1. Response to Invention (RTI) A Practical Approach 2016 Mid-Level Conference

2.  Response to Intervention (RTI) is a multi-component, general education model, designed to identify students who may be at risk for learning or behavior challenges, offer support, and monitor progress. Definition 2

3. RTI: Arkansas model 3  Multi-Tiered System of Support  Data-based Decision Making Screening/Diagnostics/Progress Monitoring Formative/Summative Assessment

4. Multi-tier system of support model Three Modules Available this summer on AETN Ideas: 1.RTI Arkansas Overview- IAC15036 2.RTI Arkansas: Leadership- IAC15035 3.RTI Arkansas Multi-tiered System of Support/Handbook- IAC16004

5. 1.RTI Arkansas Multi-Tiered System of Support for High School 2.RTI Arkansas: Special Populations 3.RTI Arkansas: Data Based Decision Making 5 Coming Soon to AETN Ideas Portal:

6.  Establish RTI Team  Select Screening Process (three times per year)Screening Process  Select Academic Interventions, Behavioral InterventionsAcademic InterventionsBehavioral Interventions  Select Progress-Monitoring Tool(s) and Develop Schedule Academic Progress-Monitoring Behavioral Progress-Monitoring  Data-based Decision-making Essential Components /RTI Support 6

7.  RTI is a General Education Framework Notify parents by letter when moving to Tier II or III. Letter contains Intervention Type, Frequency, Duration, Who Delivers, Where, in the school, the student receives the intervention.  When IDEA Students are Involved: Screening must involve ALL students or IDEA Procedures must be followed Diagnostic Assessments of less than ALL students require an IEP meeting and documentation of parental consent. Progress Monitoring must be pre-determined in an IEP meeting. RTI is for ALL Students 7

8. Reflection  Reflect on the essential components of RTI. Which of these components do you have in place?  How does screening three time per year help with improving core instruction so that 80-85% of students are successful in the core curriculum?  Is your RTI process being applies to all students and are all students receiving core instruction in addition to any planned interventions? 8

9.  Required Members Principal Classroom teacher(s)/grade-level representative(s)  Recommended Members Assistant principal(s), dean of instruction Counselor Literacy coach, data coach, or both Reading interventionists/specialists English language learner/bilingual specialists Special education teachers School psychologists, social workers, speech and language pathologists Parents and families School-Level Team 9

10.  Meeting Schedule Recommendations Meet at least once per week for first year and periodically (e.g., once per month) after full implementation Establish schedule, procedures, and norms for meetings Establish member responsibilities Agree on a problem-solving process School-Level Team 10

11. Clear purpose Roles and responsibilities Meeting schedule Data sources that drive decisions Problem-solving process Communication system RTI Teams at Each Level Must Have... District-level team School-level team Grade-level/ content team 11

12.  If the initial, level I or II dyslexia screening indicates that a student has characteristics of dyslexia, the Response-to- Intervention (RTI) process shall be used to address the needs of the student. (3) When a student in grade three (3) or higher has difficulty, as noted by a classroom teacher, in: A.Phonological and phonemic awareness B.Sound-symbol recognition C.Alphabet knowledge D.Decoding skills E.Rapid naming skills F.Encoding skills Excerpts From Dyslexia Law 12

13. Progress Monitoring: What This Looks Like Collect and graph data to support decisions about a student’s responsiveness to intervention

14.  Do you have an RTI Leadership Team in place?  Are resources available to conduct meetings and provide interventions?  What do you do if you notice that a mid-level student is having trouble reading? Reflection 14

15. Grade Level Components (Five Pillars of Reading) GradeK12 Example Phonics/ Word Study Duration District Phonics Program 5x 15 min Phonetic Connections 4x 20 min Orton-Gillingham Strategies 5x 15 min Phonemic Awareness Grades K-1 Phonics/ Word Study Grades K-5 Vocabulary Grades K-12 Comprehension Grades K-12 Fluency Grades K-5 Writing Grades K-12 Literacy Components-Handbook 15

16.  Provide staff resources to hold Meetings  Provide Resources for Conducting Interventions  Establish List of Additional PD Needs  Screen ALL Students Three Times/Year  Analyze Screening Data for 80-85% of student success  Monitor for Fidelity of Implementation RTI Support 16

17. Adherence - how well we stick to the plan/curriculum/assessment  Monitor components on self-report checklist  Monitor screening and progress-monitoring  Observe teaching methods  Use observation checklist Exposure - how often a student receives an intervention and how long an intervention lasts  Record screening and progress-monitoring data  Observe teaching duration Quality of Delivery - how well the intervention, assessment, or instruction is delivered  Observe teaching strategies  Self-report on knowledge of content, techniques used and reflection on lesson Program Specificity - how well the intervention is defined and how different it is from other interventions  Component Check List Student Engagement - how engaged and involved the students are in the intervention or activity  Student progress  Student survey Test for Fidelity of Implementation 17

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19. 19 Attendance Goals -Recognize good and improved attendance -Educate and engage -Clarify attendance expectations and goals -Establish positive and engaging school climates -Students missing 10-19% -Provide early outreach -Meet with student, family to develop a plan -Home visit -Other services? -Student missing 20% Intensive case management with coordination of public agency Tier I Core Instruction Tier II Core Instruction + Supplemental Tier III Core Instruction + Intensive Intervention

20. 20 Middle School: Target At-Risk students for Math and Literacy -Evaluate Core Reading & Math -Set grade level at risk indicators (screening) -Plan for professional development -Differentiation -Double Block Literacy or provide an additional weekly math class -Specific program -Pre-and post assessment -Progress Monitoring -Professional Development Literacy Specialist or Dyslexia Interventionist Tier I Core Instruction Tier II Core Instruction + Supplemental Tier III Core Instruction + Intensive Intervention Tier III Core Instruction + Intensive Intervention

21.  What data needs to be collected for you to set reading goals?  What are some schoolwide goals that might be appropriate for your school?  What Professional Development will you need? Reflection 21

22. Field Trip 22

23. To developing a process that provides prevention, early intervention services, and appropriate instructional programming to ensure academic progress and success for all students. Will your process include frequent and repeated assessment of student performance, data-based decision making, and the use of multitiered, research-based intervention? Is your district or school committed 23

24.  National Center on Intensive Intervention  http://www.intensiveintervention.org/ http://www.intensiveintervention.org/  http://www.intensiveintervention.org/resources/tools-charts http://www.intensiveintervention.org/resources/tools-charts  http://www.intensiveintervention.org/tools-support-intensive-intervention-data-meetings http://www.intensiveintervention.org/tools-support-intensive-intervention-data-meetings  Other RTI Resources  http://www.florida-rti.org/ http://www.florida-rti.org/  http://iris.peabody.vanderbilt.edu/ http://iris.peabody.vanderbilt.edu/  StudentGPS  https://adedata.arkansas.gov/sgps/ https://adedata.arkansas.gov/sgps/  Arkansas Student Intervention System (ASIS)  https://adeasis.arkansas.gov/Account/LogOn?ReturnUrl=%2fStudents https://adeasis.arkansas.gov/Account/LogOn?ReturnUrl=%2fStudents Links to Resources: 24

25. Rhonda Dickey rhonda.dickey@arkansas.gov 501-324-9664 Contact: 25