, an external interventionist) SettingAppropriate setting designated by the school; may be within or outside of the classroom

44. Tier III Intensive Intervention FocusFor students identified with marked difficulties, and who have not responded to Tier I or Tier II efforts ProgramSustained, intensive scientifically based interventions GroupingHomogeneous small group instruction (1:1, 1:2, or 1:3) TimeMinimum of two 30 minutes per day in small group or individually in addition to core instruction AssessmentProgress monitoring twice a week or at a minimum weekly on target skill to ensure adequate progress and learning InterventionistPersonnel determined by the school (e.g., a classroom teacher, a specialized teacher, an external interventionist) SettingAppropriate setting designated by the school; may be within or outside of the classroom

45. What Are Interventions Targeted instructional practices that have been validated as effective by scientific research. Interventions always involve instruction... not just more practice! Interventions are administered by trained personnel…not just a “warm body.” Interventions are skill-based. They focus on a specific skill that the student is missing. Interventions are evaluated and guided by progress monitoring of the skill being instructed.

46. Interventions are NOT Preferential seating – this is an accommodation not instruction Shortened assignments – this is a modification not instruction Classroom observations – this is an assessment method not instruction Progress monitoring – again this is assessment not instruction Suspension – punishment not instruction Retention – again not instruction

47. Things to consider about interventions… Not all interventions are scientifically research based. Just because an intervention is researched based, that doesn’t mean the research says that it is an effective intervention. Obviously, the research will show some interventions to be more effective than others.

48. Behavior Systems Intensive Interventions Targeted students Small group/individual interventions Interventions increase in intensity Minimum weekly monitoring of progress Strategic Instruction/Interventions Targeted students (at-risk) Classroom/small group interventions Minimum bi-monthly monitoring of progress Universal/Core Instruction All students School-wide/classroom instruction Behavior in all settings Preventative, proactive instruction Monitored a minimum of 3 times a year Academic Systems Intensive Interventions Targeted students Small group/individual interventions Interventions increase in intensity Minimum weekly monitoring of progress Strategic Instruction/Interventions Targeted students (at-risk) Classroom/small group interventions Minimum bi-monthly monitoring of progress Universal/Core Instruction All students School-wide/classroom instruction All content areas Preventative, proactive instruction Monitored a minimum of 3 times a year Figure 1: PCIS Three-Tier Model of Interventions 1-5% 5-10% 80-90 %

50. RTI Basics Core Principles 6. Make data-based decisions 7.Monitor progress frequently

51. RTI: Models of Implementation Problem-Solving Model A problem-solving team develops intervention plans for each student individually. Standard Protocol Model The school preselects a consistent program of interventions to use with groups of students who score at prescribed levels within their universal screening system. Learn more at… National Center on Response to Intervention RTI – Two Approaches (document)RTI – Two Approaches

52. Standard Protocol Model

53. “Never, never think outside the Box !”

54. AIMSweb

64. Assessing Response to Intervention 4 point decision rule Oral Reading Fluency Aimline Student Identified as Needing Intensive Support Modify intervention Individualized intervention initiated

72. PCIS Overview – Part 5

73. 73

74. 74 School Implementation Team Student Intervention Team Functions and membership vary depending upon the intervention within the tiered approach of KSI. However, the team processes are the same — planning, organizing, use of procedural guidelines, continuous evaluation of effectiveness of academic/behavior instruction and interventions, and adjusting to meet the learning needs of students. Team Work – Heart of KSI

75. 75 1 Identify individuals who would have “buy in” or would need to “buy in” to the process 2 Establish the School Implementation Team 3 Define School Implementation Team’s role and purpose Define role of each team member 4 Evaluate current system of interventions (Do you have one? What does it look like? What does it include?) 5 Analyze current data to determine effectiveness (student level data such as state assessment, EPAS assessments, screeners, etc.) School Implementation Team

76. 76 6 Set long and short term goals for the school’s intervention system based on the data analysis 7 Develop time line for achieving goals and determine evaluation measures 8 Provide professional learning for all school staff to facilitate an awareness and an understanding of the system of interventions 9 Continuously monitor progress toward short and long term goals; make adjustments to the system of interventions as necessary based on data School Implementation Team

77. 77 1 Identify individuals who would have “buy in” or would need to “buy in” to the process 2 Establish the Student Intervention Team 3 Define Student Intervention Team’s role and purpose Define role of each team member 4 Analyze screening data to flag students who will need further diagnostic assessment 5 Analyze individual student level diagnostic data to determine which students will require interventions Student Intervention Team

78. 78 6 Develop individual student plan 7 Monitor and follow up on each student plan Student Intervention Team

79. “Stop asking me if we’re almost there; we’re Nomads, for crying out loud.”

83. Credit where credit is due… McCook, John E. (2006). The RTI Guide: Developing and Implementing a Model in Your Schools. LRP Publications John McCook’s presentation in Pulaski County in summer of 2008 AIMSweb technical manuals from www.aimsweb.com www.aimsweb.com Presentation by Cherry Boyles, Assistant Director of Curriculum, KY Department of Education

85. Contact Information Dusty Phelps Psychologist Pulaski County Schools E-mail: dusty.phelps@pulaski.kyschools.usdusty.phelps@pulaski.kyschools.us Phone: 606-676-2513