1. Response to Intervention
RTI at Lakeland Union High School
Who, what, where, why, when….
…and HOW!

2. RTI – A Historical Perspective
No Child Left Behind
Individuals with Disabilities Education Act – 2004
- Reauthorization allows for RTI rather than I.Q. discrepancy model – identification of students with learning disabilities.
- For most students, RTI does not lead to special education.

3. Response to Intervention
Is a philosophy and a practice of how our school should operate with regards to the academic, social, and emotional requirements of our students.
It entails:
- Building a structure within the school setting that will allow success for all students.
- Implementing research-based instruction and interventions.
- Utilizing balanced assessments to measure the pulse of student progress.

4. LUHS
RTI = FOCUS
Focus is Lakeland Union High School’s commitment to a meaningful and fluid learning process that is in tune with student needs and research-based educational advancements.
MONITORS PROGRESS OF STUDENT TO PREVENT STUDENT’S FROM SLIPPING THROUGH THE CRACKS, SO THAT ALL STUDENTS NEEDS ARE MET…FROM THE GIFTED STUDENT TO THOSE WITH DISABILITITES.
IT IS A SYSTEMATIC, EFFICIENT PROCESS THAT WILL MEET THE NEEDS OF ALL STUDENTS BY HAVING ALL STAFF ON BOARD. THIS WILL TAKE TIME, YEARS…SO THAT THE POINT OF RTI, THE FIDELITY REALLY, ISN’T WASTED AWAY.

5. Fundamental Concepts
Starts in the classroom - additional steps instructors take to ensure student success.
All students will SUCCEED
ALL MEANS ALL

6. Three Tier Break Down of RTI
Academic Systems
Behavioral Systems
Tier 3: Intensive, Individual Interventions
* Individual Students * Assessment-Based * High Intensity * Of Longer Duration
Tier 3: Intensive, Individual Interventions
* Individual Students * Assessment-Based * Intense, Durable Procedures
1-5%
Tier 2: Targeted Group Interventions
* Some Students (at risk) * High Efficiency * Rapid Response
Tier 2: Targeted Group Interventions
* Some Students (at risk) * High Efficiency * Rapid Response
5-10%
Tier 1: Universal Interventions
* All Students * Preventative * Proactive
Tier 1: Universal Interventions
* All Settings * All Students * Preventive * Proactive
80-90%
Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005). Note: Percentages are approximations and may vary by district.

7. Three Tier Break Down @ LUHS
Academic Systems
Behavioral Systems
Tier III
Special Education Alternative Education
Tier III
Special Education - BIP Alternative Education
Tier II
Summer School – Read 180 Math Lab – Writing Center After –School Tutoring – ER PMER – AP & Honors Courses – Youth Options Project Lead the Way Capstone – BCT – Grade Monitoring – Restricted Study Hall – Gifted & Talented – National Honor Society
1-5%
Tier II
Gifted & Talented Restricted Lunch – Restricted Study Hall – In-School Detention – National Honor Society – All Extended Resource Programs
5-10%
Tier I
Math Lab – Writing Center General Instruction – P/T Conferences – After School Tutoring – Co curriculars Frosh Focus – Career Cruising – Study Halls
Tier I
Freshman - Senior Focus Journey
80-90%

8. Balanced Assessment
Scientifically based practice to assess on-going student progress
Assess effectiveness of student intervention

9. Balanced Assessment System
Tier III
More Frequent CBM
Tier II
Curriculum Based Measurement (CBM)
(In addition to assessments used in Tier I)
Summative Assessments: WKCE
Benchmark Assessments: MAP, course tests & quizzes, district assessments
Formative Assessments: Running Records
Documented Informal Observations in Focus Groups
Summative Assessments determine how students in schools, districts and states are progressing, informs curriculum and instruction, determines adequate yearly progress
Benchmark Assessments determine to what extent all students are progressing MAP= Measures of Academic Progress Provided three times per year.
Formative Assessment is an intentional and systematic process used by teachers and students during instruction that provides feedback to adjust on-going teaching and learning to improve students’ achievement of the intended instructional outcomes
Formative Assessments helps to consider what learning comes next for students. To improve learning while there is still time to act-before the graded event.
Tier I

10. Recommendations Things LUHS Does Well Areas to Modify
Possible Additions/Omissions
Highly Qualified Instructors
Math and Writing Labs
Co-Curricular Activities
Sports
Freshman Focus
Restricted Study Hall
Assemblies
Alternative Education
Homeroom
504
Differentiated Instruction
School Day
Climate
Group Counseling
Building Consultation Intervention Team
Use Experts w/in Our School
Enrichment Hour
Differentiated Instruction
Professional Development
G & T Program
ILPs
E-Portfolio

11. Katie Panske Alison Ongna Phil Burley Karen Gries-Roehrich
A Special Thanks to the RtI Contributors:
Katie Panske
Alison Ongna
Phil Burley
Karen Gries-Roehrich
John Eckardt
Bjorn Hanson
Stephanie Caroselli
Lori Siegler
Tim Raymond