1. RTI Response to Intervention A View of the Ascension Experience

2. Introduction  IDEIA - Individuals with Disabilities Education Improvement Act of 2004

3. What is RTI (at Ascension)?  High quality instruction for all students based on research and the standards defined by the Archdiocese of Cincinnati.  Universal screening of all students grades K-4 three times a year to monitor progress.

4. Tiered Instruction  Tiered instruction allows students to receive increasing levels of instructional help based on their specific needs in the general education curriculum. Tier 3: Intensive Intervention Students significantly below grade level. Progress Monitoring. Tier 2: Targeted Group Intervention Students at academic or behavior risk. Progress monitoring. Tier 1: Core Instruction For all students. Universal screening 3 times per year. Tier 3 Tier 2 Tier 1

5. Early Intervention Specialist View  Teacher Driven – Student Centered  Building Teacher consensus  Data – DIBELS an example  Progress Monitoring Intervention Specialist Early Intervention Specialist

6. Ownership & Data  Shared Ownership: All staff, the student, and the parents assume an active role in instruction and assessment for all students.  Data-Based Decision Making: The use of student data to guide the design, implementation, and adjustment of instruction. This data is gathered through:

7. Benchmarks  Grade Level Benchmarks and Outcome Assessment: The assessment used 3 times per year of all students compared to age and grade level standards; and, the measurement of how students have performed at the end of planned instruction or the end of the year.

8. Progress Monitoring  Progress monitoring: Continuous measuring and comparing of student learning to determine progress toward targeted skills with the purpose of appropriately adjusting instruction.

9. Parent Role  Parental Engagement: Parents are provided information regarding their child’s needs, interventions, goals, and expected progress, time spent in each tier, with regular reports of progress or lack of progress and the right to request a additional evaluations at any time. Parents are also encouraged to take an active role in assisting their child at home with homework and interventions recommended by the teacher.

10. From the Administrator View  Core teachers are strength  Not everyone on board to start It is a goal  Not mandated  Challenge of financing  It’s a process

11. Staffing it all…  Team Effort  Teachers  Auxiliary Employees  Federal Title 1  Paraprofessionals  Parent Volunteers  Facilitating Leadership

12. From the Counselor View  Unique role at Ascension – no school psychologist on staff  History of IAT  Changes in Special Ed procedures IDEIA 2004  Teacher involvement process  The need for more data collection

13. From the Teacher View  Frustration of “Sending them on..”  Serving all students  More and more students with needs  Support system or network or network

14. Catholic Social Teaching  Our mission: “We Believe that… All students are children of God, gifted with the ability to learn.”

15. Volunteers  Use the wealth of gifts in parish, parents & seniors.

16. RTI Resources  RTI School Building Blueprint, National Assoc.  Turning Parent Into Volunteers Online book by Rhonda Jones, MA  DIBELS - dibels.uoregon.edu

17. RTI Multiple Choice Review  A. Regional Transit Incorporated  B. Religion Teachers Institute  C. Response to Intervention