Knox County SchoolsTransition to RTI2

Knox County SchoolsFall 2013

Presenters

• Dr. Ron Carlini– School Psychologist

• Michelle Flynn– Supervisor- Special Education

• Shannon Jackson– Supervisor – Secondary Reading and ELA

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

WHY RTI RATHER THAN DISCREPANCY MODEL?

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

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Whole Child Initiative = Whole System Initiative

RTI

• Often viewed as a Special Education Initiative

RTI2

• Led by General Education to address the needs of all children

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.

Essential Components of RTI

• Universal screening

• Multiple tiers of intervention

• Problem-solving method

• Integrated data collection/assessment system

• Scientific research-based interventions

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

Implementing RTI

1. Collect local norms using Curriculum-Based Measurement (CBM) probes

2. Identify at-risk students3. Provide academic intervention(s)4. Monitor student progress5. Evaluate the response to the intervention(s)

Implementing RTI2

1. Collect local norms using Curriculum-Based Measurement (CBM) probes

2. All students’ levels are identified.3. Provide academic extensions and intervention(s)4. Use universal screening data to determine areas to

strengthen in Core Instruction.5. Monitor student progress6. Evaluate the response to the intervention(s)7. Develop a robust secondary RTI2 plan.

Knox County’s RTI Model

1. Local norms collected three times per year2. At-Risk students identified using CBM Benchmark

measures 3. Computer software programs and scripted reading

program interventions available4. Intervention intensity progressively increases through 2

tiers and student progress is monitored frequently5. Response to intervention is reviewed by school staff to

make appropriate decisions

Knox County’s RTI2 Model

1. Local norms collected three times per year2. ALL students’ levels identified using benchmark

measures3. Current and new interventions are under review against

the TDOE interventions rubric4. Intervention intensity is fluid based on student needs5. RTI2 school teams meet every 4 ½ - 5 weeks to analyze

and program for specific students.6. RTI2 district team meets every 4 ½- 5 weeks to analyze

implementation and to provide support.

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.

Knox County’s RTI Model 

 

Monitoring Frequency &Degree of Unresponsiveness

LOW HIGH

HIGH

Inte

nsit

y of

Int

erve

ntio

n

Tier IAt least 4 – 30

minute sessions/week

Tier II At least 4 - 45 minute

sessions/week

SpecialEducation

Consideration

Student CBM < 10th PercentileAND

ROI < 25th Percentile

Student CBM ≥ 10th PercentilePositive response – exit process

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

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

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

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

Intervention

Elementary

• RiverDeep Destination Success Reading

• Read Naturally• ClickN Read• My Sidewalks• Ticket to Read• Voyager Passport

Secondary– Rewards– Reading Plus– Read 180– Language! Live– Language!– Jamestown

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.

PROGRESS MONITORING AND BENCHMARKING

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.

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.

Comparison to School Norms

Comparison to District Norms

Comparison to School Norms

Comparison to District Norms

RTI to RTI2

What remains the same?

• Fidelity monitoring• Progress monitoring• Student-specific data driven

decision-making• School teams

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

Three Points to Remember

• Work as a team.

• Improve personalization in Tier I (core).

• Celebrate success along the way.

Thank you!

• If you have any questions, please feel free to contact:

• Dr. Ron Carlini atron.carlini@knoxschools.org• Michelle Flynn atMichelle.flynn@knoxschools.org• Shannon Jackson atShannon.jackson@knoxschools.org