1. Response to Intervention(RtI)

2. Why RtI? • No Child Left Behind Act of 2001 • Individuals With Disabilities Education Improvement Act (IDEIA 2004) • Emphasis on intervention and problem solving using empirically based interventions

3. What is Response to Intervention? • Using data to Identify students: • Not making expected progress • Exceeding grade level expectations • Making expected progress Utilizing appropriate instructional and support strategies Then

4. RtI Model

5. Tiered Model • Benchmark • Classroom instruction, • Fortified Core, • Empirically Based Instruction, • Progress Monitoring (3x/year,) • RtI Professional Collaboration Team Input, Tier 1

6. Tiered Model • Strategic • Fortified Core Plus, • Additional Time, • Re-teaching, • Empirically based intervention, • Progress monitoring (2x/month,) • RtI Professional Collaboration Team Input, • Classroom Support • ‘Push In” • or • “Pull Out” Tier 2 Tier 1

7. Intensive • Specialized Curriculum, • Longer Time for remediation, • Progress Monitoring (1x/week,) • RtI Professional Collaboration Team Input, • Classroom Support • “Push In • or • Pull Out” Tiered Model Tier 3 Tier 2 Tier 1

8. Tiered Model • Special Education • Individualized assessment, • Specialized, empirically based Curriculum, • Classroom Support, • IEP, • Progress Monitoring (1x/week,) • RtI Professional Collaboration Team Input Tier 4 Tier 3 Tier 2 Tier 1

9. Determining the Intervention TierUniversal Screening Tools • Elementary- DIBELS • (Dynamic Indicators of Basic Early Literacy Skills) • Middle School- AIMSweb • (AIMSweb Progress Monitoring and Response to Intervention System) Used for: • Determining “at risk” - Baseline data • Identifying student need • Addressing need

10. Instructional GroupsBased on Assessment

11. What To Do With Edie?? • 1st Grade • Falling behind in reading • Slow progress compared to peers • Likely to miss 1st Grade reading benchmarks • Distractible, inattentive, disruptive

12. Edie in the Traditional System • Teacher refers Edie to Student Study Team • SST recommends testing • Battery of Tests Given (Within 60 days) • Assessment often unrelated to classroom intervention • Eligibility determined by team • Discrepancy not large enough to qualify for services

13. What To Do With Edie in an RtI Model??

14. Grade Level Performance Expectation Edie Discrepancy 1: Skill Gap (Current Performance Level) Discrepancy 2: Gap in Rate of Learning (Slope of Improvement)

15. 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Determine Goal: Class= 1.5 wpm growth per week; Edie’s Goal: 2 wpm growth per week RtI Team Determines Need to Change Intervention Words Correct Per Minute Edie’s goal line Weeks

16. Return to Benchmark and Monitor Progress Raise Goal to 2.5 wpm growth RtI Team Determines Need to Change Intervention RtI Team Determines Need to Change Goal Words Correct Per Minute 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks

17. OR

18. Gap Not Closing: Team Discusses Reasons-- Consideration for Special Ed Assessments 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 RtI Team Determines Need to Change Intervention RtI Team Determines Need to Change Intervention Class WPM=54 Words Correct Per Minute Edie WPM=32 Weeks

19. Determining Can’t Do – Won’t Do • Skill Deficit • Lacks necessary skills to perform task. (Academic Intervention) • ‘Fragile’ Skills • Possesses skills but is not yet automatic in those skills. (Academic Intervention) • Performance (Motivation) Deficit • Has necessary skills but has multiple barriers to learning due to lack of internal or external assets. (Social-Emotional Intervention)

20. Benchmark Social-Emotional Tiered Model • Asset Building • Guidance Curriculum (Caring School Community) • 9th Grade Academic Career Planning Class • Individual Advisement (AB1802) • School Wide Behavior Support • Career labs (Bridges) • RtI Professional Collaboration Team Input Tier 1

21. Strategic Social-Emotional Tiered Model • RtI Team /SST • Individual and/or small group counseling • Parent Involvement/ monitoring • Mentoring • Positive behavior strategies • PAL • Conflict resolution Tier 2

22. Social-Emotional Tiered Model Intensive Tier 3 • Family Referral sources (OCMH) • Crisis Counseling/CWA • Opportunity Classes • SERVE

23. Socio-Emotional Tiered Model Special Education Tier 4 • Family Referral and Intervention • Crisis Intervention Counseling/CWA • School Psychologist • Emotional Disturbance Placement

24. Academic Social-Emotional To Catch them Before they Fall To Help Every Child Reach Their Full Potential What is the Goal of RtI? Providing appropriate intervention for students, without the need for labels To meet the needs of the “Whole” child

25. Putting The RtI Model into Practice: PYLUSD’s ‘Next Steps’

26. Project Timeframe • 7 Elementary Pilots: • Fairmont • Glenview • Mabel Paine • Melrose • Morse • Topaz • Travis Ranch • All Middle Schools to Pilot • Pilots to determine project start up date

27. Project Timeframe – cont. • Provide screening tool training for teams • Conduct student assessments • Begin process for customizing site plans using Situation Appraisal • Create customized RtI school plans • Maximize current resources available. • Continue site level support, even when the goal of reduced number of students requiring mild/moderate services is achieved. • Submit site plan to district review team for compliance audit.

28. Project Timeframe – cont. • Identify risks for implementing proposed site plans (Potential Problem Analysis) • Final approval • Initiate on-going district-wide/site based monitoring of goals • Eliminate duplicate assessments

29. Questions?