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SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS

FOX Conference

March 1, 2014

GOALS FOR TODAY: I CAN

I. Understand the purpose of RTI and how it fits into school culture and climate

II. Explain each tier of instruction

III. Understand the details of implementation

CHANGE FROM TEACHING TO LEARNING FROM ISOLATION TO COLLABORATION FROM INTENTIONS TO RESULTS

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OUR TEAM Dr. Linda Gilbert: Director of Schools

Dr. Caresa Brooks: Coordinator, Reading and Instructional Interventions

Dr. Tammy Garrett: Principal, Hobgood Elementary

Doris Coffey: Academic Interventionist, Hobgood Elementary

Rebecca Sublett: Academic Interventionist, Hobgood Elementary

Sarah Wylie: Academic Interventionist, Hobgood Elementary

FOUR VALUES

Truth

Trust

Open Communication

Focus First on Children

FOCUS FIRST ON CHILDREN

DIRECTOR

STUDENTS

TEACHERS

PRINCIPALS

DIRECTOR

C. O. STAFF

BOARD

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THE WHOLE CHILD

MASLOW

TEAM MATTERS

https://www.youtube.com/watch?v=s46M7AGG39I

https://www.youtube.com/watch?v=1qzzYrCTKuk

PROFESSIONAL LEARNING COMMUNITIES

1. What do we expect students to learn?

(Tier 1—standards/expectations)

2. How will we know they have learned it?

(Universal Screeners and formative assessment)

3. How will we respond when students experience difficulty

learning?

(Intervention-Tier 2 and 3)

4. How will we respond when students already know it?

(Intervention Tier 2)

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IMPACT OF INTERVENTION

ALL

2010 2011 2012 2013

Below Basic 12.3 8.3 6.3 5.9

Basic 37 38.1 34 33.4

Proficient 38.3 40.5 43.9 45.4

Advanced 12.4 13.1 15.8 15.3

ECONOMICALLY DISADVANTAGED

2010 2011 2012 2013

Below Basic 18.1 12.6 10.2 9.5

Basic 43.8 45.6 41.7 43.2

Proficient 31.2 33.6 39.5 39.2

Advanced 6.9 8.2 8.6 8.1

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STUDENTS WITH DISABILITIES

2010 2011 2012 2013

Below Basic 30.3 17.8 14.8 17.8

Basic 42.1 40.3 44.8 42.1

Proficient 18 25.1 24.6 26

Advanced 9.6 16.8 15.8 12.5

ENGLISH LANGUAGE LEARNERS

2010 2011 2012 2013

Below Basic 30 7.2 5.6 4.9

Basic 46.3 37.6 33.1 32.2

Proficient 20.5 41.7 45 47

Advanced 3.2 13.5 16.3 15.9

RTI2 BASICS

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PURPOSE OF RTI

• Number 1 purpose is to provide early prevention and early intervention for academic difficulties

• RTI will be the ONLY avenue to special education for students with Learning Disabilities (LD) beginning next school year

• RTI replaces the Discrepancy Formula for identification of LD

TIER 1 INSTRUCTION General Education Curriculum

ALL STUDENTS

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NEW GUIDELINES FOR TIER 1 TIME

Reading K 1 2 3 4 5 6

Tier 1 150 150 150 **90 **90 **90 90

Tier 2 20 30 30 30 30 30 30

Tier 3 20 30 30 30 30 30 30

Math

Tier 1 60 60 75 90 90 90 90

Tier 2 20 20 30 30 30 30 30

Tier 3 20 20 30 30 30 30 30

**3-5 reading--120 minutes recommended

THOUGHTS ABOUT TIER 1

• Schedules

• Must build intervention blocks into a master schedule

• This should work for 80-85% of our students • If it’s not, we must look at what we are doing as our core

curriculum

• K-3 Extra reading time

• 2-6 Extra math time

TIER 2 INSTRUCTION SOME students (10-15%)

Students scoring in the lowest 25% on Universal Screeners

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WHO IS IDENTIFIED AS TIER 2?

• Students scoring in the lowest 25% on Universal Screener

• Intervention Block • We have TWO Tier 2 interventions in the schedule: one for

reading and one for math

READING TIER 2

• Students are divided during Tier 2 reading intervention time

• High

• Medium

• Low (TIER 2): Classroom Teachers/Small group/documentation

• Sped

• ELL

• LOWEST 10% (Interventionists)

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TIMES IN TIER 2

Reading K 1 2 3 4 5 6

Tier 1 150 150 150 **90 **90 **90 90

Tier 2 20 30 30 30 30 30 30

Tier 3 20 30 30 30 30 30 30

Math

Tier 1 60 60 75 90 90 90 90

Tier 2 20 20 30 30 30 30 30

Tier 3 20 20 30 30 30 30 30

**3-5 reading--120 minutes recommended

WHAT ABOUT MATH???

• Tier 2 built into the schedule!

• Teachers will level their students at this time

• Classroom Teachers provide the math intervention

TIER 3 INTERVENTION FEW students (3-5%)

<10th percentile OR 1.5 to 2 years below grade level

Special Education

ESL

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TIER 3

• ONE intervention block built into the schedule

• Can be reading, math, writing or all the above

• INTENSIVE intervention for our lowest performing students

TIME IN TIER 3

Reading K 1 2 3 4 5 6

Tier 1 150 150 150 **90 **90 **90 90

Tier 2 20 30 30 30 30 30 30

Tier 3 20 30 30 30 30 30 30

Math

Tier 1 60 60 75 90 90 90 90

Tier 2 20 20 30 30 30 30 30

Tier 3 20 20 30 30 30 30 30

TOTAL TIME: TIER 3

Reading K 1 2 3 4 5 6

Tier 1 150 150 150 **90 **90 **90 90

Tier 2 20 30 30 30 30 30 30

Tier 3 20 30 30 30 30 30 30

Combination 40 60 60 60 60 60 60

Math

Tier 1 60 60 75 90 90 90 90

Tier 2 20 20 30 30 30 30 30

Tier 3 20 20 30 30 30 30 30

Combination 40 40 60 60 60 60 60

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SPECIAL EDUCATION…

• Must provide intervention AND progress monitoring in the area of deficit

• Basic Reading

• Reading Comprehension

• Reading Fluency

• Math Calculations

• Math Problem Solving

• Written Expression

SPECIAL EDUCATION….

• This is still rolling out (how students will move through the tiers to special education)

• Nonresponse to interventions will be the criteria for eligibility for Specific Learning Disability ONLY

• Begins July 1, 2014

TIER 1 INSTRUCTION General Education Curriculum

ALL STUDENTS

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TIER 2 INSTRUCTION SOME students (10-15%)

Students scoring in the lowest 25% on Universal Screeners

TIER 3 INTERVENTION FEW students (3-5%)

<10th percentile OR 1.5 to 2 years below grade level

Special Education

ESL

BIG 4 FOR THIS YEAR (RTI2)

Master Schedules

Universal Screeners

Interventions

Data Teams

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I. MASTER SCHEDULE

What does it REALLY look like?

HOW DO I CREATE “IT”?

Build “IT” around Tier II Reading Tier II Math Tier III Intervention (and of course lunch)

II. UNIVERSAL SCREENER

• Identifying Skill deficits

• Standards versus skills

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THE READING ROPE

Language

Comprehension

● Background Knowledge

● Vocabulary Knowledge

● Language Structures

● Verbal Reasoning

● Literacy Knowledge

Word Recognition

● Phonological Awareness

● Decoding (and Spelling)

● Sight Recognition

Reading is a multifaceted skill, gradually acquired over years of instruction and practice

SKILLED READING: fluent execution and coordination of word

recognition and text comprehension.

Increasingly strategic

Increasingly automatic

AREAS OF DEFICIT READING

• Basic Reading • Phonological Awareness • Decoding skills (and spelling) • Sight word recognition

• Reading Fluency • Retrieval speed • Reading quickly, correctly, and with expression

• Reading Comprehension • Background Knowledge • Vocabulary Knowledge • Language Structures • Verbal Reasoning • Literacy Knowledge

IDENTIFYING SKILL DEFICITS

• Benchmark Testing

• Red Flag that something is wrong

• Much like a thermometer; a fever indicates something is wrong….but what???? Have to go deeper

• Skills Assessment

• Identify deficit then assess that skill for instruction

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EXAMPLE

• 3rd grade student flags in reading CBM (fluency measure) at the 8th percentile

• Questions to ask:

• Is the fluency deficit due to a Basic Reading Deficit?

• If you don’t ask this question, you could provide intervention for a fluency deficit and never address the underlying deficit

• How far below the standard is the student?

• What skills must be remediated to help the student reach the standard?

• INTERVENTION

EXAMPLE (CONT’D)

• 3rd grade student

• RTI team feels the student has deficit Basic Reading Skills

• Administer a test of phonological processing and basic decoding and sight word recognition

• This student is found to have deficits in phonemic segmentation, confusing short and long vowel patterns (reading and spelling), and poor retrieval speed

EXAMPLE (CONT’D)

Standard for third grade

• Know and apply grade-level phonics and word analysis skills in decoding words.

• Prefixes and suffixes

• Multisyllable words

• Read irregularly spelled words

SKILL DEFICIT (to reach this standard)

• Phonemic Segmentation

• Read and spell short vowel sounds

• Read common sight words in first and second grade

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UNIVERSAL SCREENERS

Who? (Academic Interventionists)

What? (AIMSweb)

When? (3 Times per year) + progress monitor lowest 25%

UNIVERSAL SCREENER

Benchmarking

Progress Monitoring

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BENCHMARKING TESTS READING Kindergarten

--Letter Name and Letter Sound

First Grade

Fall: Nonsense Words and Phoneme Segmentation

Winter: CBM

Spring: CBM

2nd-6th

CBM and Maze

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BENCHMARKING TESTS MATH

Kindergarten (administered by AI)

Counting Number ID Quantity Discrimination

First Grade (administered by AI)

Number ID Missing number Quantity Discrimination

Second-Sixth (administered by AI; teachers score)

MCAP

BENCHMARKING TIME

Kindergarten: 5 minutes per child

1st grade: 5-7 minutes per child

2nd-6th: 4 minutes individually;

11 minutes per class

Time to enter EVERY score

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AREAS OF DEFICIT--READING

Area of Deficit

Basic Reading Reading Comprehension Reading Fluency

AIMSweb

LN, LS, PSF, NWF Maze

CBM

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AREAS OF DEFICIT--MATH

Area of Deficit

Math Computation

Math Problem Solving

AIMSweb

Item Analysis

Tests of Early Literacy

MCAP

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PROGRESS MONITORING <25%

Reading Fluency (CBM)

Reading Comprehension (Maze)

Basic Reading (LS, LN, PSF, NWF)

Math Calculations

Math Problem Solving Every other week

Math (one week)

Reading (next week)

III. INTERVENTION

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IDENTIFYING STUDENTS

• Benchmarking takes place three times a year: fall, winter, and spring.

• Students who are identified at the lowest 10% of AIMS in reading fluency and/or MAZE qualify for intervention with an academic interventionist.

• Students who are identified at 11%-25% work with a classroom teacher in a separate small group.

INTERVENTION

• Letters are sent home to inform parents their child is receiving intervention. Monthly progress reports go home to parents as well.

• Interventionists review data to split students into groups with the same needs.

• Interventionists also meet with an administrator and the grade level team.

• Every student is placed in the intervention that best fits their academic needs.

• Look for groups that need extra support and place our EA help in those classrooms.

INTERVENTION

• Sessions are held for 30-60 minutes depending on whether they are Tier 2 or Tier 3 or both.

• If a student qualifies for both reading and math, they go to:

Tier 3 reading three days/week

Tier 3 math two days/week.

• However this must change next year to include 5 days of Tier 3 instruction for both reading and math.

• Research based practice suggests that we keep groups to 3-5 students in order to be most effective.

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INTERVENTION

• To get at the skills students need we pre-test:

• Sidewalks,

• SPIRE,

• Rigby Benchmark,

• other assessments (Survey Level assessments)

• To teach skills that pre-tests indicate are necessary:

• Sidewalks, (keep in mind that Sidewalks is written 1 year below grade level)

• SPIRE

• Rigby Benchmarking

• other research based materials

• Supplement with other materials if skills or reading levels call for it

INTERVENTION

• Measuring continued progress… • AIMS for fluency and comprehension • Think-Link probes for all other language arts skills • Pre and post tests

• Individual student goals are set in our AIMS monitoring program. • As students meet their goals, they either move up to their next

goal (if working below grade level) • They are moved out of the intervention group and up to the

next level of intervention to make sure they continue to make the most progress.

• This means that our groups are fluid and flexible. We do not necessarily work with the same kids all year long.

RTI MEETINGS

• Every 4 weeks RTI meetings take place to discuss students in the 0-25%.

• RTI meetings include interventionists, Exceptional Education Specialists, ESL teachers, grade level teachers, a special area representative, administration, social worker, school counselor, school psychologist, and a representative from district office.

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5-3-1

• 5-3-1—Discussion points…

• A week before RTI meetings, teachers are given a 5-3-1 to address concerns they want to discuss about a student. The 5-3-1 addresses these questions…

• What are 5 things you would like to discuss during this RTI meeting?

• Circle your top 3 choices of discussion points listed above.

• Star the 1 burning discussion point you need to have answered during our meeting.

RTI MEETINGS…

• During the RTI meeting, teachers have the opportunity to discuss their concerns and strategies they are using in the classroom. The RTI team will discuss other skills and strategies to adjust in the learning plan of the student.

• Action plan and documentation is key in the RTI meeting. The principal documents the plan and interventionists document student RTI files.

RTI MEETINGS…

• If a strategy and skill is not working, the RTI team will create a plan or “tweak” in students program.

• If questions or concerns are not answered during the RTI meeting, a follow up meeting takes place within a week of the scheduled RTI meeting.

• The principal plays a key role in follow up with action steps, documentation, and making sure everyone is accountable for following through the action plans.

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DOCUMENTATION EXAMPLE…

Student Teacher PM Services Intervention Teacher

Notes Action Steps/Person responsible for action step

Action Step Notes/Follow up

5th Grade RTI Meetings Documentation 2013-14 Hobgood Elementary

IV. DATA TEAMS

DATA TEAMS

• Data Teams are the next step for our district. Hobgood has started the data team process this year.

• There is one member from each PLC team on the data team. Those members take what is learned from the data meetings back to their PLC meetings so that all the PLC meetings are about discussing data and strategies.

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ANALYZING DATA

• There are six steps used by collaborative, instructional, grade-level teams to collect and analyze data and used to drive instruction. Teams use common formative assessments and based on the results create goals and determine and implement research-based interventions for diverse learners.

1.) Collect and chart data

2.) Analyze data and prioritize needs

3.) Set/review/revise SMART goals

4.) Select research-based instructional strategies

5.) Determine results indicators

6.) Monitor and evaluate results

Bring this chart completed to the PLC meeting along with work samples from each group. During steps 2-5 be prepared to reflect using student work samples.

Teachers # Exceeding Standard Meeting Standard Approachng Standard Far Below Standard

# % Names # % Names # % Names # % Names

Teacher 1

Teacher 2 ###

###

###

###

Teacher 3 ###

###

###

###

Teacher 4 ###

###

###

###

###

###

###

###

New

Moved

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EXAMPLE OF SIX STEP DATA PROCESS

• Example: Kindergarten Intervention Group (Lowest 10%)

1.) Teachers give a pre-assessment (letter names, letter sounds, sight words). Teachers chart the data to identify which students need skills.

2.) Teachers analyze the data to see how to group the students that we have during the Kindergarten Intervention time.

3.) Teachers set a SMART goal. % of students will master the letter names, letter sounds, sight words taught in a 2 week time period. Goals are revised as needed.

EXAMPLE (CONTINUED)

4.) Teachers select the instructional strategies. For the K students we work with we use a lot of multi-sensory strategies. We show the students different objects that begin with the letter being taught, pictures of objects, shaving cream to practice writing letters, stoplight paper to practice writing letters, magnetic letters, segmenting the sounds in words using magnetic chips and wands, etc.

5.) Teachers look at students’ behavior and work.

6.) Teachers monitor how the students are progressing. Teachers give a post-assessment to show whether the students have met the goals set. Teachers are able to see if the strategies they used were effective or not. Do we need to try different strategies with certain students?

Caresa Brooks

615-893-2313