Response to Instruction and Intervention (RTI2) – Data Teams
and Decision Making
Dr. Patti Wilson, NCSP, HSP #2411 and Julie Combs, At-Risk Coordinator
May 2014
Tiers without Tears!
A.K.A.
Why RTI in the First Place?
MTSS (Multi-Tier System of Supports) = RTI2
RTI at a Glance
Implementation Factors that Drive Success
• Amount of initial professional learning support provided to teachers and staff;
• Level of “ongoing” instructional coaching support provided to teachers and staff;
• Fidelity and adaptability with which the intervention is provided;• Differentiation in intensity of support targeted to the needs of
students;• Frequency and validity of progress monitoring to know when to
adjust supports; and• Number of competing initiatives that diffuse time, resources, and
support.
rtinetwork.org
District Work on Choosing Universal Screening Measure
Best at Managing Student Data
Least demanding on Teachers/TeamsBest Fits Rubric Provided by TDOE
Provides Intervention based on SkillsHighest Level of Implementation Support
See page 1 in Training Manual
UNIVERSAL SCREENING PROCESSTemperature Check
Standardize the Process Customize the Implementation
1.
Plan
2. Do3.
Check
4.
Act
Standardize the Process; Customize the Implementation
Universal Screening
• How did things go with Path Driver?
• What went well?
• Specific concerns that are not school-specific?
For school-specific concerns, please write down and post on parking lot. We’ll address these after training.
DATA TEAMSResponsibilities of teams and team members
Standardize the Process Customize the Implementation
Team Member Roles
http://cmcssrti.wikispaces.com/Guidelines
School Based Team
• Provide training
• Look at school-wide data
• Make scheduling decisions
• May do fidelity checks
Grade Level Team
• Look at grade level data
• Make Tier decisions
• Provide intervention suggestions
• Maintain RTI records
See page 2 & 3 in Training Manual
Efficient Teaming / Collaboration
Follow the Disney principles:➔ Overmanage, do not micromanage
◆ shared ownership = shared responsibility
➔ Common sense is not always common practice◆ “Unarticulated expectations are premeditated
disappointments.” - W. Disney
➔ Adapt, don’t adopt◆ Incorporate effective practices into existing structures
Sample Agenda
Adapted from Sango Elementary School, 2013
1. View data collected from Screener.
2. Identify Skill Deficit Concerns. (Tier I)
3. Identify Skill Deficit Concerns for Tier II & III.
(Rule out false positives and negatives)
4. Determine level of service. (Tier II & III)
5. Determine intervention strategy. (When, what, who, how often)
6. Document tier placement and fill out parent notification forms.
(Keep copies for Student RTI folder)
7. Adjust settings in EPS based on team decisions.
8. Use Case History Management page to document any changes in intervention, Tier,
or misc. information that is relevant to student progress.
9. Place related documents in Student RTI folder and teacher keeps in classroom.
See page 4 in Training Manual
UNDERSTANDING THE DATA FROM THE UNIVERSAL SCREENING
How to determine intervention students, the specific skill deficits and tier level
Standardize the Process Customize the Implementation
“Finding the right kids is not difficult! Doing something that changes academic and
behavioral trajectories is the challenge.”(Reschly, 2003)
Sample Data Set - PDR
See page 5 in Training Manual
Screening Details - PDR
Sample Data Set - PDM
Screening Details - PDM
Let’s Look at Your School’s Data
Log on to EPS
Navigate to the School Screening Summary Report.
Identify 3 Math and 3 Reading Trends.
What Does Your Data Look Like?• What areas of deficit are shown?• How many students fall within Tier II (11th-25th
percentile)?• How many students fall within Tier III (<1st – 10th
percentile)?• What is the capacity of your building, based on
schedule and personnel?• How will groups need to be modified to fit
capacity?• Are there any issues with Tier I instruction?
Screening Details by Class
Math Screening Details Reading Screening Details
Intervention / Capacity Match
Each school’s schedule will look different.
The handout is a tool designed specifically for a particular schedule. You will need to create something similar based on your school’s schedule and screening results.
See Page 9
DATA TRENDS
Talk about overall trends at your school and compare those with other schools
Standardize the Process Customize the Implementation
PROGRESS MONITORINGDetermining the Effectiveness of an Intervention
Standardize the Process Customize the Implementation
RTI Implementation Charts
See Page 10
*Adapted from Sango Elementary School (E.V. / E.H.)
RTI2 Expectations – Elem. ELATier I Daily Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction / Intervention Time
150 K-2nd
90 (120*) 3rd-5th 20 K30 1st – 5th
40-45 K45-60 1st – 5th
Ratio N/A 1:5 1:3
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
RTI2 Expectations – Elem. MathTier I Daily Instruction (all)
Tier II (some; <25th %ile) Tier III (few; <10th %ile)
Instruction / Intervention Time
60 K-1st
75 2nd 90 3rd – 5th
20 K-1st 30 2nd – 5th
40-45 K- 1st
45-60 2nd – 5th
Ratio N/A 1:5 1:3
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period
3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
RTI2 Expectations – MS/HS ELATier I Daily Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction / Intervention Time
55 minutes (daily)90 minutes (block)
30 minutes 40-55 daily (225-275/wk)45-60 block (225-300/wk)
Ratio N/A 1:6 1:6 6th – 8th 1:12* 9th - 12th (intervention courses w/codes)
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
RTI2 Expectations – MS/HS MathTier I Daily Instruction (all)
Tier II (some; <25th %ile) Tier III (few; <10th %ile)
Instruction / Intervention Time
55 mins (daily)90 mins (block)
30 minutes 40-55 daily (225-275/wk)45-60 block (225-300/wk)
Ratio N/A 1:6 1:6 6th – 8th 1:12* 9th - 12th (intervention courses w/codes)
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
Understanding the Background
The following slides will discuss the what, why, how and how well of progress monitoring. Although Path Driver Reading/Math has a progress monitoring graphic component built into the product, it is important to understand why it is needed -- and gives you an appreciation for the work of the district team when evaluating options.
Progress Monitoring – Why?Purpose
– Helps us to build more effective instructional programs
– Data-based method of tracking student growthEstimates ROI and amount of time needed to close the gap
– Ensures that intervention is helping student reach goalIs student profiting from his/her instructional program, including the CORE curriculum?
Progress Monitoring - What?
What?– Monitored in the area of deficit using an instrument sensitive
to change (*Academy of Reading/Math)
– Area of deficit: basic reading, reading fluency, reading comprehension, math calculation, math reasoning, written expression. If deficit in oral expression or listening comprehension, consult Speech Language Pathologist.
– May need to administer survey level assessment to determine accurate skill deficit; consult SPED/Psychologist (*see next slide)
– Examples include CBM, computer-based assessments and assessments from intervention materials/kits
Path Driver - Reading
Progress Monitoring – What continued
• All PM measures must include the following:– National percentiles (%iles) – different than
percentages (%)– Allow for repeated measures– Sensitive to change– Specific to area of deficit (*why LL does not work)– Must give information so that ROI can be
transferred to graph form
Path Driver meets all of these criteria
Progress Monitoring How and How Well?
• How?– Administration of probes that are parallel to those
used in the universal screening (Path Driver)– Administered at skill/instructional level
• How Well?– Determines Rate of Improvement (ROI = growth)
Progress Monitoring – Who and How Often?
• Who?– Highly trained personnel
• the person delivering the intervention typically administers PM probe, as the results help to drive intervention choice, intensity, frequency, etc.
– Data will be analyzed by the team
• How Often?– Must occur at least EOW– Depends on skill assessed and expected ROI
• Basic skills (decoding/fluency) improve more rapidly than advanced skills (comprehension, problem-solving)
PROGRESS MONITORING WITHIN PATH DRIVER
A brief reminder of the process
Standardize the Process Customize the Implementation
Progress Monitoring and Data-Based Decisions
• Intervention and PM should be related to area of need– If high error rates exist in fluency and phonics, intervene in
phonics before addressing fluency
• Goal Setting (1.5, 2 or custom growth rate?)– You must be knowledgeable of instructional level in order
to set accurate ROI• EPS is working on providing ROI and information for gap analysis
within the system for psychologists
RATE OF IMPROVEMENTNo need to panic, your psychologist has this covered!
Standardize the Process Customize the Implementation
Don’t Panic!
The next slides are primarily for school psychologists, but we want everyone to have a basic understanding of how we are calculating ROI (because we are all math people ).☺
Rate of Improvement - Student
_____________ - _____________ / _____________ =___________
Score on last probe
administered
Score on first probe
administered
Number of weeks
Student ROI (slope)
Determine (Intervention) Student ROI
Divide total number of units gained (CWPM, CDPM, correct responses) by the number of weeks that have elapsed.
See Page 11
Rate of Improvement – Typical Peer
_____________ - _____________ / _____________ =___________
Spring Benchmark Expectation
Fall Benchmark Expectation
Number of weeks
Typical ROI (slope)
Determine Typical ROI
Divide total number of units gained (CWPM, CDPM, correct responses) by the number of weeks that have elapsed.
Remember the Growth Rates?
Rate of Improvement – Comparison
Compare Student ROI to Typical ROI
Is Student’s ROI <
Aggressive/Reasonable ROI?
_________
x
__2___
=
_________
□ Yes □ No
Typical ROI Aggressive ROI
OR
___________ x
__1.5___
=
_________
Typical ROI Reasonable ROI
If the team answers “yes”, consider a change in intervention
New for Psychologists
See Page 12
What does this data tell us?
K student – based on current ROI, it will take 20 weeks to meet goal
1st student – will take 40 weeks to meet goal
2nd gr student – will take 60 weeks to meet goal
HS student – will take 1200 weeks to meet goal
Rate of Improvement
In order to be effective, the Student’s ROI must be greater than the ROI of a typical student in order to close the gap and return to grade level functioning.
Intervention Student ROI
Expected ROIGap
ROI and Decision Rules
• 4 data points
• 1-2 variables
• Change in intervention must be considered within each tier before moving to the next tier of intervention
PROGRESS MONITORING WITHIN PATH DRIVER
Analyzing the data
Standardize the Process Customize the Implementation
Student Progress Monitoring
Reports Tab – Progress Monitoring
Intervention Changes
• Increasing frequency of sessions• Changing interventions• Changing intervention provider• Changing time of day intervention is delivered
**Remember to document changes in Path Driver – Classes, Student Tools, Manage Case History – and make an event line!
Data Points - Another Wait to Fail Model?
Although data points are associated with intervention effectiveness and tier movement, this is not another wait to fail model. We are providing increasingly intensive intervention throughout the process to determine areas of need earlier (prevention) and intervene more effectively (intervention).
Data Points and Intervention ChangesIf PM every week, need minimum of 10-15 data points
If PM every other week (EOW), need minimum of 8-10 data points
However, just because you have 10 data points, does not mean the student must move tiers; movement/changes are dependent on what the data tells us
– more time needed?
EXCEPTIONS TO THE RULEImmediate movement from Tier I to Tier III
Standardize the Process Customize the Implementation
Immediate Tier III Placement• Students performing significantly below grade level may need to be
placed directly in Tier III intervention; however, they must still receive the total amount of time for intervention required in Tier II in addition to the time required in Tier III. Ex: 10 weeks in Tier II + 10 weeks in Tier III.– If directly in Tier III, still need to meet criteria of Tier II
intervention time– Provided same amount of time to respond as student who first received
Tier II interventions– Students must be given adequate time to respond to prescribed
intervention before a referral is made. (min. 20 weeks)– Purpose is to increase intensity of intervention, not to shorten
the duration of the intervention period.– Students placed directly in Tier III demonstrate a higher level of
need and may require several rounds of Tier III intervention before results yield desired effects.
PARENT COMMUNICATIONWhen, why and how
Standardize the Process Customize the Implementation
District Work
The district is in the process of developing a presentation discussing RTI2 implementation that is geared specifically toward parents. This will be similar to the prezi currently on the wiki that was viewed by schools this spring.
The state is also hosting parent communication trainings in the grand divisions.
Parent Communication
• Dates and duration of universal screenings– District communicates this through calendar
– Fall: August 18th – 29th – Winter: November 24th – December 10th – Spring: March 23rd – April 2nd
• Before initiating tiered intervention• Before discontinuing tiered intervention• Inform of PM data in writing every 4.5 weeks• Referral to special education / evaluation
SCHOOL TEAMSQuestions to answer
Standardize the Process Customize the Implementation
School Teams: Decisions to Make1. Who will be responsible for scheduling PM within Path
Driver for targeted students?2. How will the decision on what area to PM and how often be
made? When will it be made?3. Who will be responsible for ensuring students took PM
assessment EW/EOW?– Written Schedule Reviewed at Grade Level Mtgs?– Calendar invites as reminders?– What if the PM occurs outside of Path Driver?
4. How will data teams/grade level collaboration be scheduled? What will occur? Agenda?
5. Who is responsible for parent communication?– Are you remembering to keep a school copy for records?
Tiers without Tears!Part Deux
A.K.A.
School Teams: Decisions to Make1. Who will be responsible for scheduling PM within Path
Driver for targeted students?2. How will the decision on what area to PM and how often be
made? When will it be made?3. Who will be responsible for ensuring students took PM
assessment EW/EOW?– Written Schedule Reviewed at Grade Level Mtgs?– Calendar invites as reminders?– What if the PM occurs outside of Path Driver?
4. How will data teams/grade level collaboration be scheduled? What will occur? Agenda?
5. Who is responsible for parent communication?– Are you remembering to keep a school copy for records?
3 – 2 – 1
3 -- Please list 3 key ideas from yesterday
2 – List 2 areas your team will need to have as a training focus
1 – One remaining question...
Data Team Meeting
Let’s Discuss...
Please remember to use accountable talk!
Clarifications?
Questions?
INTERVENTIONS
Academy of Reading, Academy of Math and Making Connections Intervention
Standardize the Process Customize the Implementation
Additional Intervention OptionsIf you are not utilizing Academy of Reading / Academy of Math, other available resources include:
– District intervention database• http://cmcssrti.wikispaces.com/Intervention+Database
– FCRR • http://fcrr.org/for-educators/sca.asp
– Khan Academy • https://www.khanacademy.org/
– Intervention Central• http://www.interventioncentral.org/
FIDELITY
Ensuring we accurately deliver instruction and intervention as intended by the publisher
Standardize the Process Customize the Implementation
RTI2 Expectations – Elem. ELATier I Daily Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction / Intervention Time
150 K-2nd
90 (120*) 3rd-5th 20 K30 1st – 5th
40-45 K45-60 1st – 5th
Ratio N/A 1:5 1:3
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
See page 10 & 10a
RTI2 Expectations – Elem. MathTier I Daily Instruction (all)
Tier II (some; <25th %ile) Tier III (few; <10th %ile)
Instruction / Intervention Time
60 K-1st
75 2nd 90 3rd – 5th
20 K-1st 30 2nd – 5th
40-45 K- 1st
45-60 2nd – 5th
Ratio N/A 1:5 1:3
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period
3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
RTI2 Expectations – MS/HS ELATier I Daily Instruction (all)
Tier II (some; <25th %ile)Tier III (few; <10th %ile)
Instruction / Intervention Time
55 minutes (daily)90 minutes (block)
30 minutes 40-55 daily (225-275/wk)45-60 block (225-300/wk)
Ratio N/A 1:6 1:6 6th – 8th 1:12* 9th - 12th (intervention courses w/codes)
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
RTI2 Expectations – MS/HS MathTier I Daily Instruction (all)
Tier II (some; <25th %ile) Tier III (few; <10th %ile)
Instruction / Intervention Time
55 mins (daily)90 mins (block)
30 minutes 40-55 daily (225-275/wk)45-60 block (225-300/wk)
Ratio N/A 1:6 1:6 6th – 8th 1:12* 9th - 12th (intervention courses w/codes)
Progress Monitoring
PM 3x/yr via universal screening
PM 10-15 weekly data pts or 8-10 EOW data points
PM 10-15 weekly data pts or 8-10 EOW data points
Fidelity Checks 1x/marking period 3x/marking period2 direct observation1 review of implementation data
5x/marking period3 direct observation2 review of implementation data
Fidelity Checks – Why?
• Purpose– ensure the accuracy and extent to which Core
instruction (Tier I) and Tier II / Tier III interventions are implemented as intended by the author/publisher
Fidelity Checks – What?
• What?– Systematic monitoring to determine the extent to
which delivery of an intervention adheres to the protocol as originally developed.
– Implementation integrity – Student / Teacher attendance
• Document dates and time involved; if student is misses 15 minutes of daily Tier II intervention, can you say the intervention has truly been delivered with integrity?
Fidelity Checks – How?
• How – Tier I?Once per marking period
–Review of lesson plans, scope and sequence guides, etc.–Review of teacher-submitted daily schedule–Observations of teachers during the TEAM process–RTI2 data meetings – review of data discussed–Implementation and Alignment to CCCSS
Fidelity Checks – How?• How – Tier 2?
3 times per marking period–Direct Observations (2)
• Unannounced• During intervention time• Focused on individual students
–Review of Implementation Data (1) – Psychologist • Lesson Plans and/or schedules
– Includes attendance and reasons for absence• Review of progress monitoring data
Fidelity Checks – How?• How – Tier 3?
5 times per marking period
–Direct Observations (3)• Unannounced• During intervention time• Focused on individual students
Fidelity Checks – How?• How – Tier 3?
5 times per marking period
–Review of Implementation Data (2) - Psychologist• Lesson Plans and/or schedules
– Includes attendance and reasons for absence• Interventions used• Review of progress monitoring data• Anecdotal information that may account for student
progress or lack thereof
Review of Implementation Data
See Handout
Fidelity – How Well?
80% or greater in:
- Implementation integrity (checklists)-Attendance (review of data)-PM probe administration
Fidelity – Who?TN guidance indicates the following personnel as possibilities:
Administrators or appointed designeesInstructional CoachesRTI Coordinators, fidelity teamsSchool PsychologistsSPED TeachersGuidance Counselors
District will provide additional guidance as to what personnel are appropriate for which type of fidelity check.
ENGLISH LANGUAGE LEARNERS
How to handle ELL students through the universal screening and intervention process
Adapted from State by Cheryl Roby
Standardize the Process Customize the Implementation
ELL and Tier I Instruction• Should participate in Tier I ELA and Math
Instruction focusing on CCSS
• Scaffolding and differentiation should be in place with collaboration from ELL teachers
• ELL services will enrich CCSS and incorporate World-Class Instructional Design and Assessment (WIDA)
Adapted from State by Cheryl Roby
ELL and Universal Screening• All students participate in universal screening
process for math; If Level 1 or 2, they do not participate in universal screening for reading
• If scores fall below the 25th %ile:– ELDA 1 or 2 / TELPA 1 or 2 receive 60
minutes of ELL services, but not tiered intervention
– ELDA 3 or 4 / TELPA 1 receive 30 minutes of ELL services and tiered interventions
• Services can be push-in / co-teaching or pull-out• May require more time in interventions
Adapted from State by Cheryl Roby
ELL and Universal Screening
• When discussing movement in or out of a tier, an ELL teacher must be present in the RTI2
data meeting
Adapted from State by Cheryl Roby
RTI, SPECIAL EDUCATION, S-TEAM AND 504
How it all fits together
Standardize the Process Customize the Implementation
RTI Tiers and SPEDSPED is a level of service, not a place.
Students identified as requiring intervention outside of the tiers (i.e., SPED) will receive that intervention for a particular skill deficit, as per their IEP.
However, students may also participate in intervention within the tiers.
SPED example: Tier + SPED
• Amy is identified as having a Specific Learning Disability in Basic Reading Skills. She also struggles with math calculation, but did not meet identification criteria in that area. How may Amy’s needs be served?
Ideas? 1. 2. 3.
AMY
Amy will receive core instruction in reading and math through the 90 minute blocks in Tier I.
To address her skill deficit in math calculation, she will participate in Tier II/III intervention during intervention block
To address her skill deficit in basic reading skills (area of SLD), she will participate in reading intervention through SPED during intervention block
Out With the Old, In With the NewOld Way (Then)- Discrepancy
• Student is identified as SLD; specific area of deficit not mentioned on ER
• Once student identified as SPED, any/all services provided as deemed necessary by IEP team
• Amy receives SPED services in reading (basic, fluency and comprehension) and math calculation.
New Way (Now) - RTI
• Student is identified as SLD in specific areas of deficit; not as an overall category
• Services must be provided based on data (both within and outside of SPED), proof of LRE must be demonstrated
• Amy receives basic reading skills intervention through SPED, but math calculation through the tiers, based on data from universal screening.
RTI and Support TeamMiddle / High SchoolsNo changes; All referrals go through S-Team.
ElementaryStudents referred for categories other than SLD go through S-Team. ex: OHI, ED
Students suspected of SLD will be in the tiers for intervention and grade-level collaboration/data teams will make referral decisions
S-Team Example
Teacher reports Amy is easily distracted, has a difficult time remaining in her area, often blurts out answers and has issues initiating and completing tasks. She has poor grades across the board.
How do we handle Amy’s referral?
AmyAmy goes through S-Team based on suspicion of OHI (AD/HD)
The 504 and S-Teams should work together on Amy’s case (support in place while S-Team process is ongoing; evidence of LRE)
Amy receives intervention through the tiers throughout this time, if supported by data from universal screening
RTI and 504● 504 procedures have not changed● 504 Laws have not changed● If a student has an impairment that
substantially limits them as compared to their non-impaired peers, then they qualify for 504.
● RTI should make determining eligibility easier.
● If a student is in intervention, and they have a medical diagnosis, then they most likely will qualify for a 504 plan.
INTELLECTUALLY GIFTED
How to handle students needing enrichment through the universal screening and intervention process
Information provided by Inge Willich and Theresa Rohaly
Standardize the Process Customize the Implementation
Intellectually Gifted and RTI - Changes?
Identification standards for IG have not changed
The state’s mandate of a grade-level mass screening no longer exists
Information provided by Inge Willich and Theresa Rohaly
Key Ideas
Focus on “adverse impact”
• General Education Classroom Documentation of Classroom Interventions - Form A or B
Differentiation of instruction/intervention in Tier I
If in intervention, it must be worthwhile; strategic, meaningful and promote growth.
Information provided by Inge Willich and Theresa Rohaly
Upcoming PLAN activitesDifferences between High Achievers and Intellectually GiftedJune 3 7:30-10:30am What constitutes gifted? (4591.10657)
Differentiation for advanced students within the general education setting
June 20th7:30-10:30am Elementary Gifted Strategies (4624.10810)8:00-3:00 MS session (4590.10656)
July 18th 7:30-10:30am HS session (4629.10841)8:00-3:00 MS session (4590.10670)
RTI RESOURCESStandardize the Process Customize the Implementation
Helpful ResourcesGeneral Resources:
www.tnspdg.comhttp://cmcssrti.wikispaces.com/www.Rtinetwork.org
Intervention Resources:http://cmcssrti.wikispaces.com/Intervention+Database www.Fcrr.orgwww.Interventioncentral.orgwww.Khanacademy.org
See Handout 15
Sample Schedules – See Handout
Contact Information
Dr. Patti Wilson, NCSP, HSP #2411Support Team Coordinator / School [email protected]
Julie Combs, At-Risk [email protected](931) 920-7953
Questions?
Feedback is a gift!
Ask questions via email or parking lot
PLAN evaluation
Standardize the Process Customize the Implementation