Knox County Schools Transition to RTI 2

2. Knox County SchoolsTransition to RTI2 Knox County Schools Fall 2013

3. Presenters • Dr. Ron Carlini • School Psychologist • Michelle Flynn • Supervisor- Special Education • Shannon Jackson • Supervisor – Secondary Reading and ELA

4. Session Objective • To provide an understanding of Knox County School System’s current and progressing implementation of RTI • To share the transition from RTI to RTI2

5. WHY RTI rather than discrepancy model?

6. Criticisms of previous LD model (IQ-Achievement Discrepancy) • Children must fail before they can be identified as LD, with identification typically occurring in grades 3-5 • IQ and academic achievement are not independent; so difference scores are unreliable • For students with word reading deficits, there are few meaningful differences between IQ-achievement discrepant poor readers and IQ-achievement consistent poor readers • Significant increases in the number of students identified as Learning Disabled

7. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

9. Whole Child Initiative = Whole System Initiative RTI RTI2 Led by General Education to address the needs of all children • Often viewed as a Special Education Initiative Implications • Coordinated effort • Learning each other’s vocabulary • Commitment to studying data for every child • Commitment to responding to the data for every child We are in this together for the good of every child.

10. Essential Components of RTI • Universal screening • Multiple tiers of intervention • Problem-solving method • Integrated data collection/assessment system • Scientific research-based interventions

11. Essential Components of RTI2 • Universal screening • Multiple tiers of intervention • Tier I: Core Instruction • Tier II: Intervention • Tier III: Intensive Intervention • Responsibility for Intervention • Problem-solving method • Integrated data collection/assessment system • Scientific research-based interventions

12. Implementing RTI • Collect local norms using Curriculum-Based Measurement (CBM) probes • Identify at-risk students • Provide academic intervention(s) • Monitor student progress • Evaluate the response to the intervention(s)

13. Implementing RTI2 • Collect local norms using Curriculum-Based Measurement (CBM) probes • All students’ levels are identified. • Provide academic extensions and intervention(s) • Use universal screening data to determine areas to strengthen in Core Instruction. • Monitor student progress • Evaluate the response to the intervention(s) • Develop a robust secondary RTI2 plan.

14. Knox County’s RTI Model • Local norms collected three times per year • At-Risk students identified using CBM Benchmark measures • Computer software programs and scripted reading program interventions available • Intervention intensity progressively increases through 2 tiers and student progress is monitored frequently • Response to intervention is reviewed by school staff to make appropriate decisions

15. Knox County’s RTI2 Model • Local norms collected three times per year • ALL students’ levels identified using benchmark measures • Current and new interventions are under review against the TDOE interventions rubric • Intervention intensity is fluid based on student needs • RTI2 school teams meet every 4 ½ - 5 weeks to analyze and program for specific students. • RTI2 district team meets every 4 ½- 5 weeks to analyze implementation and to provide support.

16. First Steps Understand the current implementation of RTI. Analyze against RTI2. Identify gaps in the program. Develop a strategic plan for addressing the areas of need. Monitor the progress toward the goal. Work as a team.

17. Knox County’s RTI Model Student CBM ≥ 10th Percentile Positive response – exit process HIGH SpecialEducationConsideration Intensity of Intervention Tier II At least 4 - 45 minutesessions/week Student CBM < 10th Percentile AND ROI < 25th Percentile Tier IAt least 4 – 30 minute sessions/week Monitoring Frequency &Degree of Unresponsiveness LOW HIGH

18. Tier I • CBM Criterion: CBM score < 10th percentile (district norms) • Intervention: supplemental to the core curriculum • Progress Monitoring: 1 time/week • Session Length: 30 minutes/session • Duration: At least 8 Weeks • Fidelity: 30 sessions within 40 school days

19. Tier II • CBM Criterion: CBM score < 10th percentile (district norms) • ROI Criterion: Rate of improvement is < 25th percentile at grade or goal level • Intervention: supplemental to the core curriculum • Progress Monitoring: 1 time/week • Session Length: 45 minutes/session • Duration: At least 9 weeks • Fidelity: 45 sessions within 70 school days

20. Transition Process for KCS Identify new members of district team Evaluate proposed middle school schedule changes against RTI2 components Meet with principals to gather input Recommend interventions Support master scheduling Principals and supervisor review possible solutions Order intervention materials Train on interventions Monitor fidelity Continually meet to review integrity of the plan

21. RTI2 Coaches • 8 district coaches • Bridge between the schools and the district committee • Goal is to support school staff • Universal screener • Progress monitoring • Professional Development

22. Intervention Elementary Secondary Rewards Reading Plus Read 180 Language! Live Language! Jamestown • RiverDeep Destination Success Reading • Read Naturally • ClickN Read • My Sidewalks • Ticket to Read • Voyager Passport

23. Fidelity of Interventions • In order to know if an intervention is effective with a student, the intervention must be conducted exactly as prescribed for an appropriate length of time. • The intervention process is similar to standardized testing. • Results of standardized tests are useless if the standardized procedures are not followed. • Similarly, decisions regarding the effect of the intervention must be based on data from interventions which were provided with fidelity.

24. Progress Monitoring and Benchmarking

25. The chart displays the student’s progress in corrects and errors. • The goal line (the line which projects the goal being met by the end date) is the black line. • The trend line (the line which shows the scores projecting whether the student will meet the goal by the end date) is the red line.

29. Monitoring the Trend Line • It is extremely important to monitor the trend line in order to make adjustments or add interventions needed to maintain appropriate progress needed to achieve the goal.

32. Comparison to School Norms

33. Comparison to District Norms

34. Comparison to School Norms

35. Comparison to District Norms

38. RTI to RTI2 What remains the same? What changes? Core Instruction = Tier I Prevent failure rather than wait for it Reconsideration of secondary process Student observations Schedule of progress monitoring and benchmarking Fluid process Partnership among departments • Fidelity monitoring • Progress monitoring • Student-specific data driven decision-making • School teams

39. Three Points to Remember Work as a team. Improve personalization in Tier I (core). Celebrate success along the way.

40. Thank you! • If you have any questions, please feel free to contact: • Dr. Ron Carlini at ron.carlini@knoxschools.org • Michelle Flynn at Michelle.flynn@knoxschools.org • Shannon Jackson at Shannon.jackson@knoxschools.org