rti: setting up and getting started
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RtI: Setting Up and Getting Started. Kimberly Honnick. ASCD, March 2008. Thank You. ASCD New Orleans You!. Getting to Know You. University/Higher Education Superintendents, Assistant Superintendents Central Office Administration CST Members - PowerPoint PPT PresentationTRANSCRIPT
RtI: Setting Up and Getting
StartedKimberly Honnick
ASCD, March 2008
Thank You• ASCD• New Orleans• You!
Getting to Know You• University/Higher Education• Superintendents, Assistant Superintendents• Central Office Administration• CST Members• Principals, Assistant Principals• Teachers• BOE Members• Consultants
Background of RtI• Heard of it, not sure what it is about• Know about it, need more details• Clear on what it is, looking to
implement• Planning to/going to implement• Currently implementing
Please take the index card and write down 2-3 questions or “things” you would like to learn about or have more information on during our time together today.
Share your questions/what you would like to know more about.
Objectives• “Big Picture” overview of RtI• Share my district’s experiences
researching, designing, and implementing RtI
• Focus on a “how to” approach• Dialogue/Questions & Answers
Decision to Implement RtI
• Conversations: Superintendent, Director of Special Services, and myself
• Decision was made by Superintendent
• Based in part on evaluation results of the basic skills program
• New Jersey: not a State initiative
Step 1: Research – What I Found
• RtI is a general education initiative• RtI related research and
information came from those involved in Special Education
• Predominant resources: NASP, NASDSE
• State/district initiatives
What is RtI?• Framework involving a multi-tier
system of intervention options designed to assist children exhibiting academic and/or behavioral difficulties
• Integrated approach – collaboration between special and general education
Consistent with Federal Legislation
• Outlined in IDEA (2004): Process used in determining a
specific learning disability Up to 15% of funds can be used
for RtI• NCLB
IDEALocal education agencies (LEAs) may use a
student’s response to scientifically-based instruction as a part of the evaluation process; and (b) when identifying a disability, LEAs shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability [P.L. 108-446, 614(b)(6)(A)].
Core Principles of RtI• High quality, research supported,
scientifically based curriculum and instructional practices
• Data driven decision making: initial assessment/screen, diagnostics, continuous progress monitoring
• Problem solving, team-based approach
3 Tier Model:
Tier 3:Intensive
Individual Intensive
Tier 2: Targeted Support
Selected studentsAdditional support
Tier 1: Classroom InstructionAll students
Preventive, proactive
Behavioral Academic
Tier 1: A Closer Look• Universal screening• Curriculum based measurements (CBM)• Student data against benchmarks
within curriculum and instructional processes
• Interventions within classroom setting by classroom teacher
Tier 2: A Closer Look• Targeted short-term interventions
to those students demonstrating need
• Supplemental support in addition to core instruction
• Small group• Frequent monitoring
Tier 3: A Closer Look• Intensive intervention• Longer term• Individualized program• More frequent monitoring
Problem Solving Model
Analyze:What is happening?
Develop a Plan:What should we do?
Evaluate:Did the plan work?
Define the Problem
Team-based Approach• School-based teams are formed • Referral process is followed• Teams make data driven
decisions, collaboratively with teachers and parents, to design learning plans for identified students
RtI and SE EligibilityTraditional:• Criteria: Discrepancy,
SLD exclusion factors
• Tests: Ability, achievement
• Comparison: National norms
RtI:• Criteria:
Performance against peers, low rate of progress
• Tests: Skill specific
• Comparison: District, school, classroom standards
RtI and SE EligibilityTraditional:• Tests: 1 or 2
sessions
• Assessment Targets: Indirect or general relationship to classroom behavior, intrinsic to child
• GE Curriculum: Minimal relationship
RtI:• Tests: Continuous,
over time• Assessment Targets:
Very specific skills, what a child can/cannot do – skills and performances
• GE Curriculum: Direct relationship
RtI and SE EligibilityTraditional:• Eligibility
Assessments and Intervention Relationship: Often little
• Info from Parents and Teachers: Typically supplemental
RtI:• Eligibility
Assessments and Intervention Relationship: Direct link
• Info from Parents and Teachers: Typically central
Source: NASDSE
Step 2: Form RtI District-Wide Committee
• Superintendent• Asst. Supt.• Principals• Teachers
• CST Members• Guidance• Directors: Special
Services & Testing
Step 3: Needs Assessment
• Reviewed all current curricular materials, programs
• Schedule• Personnel• Data
Key Programs in Place• Reading Recovery• Math Recovery• LAL standards-based, research
supported program• Literacy groups
Where to Start?• Originally: K-12• Decision to implement K-5 – most
applicable current programs are in this age group
• Partially implement grade 6
To Do List• Detrack Grades 2-6• Revise Schedule: math,
intervention time• Plan Tiered Interventions• Personnel Deployment
District RTI 4 Tier Model
• Tier 4: CST referral• Tier 3: intensive 1
on 1, individual practice
• Tier 2: small group, push-in
• Tier 1: infuse strategies into classroom practices
Tier 1General Education
Tier 2Interventions
Tier 3 Intensive Interventions
Tier 4 CST
Pyramid of Interventions
Our Tier 1• Curricular Initiatives:UbDDICurriculum MappingCBM: AIMS Web
Our Tier 1• Instructional Initiatives:Schools AttunedLiteracy trainingMath training• Goal: high quality, research
supported programs/practices
How we feel about this…
Progress Monitoring“Aims Web is useful as well. It is easy to watch
the progress the children are making or not making and it gives us the opportunity to keep a close eye on ALL. One very important aspect that makes RTI easy to follow is that we do not have to wait for the paperwork to be processed, sent home, sent back and approved by the parents. Now that it is under the umbrella of regular education it makes it VERY EASY to serve EVERY student.”
Helen, Interventionist
Our Tier 2• Push-in model• Goal: in-class support within
regular classroom setting through flexible grouping
Commentary on the Push-In Model
“Tier 2- I push in to two second grade classrooms for math. It is going very well. We team teach during the 2 to 3 days I am in with them . I find that the children are doing well and are very receptive to the different styles of teaching. Sometimes we alternate teaching while the other teacher watches the children’s responses and sometimes we make small groups.”
Helen, Interventionist
Commentary on the Push-In Model
“Co-teaching is working Great for me. I push-in (Tier 2) with grade 3 Reading and grade 3 Math. We work very well together. Sometimes, they teach a lesson or I do. Sometimes, we pull small groups or conference with individual students. I have been Strategic Monitoring all of my identified Tier 2 students in both subjects for concrete data. Unfortunately, due to my tier 3 schedule, I don’t get to stay for an entire period with either teacher, and I believe they would both like to keep me with them to complete lessons we start together.”
Dawn, Interventionist
Our Tier 3• Literacy Groups• Reading Recovery• Math Recovery• Supplemental instructional periods with
materials – Options (Options publishing)• Goal: provide intensive, supplemental
support that minimizes time out of classroom
How is this going?“Tier 3-Math Recovery is going very well. I
believe that the Everyday Math series correlates to the SNAP and Math Recovery program we have been using. The language is closely related to each other. I work closely with the classroom teacher to make sure the children are succeeding in their classrooms. During parent teacher conferences parents remarked on the program and that their children are improving greatly.”
Helen, Interventionist
How is this going?“Tier 3 is also going well. I take my Grade
1 Math Recovery students at all different times of the day and I progress monitor them through AIMS Web so I have additional concrete data. Math Recovery students are finding great success and making connections. Math Recovery is going well and the language is reciprocated in the classroom with Everyday Math.”
Dawn, Interventionist
Children Served: Ravine Drive School
Grade 1 Grade 2 Grade 3
Tier 2
LAL
9 (5 + lit groups)
18
Tier 2
Math
8 5
Tier 3
LAL
23 (RR + lit groups)
3 3
Tier 3
Math
14 2 2
Ravine Drive School
Grade 1 Grade 2 Grade 3
# exited (2/3-1)
3 2 1
# moved down a tier (3-2)
2 1 3
# CST 0 0 3
Strathmore School
Grade 1 Grade 2 Grade 3
Tier 2
LAL
13 10 16
Tier 2
Math
0 10 11
Tier 3
LAL
9 1 3
Tier 3
Math
12 0 3
Strathmore School
Grade 1 Grade 2 Grade 3
# exited 2 0 1
# moved down a tier
0 1 1
# CST 0 1 1
Lloyd Road School
Grade 4 Grade 5
Tier 2
LAL
35 37
Tier 2
Math
42 37
Tier 3
LAL
5 9
Tier 3
Math
10 8
Lloyd Road School
Grade 4 Grade 5
# exited 0 0
# moved down a tier
1 2
# CST 2 2
What are the Parents Saying?
Please see letter in packet
Jessie: Elementary Supervisor
“Through RtI, we are beginning to see a great deal of growth in collaboration and articulation among teachers.”
Wayne: Director and Principal
“This program is one of the best initiatives we have taken on to date. Our goal is to have all students reach their fullest potential.”
(30 years in district)
Helen: Director of Special Services
“RtI bridges the gaps between special education and general education. It allows for collaboration that has not occurred before and instead of children being seen as “mine” or “yours”, they are ours”.
Long Term Goals: Hopes and Aspirations
• Increase student learning• Decrease long term cost of Special
Education• Reduce number of at-risk students• Increase self-esteem and
classroom successes for children• Increase collaboration
Disclaimer….This is really (no, REALLY ) hard….• Second order change• Do things differently• See things differently• Be consistent and use mandates
Hurdles• Financial • Additional resources, especially in higher
grades• Co-Teaching – has become much more
accepted and rewarding as the year goes along
• Technology Use• DI
“To Do” Checklist• Communication• Buy in• Make connections - how it all fits
together• Take a piece at a time
Questions?
Contact InformationKimberly [email protected](732) 705-4006
Helpful Websites• Individuals With Disabilities Education
Act• http://idea.ed.gov/• No Child Left Behind• http://www.ed.gov/nclb/landing.jhtml• What Works Clearinghouse• http://ies.ed.gov/ncee/wwc/• Jim Wright• http://www.interventioncentral.com/
Thank You!