We’re going to meet you where you are and take you where you need to go!

1. Green County Primary School System of Interventions We’re going to meet you where you are and take you where you need to go!

2. The New Guidance Document Kentucky Systems of Intervention

3. The Kentucky System of Interventions (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12.

4. A vendor program A curriculum Just about providing interventions Quick and easy A solution to all of the problems with student performance/achievement/behavior What KSI/RtI is NOT…

7. Quality academic and behavioral instruction • Research based instructional strategies • Characteristics of Highly Effective Teaching and Learning (CHETL) • Regular formative assessment • Approximately 80% of all students should be successful with academic and behavioral instruction • Do you know how your students are performing? Core/Tier 1

8. Effective discussion, questioning and learning tasks Effective feedback Clearly defined learning and behavior targets in student-friendly language Exemplar models Critical and creative thinking prompts or questions Differentiated instruction Student self-assessment, self-reflection and peer-analysis Tier 1 Instructional Components

9. Tier 1/universal instruction + Tier 2 small group or individualized instruction For students not making progress or are meeting benchmarks early Progress is monitored frequently to determine success of intervention Tier 2 – Targeted Instruction

10. For struggling students that did not respond to Tier 1 and 2 interventions And for students who are exceeding benchmarks More intensive to student’s individual needs Progress is monitored more frequently Tier 3 – Intensive Instruction

11. Advanced Struggling

12. Green County Primary School - System of Interventions Meeting the Needs of ALL Students

14. Parent/Guardian Involvement • Each parent receives an informative letter concerning the school’s system of interventions • Parent communication log • Tier 1 parent communication includes notes to and from teacher, common assessment, standards-based report cards etc… • A letter is sent home to parents when a student enters Tier 2 and 3. (includes assessment results) • Share the strategies being implemented and give parents ideas for activities to use at home. • A letter is sent home to report progress of interventions. • If interventions do not reflect student progress after 45 days, approval for screening is sent home to parents.

16. Assessments • Administer Assessments • Analyze Results • Plan Instruction

19. Intervention Strategies

20. Reading First Instructional Menus

21. Florida Center for Reading Research www.fcrr.org

22. Van de Walle

23. The Kentucky Numeracy Project www.kentuckymathematics.org

25. Progress Monitoring Administer - Analyze - Modify

28. The Referral Process • School Core team and regular education teacher analyze screenings and plan research-based strategies to meet a reachable goal. • Teacher/School Core RTI team identifies a Tier 3 student as possible referral. • A letter is sent home to parents with assessment results and Tier 3 notification. • Teacher in the regular education setting will complete the Progress Monitoring of Interventions form. • After 15 days, student progress will be analyzed to determine next steps. • If goal is reached, school core team will set a new goal and interventions continue for 15 more days. • If at any time 4 data points fall below the data line, intervention strategies must be changed. • A letter is sent home to parents to report progress. • If the goal is not reached, the school core team will change the intervention strategies and continue for 15 more days. • If at any time 4 data points fall below the data line, intervention strategies must be changed. • A letter is sent home to parents to report progress.

29. Ready for a Referral • After 45 days of research-based interventions, if a student does not show enough improvement to maintain progress along the data line to meet the projected goal, the School Core team will begin the next steps in the referral process. • A letter must be sent home to parents for screening approval (vision, hearing, motor, and speech). • The school core team will assist the classroom teacher with completing the Referral for Multi-Disciplinary Evaluation Form and the Review of Referral and Intervention Documentation Form. • The Review of Referral and Intervention Documentation form should be submitted to the evaluation coordinator and the grade level special education teacher to set up the ARC meeting. • Evidence of research-based interventions, assessments, and progress monitoring data must be attached to the Review of Referral form.

30. The Results