2.  Purpose  Team Members  Function of Team

3.  Home life  Behavior  Previous academic performance  Identifiers ◦ Gifted & Talented ◦ Special Education ◦ English Language Learner  Race, gender, or ethnicity  Previous school attended

4.  Evaluate the universal screener and/or diagnostic assessment data for each student  Generate a list of the skills/concepts that the student has not mastered ◦ Consider and possibly remove tier 1 issues

5. Number/Computation: Proficient (3/6) – Rate/Ratio/Proportion Algebraic Thinking: Novice (3/11) – Solve equations/inequalities – Changing parameters of graphs – Polynomial expressions – Identify functions – Simple algebraic expressions – 2 Var. Equations/Inequalities – Properties/Evaluating Functions

6. Probability/Statistics: Apprentice (2/5) – Probability – Sampling techniques – Curve fitting Geometry/Measurement: Novice (3/10) – Right triangle – Properties of triangles – Congruence/similarity – Dimensions/relationships - Spatial relationships – Transformations

7. Prioritize the areas of weakness ◦ Algebraic Thinking  Identifying function families  Graphing a function based on the equation ◦ Geometry/Measurement  Properties of triangles ◦ Probability/Statistics  Sampling techniques  Curve fitting

8.  Based on the data, what skills/concepts do you want the student to achieve during the intervention sessions?  Consider the distance between where the student is currently performing and the goal (gap to goal)  Consider and possibly remove tier 1 issues  Consider multiple increments  Based on that information, what would be a reasonable timeframe for this child to achieve the skills/concepts? ◦ Note: instructional sessions

9.  Meaningful  Measureable  Able to be Monitored  Useful in Making instructional decisions

10.  Specific  Measurable  Achievable  Realistic  Time Framed

11.  Long –term goal: system for measuring the student’s progress toward long-range expectations  Short-term objective: logical breakdown of the major components of the long-term goal and they measure progress toward meeting the long-term goal

12.  Long-term goals and short-term objectives should be monitored frequently and repeatedly  Develop a progress monitoring timeline  Provide Descriptive Feedback to the student  Template provided

15.  Kentucky System of Interventions (KSI) http://www.education.ky.gov/KDE/Instructional+ Resources/Kentucky+System+of+Interventions/ http://www.education.ky.gov/KDE/Instructional+ Resources/Kentucky+System+of+Interventions/  Academic & Behavioral Response to Intervention (ABRI) http://louisville.edu/education/srp/abrihttp://louisville.edu/education/srp/abri  National RtI Center http://www.rti4success.org/http://www.rti4success.org/  Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/http://www.kycid.org/ 15

16.  IRIS Center http://iris.peabody.vanderbilt.edu/http://iris.peabody.vanderbilt.edu/  Characteristics of Highly Effective Teaching & Learning (CHETL) http://www.education.ky.gov/KDE/Instructional +Resources/Highly+Effective+Teaching+and+L earning/HETL+Common+Characteristics.tm http://www.education.ky.gov/KDE/Instructional +Resources/Highly+Effective+Teaching+and+L earning/HETL+Common+Characteristics.tm  What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practi ceguides/ http://ies.ed.gov/ncee/wwc/publications/practi ceguides/ 16

17.  Johnston, P. H. (2010). RTI in literacy responsive and comprehensive. International Reading Association.  Allington, R. L. (2008). What really matters in response to intervention: research-based designs. Pearson.  Quinn, P. (2010). Ultimate RTI. Charleston: Total RTI.

18. Questions? 502-564-2106 Kim Willhoite, Reading Interventionist Kim.willhoite@education.ky.gov Samantha Thomas, Math Interventionist Samantha.thomas@education.ky.gov April Pieper, Academic Program Manager April.pieper@education.ky.gov 18