1. Response to Intervention: Campus Implementation

2. Have participants read the quote and give them two minutes to pair-share their thoughts. Share out if willing.
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Wright

3. Define RTI
Response to Intervention (RtI) is an approach that schools use to help all students including struggling learners. The RtI approach gives Texas students opportunities to learn and work at their grade level. The idea is to help all students be successful. -TEA website
RTI is a student-focused process that provides services based on student need without waiting on a label or waiting for failure, and strengthens the core curriculum and challenges educators to implement proactive, preventative, early interventions.

4. “Without high quality initial instruction, significant numbers of students will require supplemental instruction and intensive intervention that are costly and time consuming…
A troubling misapplication of RtI is that Tier 2 supplemental support is often used to mitigate ineffective core instruction.”
Fisher and Frey, 2010
Research from Katie Haycock at the Education Trust indicates it takes two years for a student to recover from a poor teacher. With two years of poor instruction a student never recovers. The strength of the learning environment comes from the quality instruction of the core curriculum. Turn and talk with your shoulder partner regarding how Haycock’s research connects with Fisher and Frey’s research.

5. Killeen ISD believes in RTI
Killeen ISD believes in RTI. A review of the LEARN model indicates that student success is based in quality instruction of the core curriculum. When students struggle in learning, KISD supports students by “Responding to Individual Needs” so that all students learn to their maximum potential.
Let’s review the RN (the triage) within the LEARN model. During induction, teachers are given a band aid as a mental model that no single method works for ALL needs. You would not put a band aid on a wound requiring stitches. While many of our students issues can be addressed in the classroom and through differentiated instruction, some of our students require more intervention.

6. Response to Intervention
Academic or Behavioral
Three Tier Process
80% Tier I
15% Tier II
< 5% Tier III
Tier II & Tier III – beyond the classroom
Identification Criteria
Student & Parent Goals
Interventions
Progress Monitoring
RTI is a multi-tiered approach to the early identification and support of students with learning and behavior needs. It provides a process to address the critical PLC question: “What do we do when student’s don’t learn?”
Tier I is universal instruction using the core curriculum. All students are Tier 1. With best practices, high-quality instruction, differentiation, reteach, and small-groups focused on students’ needs, 80-90% of our students will make progress and be successful in Tier I.
Tier II is target instruction using the core curriculum plus supplementary, targeted or strategic instruction. Tier II supports can take place in the classroom or as part of a pull-out program, with an interventionist providing support. Tier II is over and above or in addition to the core curriculum.
Tier III is intensive instruction using the core curriculum plus more intensive, strategic instruction. Tier III supports occur in much smaller groups and increase in length of time and frequency of occurrence. The instruction is also more explicit. Like Tier II, Tier III is over and above or in addition to the core curriculum.
At each tier of the RTI process, student data is reviewed, goals are set, interventions are determined, and progress monitoring of student performance is documented, so that an RTI committee can make the best decision for the child.

7. Tier I – Possible Interventions
Differentiated Instruction
Graphic Organizers
Small Group Work / Cooperative Grouping
Questioning Strategies
Before / After School Tutorials
Additional / Modified Practice
1:1 Feedback and Redirect
Parent Contact / Parent Conference
The essential components of an RTI are:
strong core-curriculum with high quality, researched-based classroom instruction. Good teachers will (read slide).
In addition, RTI uses student assessment, such as universal screening and progress monitoring
It provides tiered instruction and interventions determined by a problem-solving team guided by a problem-solving protocol or model, and
Allows for parent and teacher communication and collaboration.
100%

8. Tier I – Possible Intervention
Parent Contact / Parent Conference
Parent, student, and teacher agreement
Interventions implemented to improve performance
Begin documentation process . . .
Implement interventions for at least 15 days and follow-up
Gather data: NWEA MAP, STAAR, CBM, class work, quizzes, summatives, etc
Teachers start interventions as soon as deficiencies are recognized. However, Tier I interventions are not tracked until parent contact has been made and the teacher documents that the agreed upon interventions have been implemented.
Also while interventions are in place, the teacher wants to be sure the universal Screener has been administered. The purpose of the universal screener is to identify those students who have not or are not making acceptable progress in the core curriculum, and help campuses target students for classroom and/or campus interventions.
Tier I interventions work for 80% of the student population.

9. Tier II Referral Initiated by a staff member
Comments: Specific concerns about student
Cannot multiply two digit numbers.
Cannot follow directions exceeding three steps.
Cannot sequence events after reading a three paragraph passage.
Submit to Campus RtI Coordinator
If Tier I interventions are not being successful, the teacher, principal, counselor, or another professional staff member may make a initial Tier II referral for a students. When making a referral it is important that specific deficiencies or concerns be addressed. Some specific examples are noted in this slide.
After the teacher has completed the referral form, he or she will submit it to the Campus RTI Coordinator.

10. Behavior RtI Implemented after 2nd or 3rd persistent misconduct
Serious offense not required to RtI
Does not apply to 504 or special education
Must clearly identify
Targeted behavior
Intervention
Progress over time
Behavior RtI is implemented after a student’s second or third persistent misconduct referral. Serious offenses do not require the RtI process. Behavior RtI does NOT apply to students identified under 504 or Special Educaiton. Behavior intervention must be documented in SSP and should include conversations, interventions, and strategies used over time. The targeted behavior and attempted interventions should be clearly identified. Interventions might include: parent contact, counselor or admin conference, behavior contracts, daily behavior tracking sheet.

11. Referral Sample
Review the sample referral to determine whether or not the referral is specific enough and warrants moving forward on holding an initial committee meeting for consideration of Tier II placement.
Participants will look at the sample referrals provided for elementary and secondary campuses to determine if teacher comments and rationale is specific enough and warrants moving forward with data collection and a Tier II initial meeting.

12. Meeting Prep – RtI Coordinator
Prior to the initial meeting, coordinator gathers data including:
Teacher Request Form (Form 1)
Classroom Observation Form (Form 2)
Health Information Form (Form 3)
Universal Screeners
Grades and Transcripts
Standardized Testing Results
Student Work Samples
Any other applicable data
The role RTI Coordinator is ---- (share RTI job coordinator job description). Prior to calling for a Tier II meeting there are several pieces of data that the RTI Coordinator needs to collect to include: (read slide).

13. Possible Committee Members
Campus administrator
Campus RtI Coordinator
Referring Teacher
General Education Teacher
Special Education Teacher
Counselor
Parent
When the RTI Coordinator calls for a committee meeting, they will want to consider who should serve. Keeping in mind the student’s best interests, the RTI Coordinator may want to invite (read list). Those listed in WHITE are REQUIRED members. Those listed in YELLOW are OPTIONAL based on the needs of the student.

14. Initial RtI Meeting Review Referral and All Data Gathered
Determine Placement
If Placed, Develop Intervention Plan
Identify Goals
Plan Intervention (duration, frequency, responsibility)
Schedule Progress Monitoring
Schedule Follow-up Meeting
Create Student Success Plan
Print SSP, Sign, and Place in Folder
Communicate Interventions & Expectations to All Parties
Discuss the slide above as the actions that occur during the Tier II meeting. Refer to the flowchart.

15. Possible Tier II Interventions
Math
Carnegie Math
Do the Math
Strategic Math
Think Through Math
Reading
Accelerated Reading with Pathblazer
Apex Tutorials
iStation
Comprehension at the Core S.G.I.
LLI
Wilson Reading
If the committee determines Tier II placement is necessary, interventions will need to be determined. District available interventions are listed in this slide.. While test prep materials such as STAAR coach and Study Island serve a purpose, they are NOT interventions. Please do not confuse practice materials for interventions.
Take a moment to discuss at your table other appropriate campus interventions that may be available. Share out!
20%
Science / Social Studies
– Classroom Interventions

16. Tier I – Possible Interventions
Differentiated Instruction
Graphic Organizers
Small Group Work / Cooperative Grouping
Questioning Strategies
Before / After School Tutorials
Additional / Modified Practice
1:1 Feedback and Redirect
Parent Contact / Parent Conference
Reminder: just because a student is on Tier II, we do NOT stop the Tier I interventions for the child; they run concurrently.
100%

17. Sample Packet – Initial Meeting
Review the sample data provided:
Tier II Referral Form
Classroom Observation Form
Health Information Form
Universal Screener Data
Standardized Testing Results
Work Samples
Determine whether or not you would place the student on Tier II interventions.
Review sample data to determine possible placement at Tier II. If the student is placed, determine what interventions to include frequency and intensity, as well as schedule for progress monitoring.

18. Tier II – Progress Monitoring
Intervention Teacher
Implement intervention with fidelity
Record student progress according to Tier II Plan in SSP
May record additional Notes
Classroom Teacher
Record continued classroom interventions in SSP
An intervention teacher is THE teacher that provides the intervention. It could be the teacher in the classroom or an interventionist as part of a pull-out or in-class support. As part of the progress monitoring, teachers must document in SSP with the frequency as indicated by the RTI committee. Any paper-based documentation to support commentary in the SSP needs to be scanned and placed in the student’s electronic folder. Teachers must provide the works samples to the RTI Coordinator for scanning.

19. Tier II – Progress Entry
Entry Date
Indicate student progress as:
(MS) Met Standard
(MP) Making Progress
(I) Insufficient Progress
Provide rational for indicator selected
Specific to student goals
Measureable for determining progress
Teachers enter progress monitor data through TAC, under interventions. The data entered consists of three basic pieces of data: entry date, progress indicator, and rationale. Under the progress entry, teachers should evaluate the data and indicate whether the student is making progress or has met standard or if insufficient progress has been made. In the comment field, teachers need to document the data that led them to their determination.

20. Progress Entry Comments
Student’s initial RIT was 152. His latest RIT is Both scores indicate the student is below the 31st percentile.
Student scored 22/100 in division of single and double digits.
Student scored 6/20 in multiplication for 4, 5, and 6 times table (speed drill 3 minutes).
This slide shows examples of data entry that are acceptable and show measureable results of quantitative data. Such data is essential in helping committees determine growth or progress and success of an intervention. Commentary not specific to the intervention should be avoided, e.g. student was absent or attended tutorials today.

21. Tier II – Follow up Meeting(s)
Review Student Progress
Based on progress, make recommendation:
(MS) Met Standard: remove student from intervention
(MP) Making Progress: continue intervention and monitoring
(I) Insufficient Progress: adjust plan and/or move to Tier III Interventions
Update SSP, print, sign and place in folder
Communicate Interventions & Expectations to All Parties
During a Tier II follow up meeting, the committee’s goal is to determine whether or not interventions are helping the student to progress toward goals. If the student is making progress, interventions are kept in place. If interventions are not working, adjustments are made and new options considered, including whether or not greater frequency or intensity might help. A possible move to Tier III is considered. If the student has met standard, the committee may decide to complete Tier II interventions and return the student back to Tier I.

22. Tier III – Possible Interventions
Increase Intensity and/or Frequency
Small Group Instruction (e.g. 1:1, 1:3, 1:5)
Content Area Pullout
Targeted Tutorials
If a child is moved to Tier III, additional interventions must be considered. The change in interventions might include greater frequency or intensity, smaller groups, etc. ALL Tier I and Tier II interventions also remain in place.
<5%
Tier I & Tier II Interventions Continue

23. Follow-up Sample Packet
Monitoring follow-up
Determine if progress monitoring data is relevant and sufficient to move to Tier III or remain on Tier II
Review samples of documentation data to determine possible placement at Tier III. Data reviewed will include:
Universal Screeners – including time series graphs
Grades and Transcripts
Student Work Samples
Any other applicable data
If the student is placed at Tier III, determine what interventions to include frequency and intensity, as well as schedule for progress monitoring.

24. Tier III – Committee Meeting
Review Referral and All Data Gathered
Develop Intervention Plan
Identify Goals
Plan Intervention (duration, frequency, responsibility)
Schedule Progress Monitoring
Schedule Follow-up Meeting
Create Student Success Plan
Print SSP, Sign, and Place in Folder
Communicate Interventions & Expectations to All Parties
At a Tier III committee meeting, data is reviewed to determine student success. Students making progress may remain on the Tier III interventions or be moved back to Tier II interventions, if less frequency and intensity is needed. Students who met goals may be moved back to Tier I.

25. RtI and Special Education
IDEA Federal Regulations:
Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability.
Must permit the use of a process based on the child’s response to scientific, research-based intervention.
The discrepancy model has not been effective. As a result it has become a “wait to fail” model. IDEA regulations indicate a “severe” discrepancy does not need to exist before RTI is implemented. Teachers should begin Tier I RtI interventions as soon as they identify struggling students.

26. Special Circumstances
Student has had significant medical trauma or mental health concerns or issues
Below 10th percentile on standardized tests or benchmarks
Student requires excessive individualized instruction, re-teaching, and 1-on-1 assistance
Student appears unable to participate in any academic activities
When committees review data, the whole picture may indicate a unique situation exists where RtI simply does not serve the best interest or needs of the student. When a special circumstance exists, the RtI Coordinator should schedule a meeting with special programs personnel.

27. RtI is so much more than the required thing to do.
It is the right thing to do for students.
It calls for all of us to join hands in this important work of ensuring the learning of all students.

28. Questions?
RtI Campus Process

29. At what point should there be General Ed/ Special Programs collaboration?
Any point in the RtI process offers collaboration opportunities:
Dialogue about student needs, dialogue about academic concerns vs. lack of educational opportunity
Expertise of special program teachers on differentiation, scaffolding, strategies for struggling learners

30. Who should do the RtI Observations?
Classroom and intervention observations may be conducted by Principal, AP, CIS, counselors, general education and special programs teachers.
However, RtI Coordinators should “shy away” from having a diagnostician, LSSP, or speech therapist do observations as a routine practice because of the evaluative nature of their role and their expertise (hard to be informal when looking with “diagnosing” eyes).

31. 3) Sharing access to RtI Information
A RtI folder for each student should be maintained by the Campus RtI Coordinator
The folder should contain:
Form 1 – Referral Form
Form 2 – Classroom Observation Form
Form 3 – Health Information Form
Additional Data such as Universal Screener and Student Work Samples
Copies of printed and signed SSPs from meetings
Teachers and administrators will have access to the SSP within eSchool plus

32. 4) Does the RtI process begin from “scratch” at
the beginning of each academic year?
For students who end a school year at Tier II or Tier III, the RtI process continues from the previous year.

33. 5) Clarify the term “classroom interventions” – are
they Tier I or Tier II?
Interventions done by the teacher for the student as part of the core curriculum are “classroom interventions,” Tier I.
Interventions to supplement and remediate instruction for an individual student are Tier II or Tier III, whether implemented in the classroom by an interventionist or the teacher.

34. 6) Who is responsible for ensuring that
interventions are research-based?
All intervention practices and programs (just as all instruction) should be research-based.
The district-provided Interventions are all research-based. A student should be participating in one of these interventions.
If a campus chooses to use other interventions, the campus is responsible for providing the research-based evidence that it is an effective intervention with proven results in its use with struggling learners.

35. 7) What progress monitoring data could/should
be considered in the RtI process and
documented in the RtI folder?

36. TPRI

37. mCLASS:Math Progress Monitoring Report

40. Measures of Academic Progress (MAP)