1. Response to Intervention The Implementation Process “Plans and Strategies” Part II

2. The Tiered Approach A Three / Four Tiered System Tier I – Core Instruction Tier IA – Collaborative Small Group Instruction (Optional) Tier II – Targeted Intervention for those students Identified in the General Education Setting Tier III – “Intensive” targeted interventions in the Special Education Arena.

3. Tier I Is the core curriculum living up to it’s expectations? It should be meeting the instructional needs of 80 – 90% of all students. It should provide explicit systematic instruction in foundational “key concepts”. Reading: Are the 5 components of Reading being addressed? Phonemic Awareness Phonics Fluency Vocabulary Comprehension It should provide a solid instructional format and be founded on Scientific Based Research.

4. Scientific Based Reading Programs The following reading programs have been determined to be scientific based core programs as per ND DPI (Reading 1 st Criteria). The following reading programs have been determined to be scientific based core programs as per ND DPI (Reading 1 st Criteria). Success for All Success for All Reading Mastery Reading Mastery Open Court/Saxon Phonics Combination Open Court/Saxon Phonics Combination Open Court Open Court Read Well/Write Well/Open Court Combination Read Well/Write Well/Open Court Combination Read Well/Write Well/Harcourt Combination Read Well/Write Well/Harcourt Combination Harcourt/Saxon Phonics Combination Harcourt/Saxon Phonics Combination Harcourt Harcourt Houghton Mifflin 2003 Houghton Mifflin 2003 Scott Foresman Scott Foresman McGraw Hill McGraw Hill Voyager Universal Literacy Voyager Universal Literacy Open Court / SRA Open Court / SRA

5. Analyzing Your Core Curriculums Check for Success Check Data Sources % of Students meeting AYP % of Students at or above expected RIT level in NWEA % of students demonstrating “average or above” fluency with CBM’s (If available) % of students being referred for additional support (i.e. Title I and/or Special Education) Others?

6. Analyzing Your Core Curricula Check for Success Survey staff members to determine if: The core is systematic & explicit. The core provides adequate enrichment, remediation and assessment opportunities. The core is sequential in nature Others?

7. The Results are in! What if your core program is not meeting the needs of 80 – 90% of your students!!

9. Next Steps Is the core being taught with fidelity? Is the core being taught with fidelity? Establish expectations Establish expectations Sample Discussion Points: Sample Discussion Points: The foundation for success in RTI is based on having a core curriculum that, when taught as created, should be meeting the need of 80 – 90% of all students. The foundation for success in RTI is based on having a core curriculum that, when taught as created, should be meeting the need of 80 – 90% of all students. Our core doesn’t appear to adequately be reaching that standard. Our core doesn’t appear to adequately be reaching that standard. Lets re-examine our usage, and if need be, discuss where we are not using the core as directed and come to an agreement about what best practice we will use. Lets re-examine our usage, and if need be, discuss where we are not using the core as directed and come to an agreement about what best practice we will use. IF fidelity is a building level issue… an anonymous surveying of staff might bring additional insight. IF fidelity is a building level issue… an anonymous surveying of staff might bring additional insight.

10. Next Steps How might you address an ineffective core? How might you address an ineffective core? If supplementing is a consideration …how aggressive should you be? If supplementing is a consideration …how aggressive should you be? This might be highly impacted by where you are in the district curriculum review cycle. This might be highly impacted by where you are in the district curriculum review cycle. You might consider being fairly aggressive if you are dealing with a relatively new adoption… You might consider being fairly aggressive if you are dealing with a relatively new adoption… An adoption that is nearing the end of it’s “life-expectancy” would warrant a less aggressive approach. An adoption that is nearing the end of it’s “life-expectancy” would warrant a less aggressive approach.

11. Tier IA (Overview) Collaborative Differentiated Small Group Instruction “Defined” Collaborative Differentiated Small Group Instruction “Defined” Collaborative – instruction that is shared in nature in both planning and application. Collaborative – instruction that is shared in nature in both planning and application. Staff share in deciding what should be taught to whom and then agree on the roles they will assume in the process. Staff share in deciding what should be taught to whom and then agree on the roles they will assume in the process. Differentiated – meeting the “changing” identified needs of students through a study of their individual or group data. Differentiated – meeting the “changing” identified needs of students through a study of their individual or group data. Flexible grouping must be maintained based on the changing learning pace of students and by the specific skill needs of individuals. Flexible grouping must be maintained based on the changing learning pace of students and by the specific skill needs of individuals. Small Group – Experience tells us that a group of 3 to 5 students is optimal for both learning and instruction. Small Group – Experience tells us that a group of 3 to 5 students is optimal for both learning and instruction. “Less” cuts into the level of “efficiency” when considering the amount of staff available compared to student needs. “Less” cuts into the level of “efficiency” when considering the amount of staff available compared to student needs. “More” cuts into the level of “effectiveness” of instruction that small groups by nature, offer “More” cuts into the level of “effectiveness” of instruction that small groups by nature, offer

12. Tier IA “Delivery Models” Team “Partner” Teaching Team “Partner” Teaching Teachers work cooperatively fulfilling different roles in the instructional process. Teachers work cooperatively fulfilling different roles in the instructional process. HELP! What are some configurations that you’re familiar with? HELP! What are some configurations that you’re familiar with? Collaborative Teams for “Small Group Instruction” Collaborative Teams for “Small Group Instruction” Used effectively in Reading instruction. Used effectively in Reading instruction. 2 additional staff members join the classroom teacher for small group instructional block. (Generally ½ hour in length). 2 additional staff members join the classroom teacher for small group instructional block. (Generally ½ hour in length). Each instructor is responsible for the planned instruction for their group. Each instructor is responsible for the planned instruction for their group. Instruction might include: * (Guided Instruction) – the students are assisted by the teacher on material that is at their instructional level through ‘leveled readers” or novel study for older students. * (Skill instruction) – provided to the group based on skill development needs outlined in the curriculum or based on individual or group data. Instruction might include: * (Guided Instruction) – the students are assisted by the teacher on material that is at their instructional level through ‘leveled readers” or novel study for older students. * (Skill instruction) – provided to the group based on skill development needs outlined in the curriculum or based on individual or group data.

13. Tier II “Targeted Intervention for General Education Students” Traditional Model of Assistance Traditional Model of Assistance Teacher Assistance Teams (TAT) / Building Level Academic Support Teams (BLAST) Teacher Assistance Teams (TAT) / Building Level Academic Support Teams (BLAST) Students are brought to the assistance team based on poor academic progress. This is often “backed” by data results in current assessment venues. Students are brought to the assistance team based on poor academic progress. This is often “backed” by data results in current assessment venues. The team reviews the referral, conducts interviews, makes observations & with the teacher’s assistance, determines a goal. The team reviews the referral, conducts interviews, makes observations & with the teacher’s assistance, determines a goal. The team then brainstorms possible interventions of which the teacher selects those that he/she chooses to try. The team then brainstorms possible interventions of which the teacher selects those that he/she chooses to try. The team sets a date for a follow up meeting… where the teacher shares his/her results regarding effectiveness of the interventions. The team sets a date for a follow up meeting… where the teacher shares his/her results regarding effectiveness of the interventions. Additional interventions may be suggested. Additional interventions may be suggested. Eventually those students not being successful are passed on for consideration to Special Education via a referral. Eventually those students not being successful are passed on for consideration to Special Education via a referral.

14. Tier II “Targeted Intervention for General Education Students” Questions for consideration based on RTI… that might lead to possible adjustments to the current system. Questions for consideration based on RTI… that might lead to possible adjustments to the current system. Do we have ongoing data that indicates growth (both short term & over time)? Do we have ongoing data that indicates growth (both short term & over time)? What interventions have been tried based on this data? What interventions have been tried based on this data? What data points are tracking the new intervention? What data points are tracking the new intervention? How often and in what setting is the intervention used? How often and in what setting is the intervention used? Who is implementing the intervention? Who is implementing the intervention? How are you tracking that the intervention is being used with fidelity (integrity)? How are you tracking that the intervention is being used with fidelity (integrity)?

15. “The Intervention Process” The following represents “one” view of how the intervention process might progress. It is important to think about your building level (elementary; middle; or high school) and your unique characteristics in determining what will work best for you. The following represents “one” view of how the intervention process might progress. It is important to think about your building level (elementary; middle; or high school) and your unique characteristics in determining what will work best for you.

16. “The Intervention Process” Step I (Occurs in Tier I) Step I (Occurs in Tier I) The teacher/teachers working with the student to analyze CBM; NWEA; and Academic Achievement data and determine that the student has fallen below their Aim Line / RIT projections…etc. The teacher/teachers working with the student to analyze CBM; NWEA; and Academic Achievement data and determine that the student has fallen below their Aim Line / RIT projections…etc. The teacher begins the process of monitoring progress through CBM’s to confirm trends. The teacher begins the process of monitoring progress through CBM’s to confirm trends.

17. “The Intervention Process” Step II (Occurs in Tier II) Step II (Occurs in Tier II) When the trends are confirmed (a minimum of 3, usually more data points), the teacher begins an intervention of their choosing or one recommended by the RTI Child Study Team; keying into the subsequent data points for growth. When the trends are confirmed (a minimum of 3, usually more data points), the teacher begins an intervention of their choosing or one recommended by the RTI Child Study Team; keying into the subsequent data points for growth. If adequate growth is noted, they will continue the intervention. If adequate growth is noted, they will continue the intervention. If growth is inadequate…an additional intervention would be attempted, again monitoring data collection from the point of the new intervention. If growth is inadequate…an additional intervention would be attempted, again monitoring data collection from the point of the new intervention.

18. The Intervention Process Step III (RTI Intervention Team) Step III (RTI Intervention Team) The “Problem Solving Model” would be used. The “Problem Solving Model” would be used. The teacher brings all student data to the team for consideration. The teacher brings all student data to the team for consideration. This data would include previously attempted interventions & results. This data would include previously attempted interventions & results. The team makes a determination regarding what additional data might be needed regarding instruction; curriculum; environment; and the learner. The team makes a determination regarding what additional data might be needed regarding instruction; curriculum; environment; and the learner. Through reviewing demographics; academics; and previous testing. Through reviewing demographics; academics; and previous testing. Through interviewing teachers; students; and/or parents. Through interviewing teachers; students; and/or parents. Through observations of learning & instruction. Through observations of learning & instruction. Through additional testing. Through additional testing.

19. The Intervention Process Step III (continued) Step III (continued) The team through data analysis determines a goal. The team through data analysis determines a goal. The goal leads to a selected intervention. The goal leads to a selected intervention. The intervention is defined in the realm of who, what, when, how often and then in the realm of data collection & integrity. The intervention is defined in the realm of who, what, when, how often and then in the realm of data collection & integrity. The intervention is implemented & monitored for success. The intervention is implemented & monitored for success. This success is brought back to the Intervention Team for Review. This success is brought back to the Intervention Team for Review. A minimum of 2 interventions should be attempted using this process prior to considered interventions through Special Education. A minimum of 2 interventions should be attempted using this process prior to considered interventions through Special Education.

20. Child Study Teams The size and composition of the building would impact the type of team configuration selected. The size and composition of the building would impact the type of team configuration selected. Possibilities include: Possibilities include: Traditional – representatives from varying levels of instruction forming one team. (The administrator; the counselor; a primary teacher; an intermediate level teacher; and specialists as desired). Traditional – representatives from varying levels of instruction forming one team. (The administrator; the counselor; a primary teacher; an intermediate level teacher; and specialists as desired). This might serve the needs of relatively small schools. This might serve the needs of relatively small schools. Grade Level Teams – All teachers representing a particular grade are assigned the responsibility of addressing incoming referrals. (Classroom teachers; administrator; and those teachers involved in collaborative instruction at that level compose these teams.) Additional specialist are “on call” as needed. Grade Level Teams – All teachers representing a particular grade are assigned the responsibility of addressing incoming referrals. (Classroom teachers; administrator; and those teachers involved in collaborative instruction at that level compose these teams.) Additional specialist are “on call” as needed. This might serve the needs of larger schools & could be modified to meet the needs of middle & high school buildings. This might serve the needs of larger schools & could be modified to meet the needs of middle & high school buildings.

21. Types of Interventions that Influence RTI Standard Treatment Protocol – This is a “group” level intervention where all members of the group receive the “same intervention”. They have their greatest impact in Tiers I & II. Standard Treatment Protocol – This is a “group” level intervention where all members of the group receive the “same intervention”. They have their greatest impact in Tiers I & II. Groupings might include: Groupings might include: Traditional Targeted Assisted Title I groups. Traditional Targeted Assisted Title I groups. Tier II instructional groups Tier II instructional groups Available intervention programs Available intervention programs Group focus might be determined by: Group focus might be determined by: Reading / Instructional levels Reading / Instructional levels Skill Deficiencies Skill Deficiencies

22. Types of Interventions that Influence RTI Problem Solving Model Interventions – are individualized as per the student’s identified needs. They are highly prescriptive in nature and rely heavily on data analysis for success. They receive primary focus during Tier III. Problem Solving Model Interventions – are individualized as per the student’s identified needs. They are highly prescriptive in nature and rely heavily on data analysis for success. They receive primary focus during Tier III. The components include: The components include: Problem Identification Problem Identification Problem Analysis Problem Analysis Plan Development Plan Development Plan Implementation Plan Implementation Plan Evaluation Plan Evaluation

23. Tier III “Intensive” Targeted Interventions / Spec. Ed. Current Model of Assistance Current Model of Assistance The Discrepancy Model – students are eligible to receive services if there is a significant split between the student’s ability and achievement. The Discrepancy Model – students are eligible to receive services if there is a significant split between the student’s ability and achievement. Students move through the assistance team process and are referred for testing. Students move through the assistance team process and are referred for testing. An assessment team is formed to develop a comprehensive “Student Profile that includes cognitive function (i.e. Reading skills); physical characteristics; Adaptive abilities (i.e. Social skills); classroom influences; environmental influences. The team determines if there are questions to be answered and then moves to testing. An assessment team is formed to develop a comprehensive “Student Profile that includes cognitive function (i.e. Reading skills); physical characteristics; Adaptive abilities (i.e. Social skills); classroom influences; environmental influences. The team determines if there are questions to be answered and then moves to testing. Pertinent testing is completed…Those results will dictate whether or not a student would qualify for additional services. Pertinent testing is completed…Those results will dictate whether or not a student would qualify for additional services.

24. Tier III “Intensive” Interventions Special Education Current Model of Assistance Current Model of Assistance The Discrepancy Model (continued) The Discrepancy Model (continued) There must be a significant split between the students ability and current achievement in order to receive services in Learning Disabilities or Speech/Language. There must be a significant split between the students ability and current achievement in order to receive services in Learning Disabilities or Speech/Language. Students not receiving the needed split are returned to regular education without direct services from Special Educators. Students not receiving the needed split are returned to regular education without direct services from Special Educators. There has not been a clear path for additional intervention in this model. There has not been a clear path for additional intervention in this model. Students over time will continue to loose ground in comparison to their peers and then possibly be retested. Students over time will continue to loose ground in comparison to their peers and then possibly be retested. This then would mean that “a student would need to wait to fail” before they would get the most intense interventions. This then would mean that “a student would need to wait to fail” before they would get the most intense interventions.

25. RTI & Accessing Special Education Response to Intervention is built on the premise that students will continue to receive “increasingly intensive” intervention until they are able to overcome their learning concerns. Response to Intervention is built on the premise that students will continue to receive “increasingly intensive” intervention until they are able to overcome their learning concerns. Placement in Special Ed through the use of Tier III would materialize by analyzing all the collected data that chronicles the attempted interventions from Tiers I – II. Placement in Special Ed through the use of Tier III would materialize by analyzing all the collected data that chronicles the attempted interventions from Tiers I – II. The State of ND allows students to be placed on an IEP based on this accumulated data suggesting an ongoing need. The State of ND allows students to be placed on an IEP based on this accumulated data suggesting an ongoing need. The appropriate specialist would use this data as well as determined assessment to establish goals & objectives as the student becomes part of the IEP process. The appropriate specialist would use this data as well as determined assessment to establish goals & objectives as the student becomes part of the IEP process.

26. Let’s take a brief break! We’ll focus on the implementation process when we return.