The KSI/RTI Puzzle:Do the pieces fit?

The KSI/RTI Puzzle:Do the pieces fit?

Judith HalasekPamela PickensJudith HalasekPamela Pickens

Is RTI required by law?Is RTI required by law?Is RTI required by law?Is RTI required by law?

RTI was first introduced to schools with the reauthorization by Congress in 2004 of Individuals with Disabilities Education Improvement Act (IDEIA 2004).

RTI was first introduced to schools with the reauthorization by Congress in 2004 of Individuals with Disabilities Education Improvement Act (IDEIA 2004).

KRS 158.6453 (subsection 20) The reporting structure shall include…(b) requires An individual student report to parents for

each student in grades three (3) through eight (8) summarizing the student's skills in reading and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths;

KRS 158.6453 (subsection 20) The reporting structure shall include…(b) requires An individual student report to parents for

each student in grades three (3) through eight (8) summarizing the student's skills in reading and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths; 3

Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…

KRS 158.6453 (subsection 20) The reporting structure shall include…(20) (c) An individual report for each student who takes a high school or college readiness examination administered under subsection (11)(a) of this section that:

1. Provides the student's test scores;2. Provides a judgment regarding whether or not a student has met, exceeded, or failed to meet the expectations for each standard assessed; and3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation

KRS 158.6453 (subsection 20) The reporting structure shall include…(20) (c) An individual report for each student who takes a high school or college readiness examination administered under subsection (11)(a) of this section that:

1. Provides the student's test scores;2. Provides a judgment regarding whether or not a student has met, exceeded, or failed to meet the expectations for each standard assessed; and3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation

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Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…

KRS 158.6459 (Interventions)- Any student who does not meet ACT benchmarks on the

EXPLORE or PLAN - Any student who does not meet college readiness benchmarks

on the ACT

… Shall have intervention strategies included in their individual learning plan

* Intent is not to wait until their junior year to intervene- but to intervene early, and often, to assure college readiness.

KRS 158.6459 (Interventions)- Any student who does not meet ACT benchmarks on the

EXPLORE or PLAN - Any student who does not meet college readiness benchmarks

on the ACT

… Shall have intervention strategies included in their individual learning plan

* Intent is not to wait until their junior year to intervene- but to intervene early, and often, to assure college readiness. 5

Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…

704 KAR 3:305 (Minimum Graduation Requirements)

- If students do not meet college readiness benchmarks on the ACT (English, Math, Reading)

… a transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school.

704 KAR 3:305 (Minimum Graduation Requirements)

- If students do not meet college readiness benchmarks on the ACT (English, Math, Reading)

… a transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school.

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Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…

Legislative GuidanceLegislative GuidanceLegislative GuidanceLegislative Guidance

KRS 158.305Reading and Writing - 2013

Mathematics - 2014

Behavior - 2015

KRS 158.305Reading and Writing - 2013

Mathematics - 2014

Behavior - 2015

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Proficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target Indicators

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Proficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target Indicators

The target indicators define the work required to realize Unbridled Learning: Proficiency for All.The target indicators define the work required to realize Unbridled Learning: Proficiency for All.

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Proficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target Indicators

2012 Scores

Goal

Kindergarten

28.1% 64.1% by 2015

3rd Grade 46.1% 73.1% by 2016

4th-8th Grade

44.0% 72.0% by 2017

Log on to CIITSClick on the PD 360 Icon

Type “Defining RtI” in the Search Box

Log on to CIITSClick on the PD 360 Icon

Type “Defining RtI” in the Search Box

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Defining RtIDefining RtIDefining RtIDefining RtI

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.

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.

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Kentucky System of InterventionsKentucky System of InterventionsKentucky System of InterventionsKentucky System of Interventions

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Quality academic and behavioral instruction Research based instructional strategies Characteristics of Highly Effective Teaching and Learning (CHETL) Regular formative assessment

Approximately 75-80% of all students should be successful with academic and behavioral instruction

Do you know how your students are performing?

Quality academic and behavioral instruction Research based instructional strategies Characteristics of Highly Effective Teaching and Learning (CHETL) Regular formative assessment

Approximately 75-80% of all students should be successful with academic and behavioral instruction

Do you know how your students are performing?

Core/Tier 1Core/Tier 1Core/Tier 1Core/Tier 1

Tier 1 + small group for targeted interventionsTier 1 + small group for targeted interventions

Tier 2Tier 2Tier 2Tier 2

Tier 1 + Tier 2 + individualized intensive interventions Tier 1 + Tier 2 + individualized intensive interventions

Tier 3Tier 3Tier 3Tier 3

Things to RememberThings to Remember

There may be a significant change in staff roles and responsibilities

Provide appropriate professional learning opportunities

There may be a significant change in staff roles and responsibilities

Provide appropriate professional learning opportunities

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School Implementation Team – The Whole Process

Student Intervention Team – The Individuals

Team Work – Heart of KSITeam Work – Heart of KSI

First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle

Teach Teach

First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle

Universal ScreenerUniversal Screener

First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleExamine the CoreExamine the Core

First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleSchool and Student TeamsSchool and Student Teams

First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle

Examine and Utilize Evidence-Based InterventionsExamine and Utilize Evidence-Based Interventions

First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle

Analyze DataAnalyze Data

Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle

Focus on Individual Students

Focus on Individual Students

Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle

Implement Interventions with Fidelity

Implement Interventions with Fidelity

Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle

Progress monitor

effectively

Progress monitor

effectively

Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle

Address the needs of ALL Students

Address the needs of ALL Students

Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle

Provide Professional

Learning

Provide Professional

Learning

Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle

Involve families in the processInvolve families in the process

Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle

Celebrate Success

Celebrate Success

Kentucky System of Interventions (KSI) http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/

Academic & Behavioral Response to Intervention (ABRI) http://louisville.edu/education/srp/abri

National RTI Center http://www.rti4success.org/

Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/

IRIS Center http://iris.peabody.vanderbilt.edu/

Characteristics of Highly Effective Teaching & Learning (CHETL) http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm

What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Kentucky System of Interventions (KSI) http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/

Academic & Behavioral Response to Intervention (ABRI) http://louisville.edu/education/srp/abri

National RTI Center http://www.rti4success.org/

Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/

IRIS Center http://iris.peabody.vanderbilt.edu/

Characteristics of Highly Effective Teaching & Learning (CHETL) http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm

What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practiceguides/34

Resources Resources Resources Resources

Questions? 502-564-4970

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KSI/RTI General QuestionsApril Pieper – april.pieper@education.ky.gov

Reading InterventionsJudith Halasek - judith.halasek@education.ky.gov

Math InterventionsPamela Pickens – pamela.pickens@education.ky.gov

Behavior InterventionsBonnie Tomberlin – bonnie.tomberlin@education.ky.gov