1. Response to Intervention Franklin Community Schools January 24, 2011

2. What is RtI….. A framework for prevention and early intervention which involves determining whether all students are learning and progressing adequately when provided with high quality instruction and intervention.

3. Problem Solving Intense, Individualized Support Targeted, Supplemental Supports Core curriculum, instruction, & learning environment Data-based Decision Making Across the Tiers Tier I Tier II Tier III 80% of Student Population 15% of Student Population 5% of Student Population

4. Elementary Reading Example TierCurriculum, Instruction, Intervention III Students needing additional supports participate in 1-1 or small group interventions for 30-60 minutes daily. Activities include (research-based program), Sounds & Letters, and reteaching of priority skills. II Students who are identified as needing additional supports participate in small group (3-4 students) interventions using (Research-based program) for 30 minutes, 3 days per week. I All first graders participate in a 90-minute reading block where whole-class and small-group instruction is provided using the Scott Foresman reading curriculum.

5. Secondary Reading Example TierCurriculum, Instruction, Intervention III Students reading more than 2 years below grade level participate in daily, 90-minute blocks of instruction on word level skills (accuracy & fluency), strategy instruction and engagement in thinking about the text, embedded & systematic instruction, and guided, supported practice. II Students reading 1-2 years below grade level participate daily, 60-minute blocks of instruction on word level skills (fluency), strategy instruction and engagement in thinking about the text, embedded & systematic instruction, and guided, supported practice. I Students with grade-level skills participate in General Language Arts classes

6. Essential Components: Integrated Assessment and Progress Monitoring System Tier I ◦ Universal screenings ◦ Progress monitoring at least 3 times per year to identify those at risk ◦ Frequent assessments in general classroom to determine progress of students Tier II ◦ Diagnostic assessment to inform instruction and intervention ◦ Progress monitoring weekly, bi-weekly, or monthly ◦ Tier III ◦ Progress monitoring once a week ◦ Additional assessment information as needed ◦ Key across all tiers…..  The assessments conducted and the frequency of data collection is determined by student need.

7. Essential Components: Integrated Assessment and Progress Monitoring System Critical Questions Across the Tiers…. What decision will be made with the data? Who will use the information? What type of data is needed? What assessment tool is needed? How will the data be recorded? Is the intervention improving student performance based on data collected?

8. Response to Intervention-Franklin Community Schools DIBELS MAP NWEA Assessment/ Progress Monitoring Assessment/ Progress Monitoring Classroom Teachers Scott Foresman- Reading Street Everyday Math 2-6 Scott Foresman Strategic Intervention Materials Leveled Readers Small group Math Standard Instruction Scott Foresman Strategic Intervention Materials Leveled Readers Small group Math Standard Instruction Tier II Intervention (30 minutes 3 X per week or more) 2-4 core components Reading Focused Math Standard Instruction Universal Screening (3 x year) Tier I Core Program (90 minutes daily for L/Arts) All five core components of Reading (55-60 minutes of Math daily) Indiana Math Standards Scott Foresman- Reading Street Everyday Math DIBELS MPG (2X Yearly) Pre-requisite Skills Checklist (R,M) Skills Checklist (R,M) Core Reading Benchmarks Everyday Math Benchmarks Core Reading Benchmarks NWEA (R, L/Arts, M) Skills Checklist (2) Everyday Math Benchmarks Core Unit Math Assessments All instruction will be implemented by classroom teachers and reinforced by instructional assistants when available Scott Foresman Assessments DIBELS Pre-requisite Skills Skills Checklist Curricular Based Teacher Created Formative Assessments All twice a month Scott Foresman Assessments Skills Checklist (2) Curricular Based Teacher Created Formative Assessments All twice a month Classroom Teacher Instructional Assistant Literacy Specialist My Sidewalks – Scott Foresman Earobics My Sidewalks – Scott Foresman My Sidewalks progress monitoring assessments Skills Checklist- NWEA DIBELS Monitored weekly My Sidewalks Progress monitoring assessments Monitored weekly Sp. Ed. Teacher Instructional Assistants ENL Teacher Literacy Specialist Grade 1Grade 2-6Grade 1Grade 2-6Implemented by: Tier III Intervention (20- 30 minutes daily) 1-2 core components in Reading * Schedules, locations in buildings will vary based on resources in each building

9. Universal Screening - NWEA Students in grades 2-8 are administered NWEA three times a year. Students in grades 1 are administered MAP 2 times a year. Universal Screening - DIBELS All First and Kindergarten Teachers have been given palms to administer and to progress monitor each student. Progress Monitoring is maintained by the teacher for those students who are at-risk. We have chosen to use Wireless Generation to provide more detailed reporting for our students. Wireless Generation is also linked to our Core Reading Program “Reading Street” providing teachers additional support on strategies to use with students non-responding

10. Universal Screening- NWEA

12. Other Thoughts….. RTI is by definition data-driven, so no decisions are made without evidence to support them. RTI is not simply one intervention or method. All interventions should be research-based. RTI methods are closely linked with problem-solving models. State is changing its language from Response to Intervention to Response to Instruction to support more than a remedial model