1. #2. Implementing RTI, in Six Easy Steps
Kirk Adams Elementary School,
Las Vegas, NV
Rebecca Johnson, Principal
Vicki Weatherman, RTI Facilitator

3. Kirk Adams Empowerment Elementary School

4. Who We Are: 2011-2012 568students 53% Hispanic or Latino
26% White or Caucasian
8% Black or African American
5% Asian
2% American Indian or Alaska Native
.4% Pacific Islander
62% Low Socio-Economic or FRL
30% Limited English Proficient
15% Special Education
Rebecca to go over school highlights

5. Kirk Adams EES Mission
All students will learn to read with comprehension and fluency, write to communicate effectively using the Analytical Writing Traits, and problem solve using addition, subtraction, multiplication, and division; while getting along well with others.

9. Innovative Practices Empowerment School Distributed Leadership
Standards-based grading – *No Grades on report cards
Standards-based instruction – not programs
Leveled instruction for ELA 1st -3rd grades
Departmentalized instruction 4th -5th grades
Formative administration of assessments
Special Education Inclusion
Frequent classroom observations with feedback

10. Response to Intervention
6 Steps to RTI
Identification
Diagnosis
Determining Intervention Level, Goal Setting and Creating a Plan for Interventions
Administering Appropriate Interventions
Progress Monitoring
Data Analysis and Outcomes
Vicki to describe how the steps flow smoothly and repeat as necessary

11. Identification School-wide cut scores
CRT – any student under 305
CCSD Interims – K-2 under 70%, 3-5 under 60%
Universal Screening / Benchmark Assessments
Aims Web ELA & math
Grades
LAS Links (language prof. )
Watch list of students (Slide1)
Rebecca

12. Step 1: Identification Table Discussion
At your tables or with a neighbor, discuss and list all the possible data sources you currently have at your school that could be used to create your own watch list.
Do you have “cut scores” to use to identify struggling students and what are they?

13. Diagnosis Every student on watch list OR new to the school Reading
Assessing Reading, Multiple Measures for Kindergarten through Eighth Grade. (CORE, 2008)
Math
STPT analysis of standards
Aims Web computation
Create a Tiered Instruction List (Slide 2)
Typical Interventions provided (Slide 3 & 4)
Vicki

14. Step 2: Diagnostic Discussion
What do you currently have in place to diagnose the specific skill deficits of struggling students?

15. Goal Setting & Create a Plan for Interventions
Goals are statements of the expected results of the intervention and should state the conditions under which the student will perform the behavior
ART
An ART is the criterion that is set to indicate the least amount of progress a student can make and still be on track for narrowing the achievement gap
RTI Plan Summary (Slide 3)
Vicki

16. Rebecca

17. Determine and Administer Appropriate Interventions
Tier 2 vs. Tier 3
In addition to Tier 1
Tier 3 students also receive Tier 2
Small group vs. 1-1
15-30 minutes, depending on goals
Intervention Block of time
40 minutes/day by grade level
No new instruction during this time
Extension activities for Tier 1 students
Tier 2 in classroom, Tier 3 in lab
Rebecca

18. Determine and Administer Appropriate Interventions
What Interventions?
Standards Based or Problem Solving
Research Based
Who delivers the Interventions?
Classroom Teacher
RTI Facilitator
ELL Facilitator
Special Education Inclusion Teacher
Para-professionals (7 instructional assistants)
Vicki

19. Tier 1 Instruction / Enrichment

20. Tier 2 Intervention / Small group

21. Tier 3 Intensive Intervention /1-1

22. Step 4: Providing Interventions Discussion
Share at your table or with another person how you provide Tier 2 or Tier 3 interventions.
Who does them?
Where are they done?
How do you overcome the loss of Tier 1 instruction?
What materials do you use?
Show other materials if time permits

23. Progress Monitoring Tier 1 Tier 2 Tier 3
7 times a year (3 benchmarks, 3 interims, 1 mid-term, mock CRT)
Tier 2
Every 2 weeks
Tier 3
Weekly
Rebecca

24. Progress Monitoring Assessments Charts and Graphs
Specifically aligned with the intervention
Usually given by the person delivering the intervention
More than CBM measurements
Charts and Graphs
Excel tables and graphs
Accessible to all teachers who work with the student
Vicki

25. Progress Monitoring Tier 2 (2 weeks)

26. Progress Monitoring Tier 3 (weekly)

27. Step 5: Progress Monitoring Discussion
How do you monitor the progress of your Tier 3 interventions? How often?
How do you monitor the progress of your Tier 2 interventions? How often?
Who administers the progress monitoring?
How is the progress reported to all teachers that work with the student?

28. Data Analysis & Outcomes
Intervention Team
Administrator
Case workers from each grade level
Representatives from Special Ed. (Psychologist, Teachers, Speech Pathologist)
Meets every week to analyze progress
Rebecca

29. Data Analysis & Outcomes
Problem resolved
Tier 3 moves to Tier 2 before Tier 1
Progress toward problem, but not resolved yet – continue interventions as determined
Unresolved
Move Tier, create new goals, change the interventions, and continue to monitor progress
Change frequency, duration, instructional level, intensity, or the number of participants
Refer for MDT, 504, retention
Vicki

30. Step 6: Analysis and Outcomes Discussion
Do you have a team in place to review the progress of the interventions?
How often do they meet?
Do you have a plan in place to review the progress regularly?
What are the possibilities of student success with this process in place?

31. Case Study - Fernando
Rebecca background / Vicki current – if time permits

33. The Practical Guide to RTI, Six Steps to School-wide Success By Rebecca Johnson and Vicki Weatherman

34. Contact Information:
Rebecca Johnson
Kirk Adams Elementary School
Vicki Weatherman