RTI² Overview

Response to Intervention?

RTI² is NOT......Just a special education initiative...Only for students with disabilities...Only for beginning reading...A way of reducing costs or eliminating

special education or the LD category...This year’s reform or a short-term

implementation based on “RTI in a Box”...A way to fix schools with weak core

instruction

Response to Intervention is...

A multi-tiered, layered instructionalapproach that identifies problems first,and then brings increasingly intense

interventions to students who do not respondMaking instructional decisions based on dataIntegrating multiple programs with general

educationProviding relevant data for SLD identificationPrimary goal: Improving academic outcomes for

all students

Our transition to Common Core Standards is central to strengthening Tennessee’s competitiveness

Source: “Projections of Jobs and Education Requirements Through 2018” (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT

Tennessee’s Competitiveness

Only 21% of adults in TN have a college degree

TN ranks 46th in 4th grade math and 41st in 4th grade reading nationally

54% of new jobs will require post-secondary education

Only 16% of high school seniors in TN are college ready

What is RTI2?

A systematic and data-based method for addressing academic concerns:

◦identifying◦defining &◦resolving

Brown-Chidsey & Steege (2010)

RTI2 is a general education initiative….

Components of RTI2

◦High-quality instruction ◦Frequent assessment of academic skills

◦Data-based decision making

Brown-Chidsey & Steege (2010)

Problem SolvingAt each tier within RTI2, a problem solving model

is employed to make decisions

• Analyze the Results of

Implementation• Determine Next

Steps

• Analyze the Assessment Plan

Results• Develop an

Intervention Plan

• Define the Problem• Develop an Assessment Plan

Implement PlanProgress Monitor

Problem Identification

Problem AnalysisPlan Evaluation

Areas of Deficit

Basic Reading Skills (letters, letter sounds, decode)

Reading ComprehensionReading fluencyWritten expressionMath calculationMath reasoning (problem solving)

TN RTI² Model

ALL students receive research-based, high

quality, general education instruction that

incorporates ongoing universal screening and ongoing assessment to

inform instruction.

In addition to Tier I, interventions are provided to students that fall below the 25th percentile on universal

screening and are struggling academically. Research-based interventions will be provided

to students within their specific area(s) of deficit.

These students are progress monitored every other week using a tool that is sensitive to change in area of deficit and that provides a Rate of

Improvement (ROI) specific to the individual deficit.

In addition to Tier I and Tier II, increasingly intensive

interventions are provided to students that have not made significant progress in Tier II,

are 1.5-2.0 grade levels behind or are below the 10th percentile. Research-based

interventions will be provided to students within their

specific area(s) of deficit. These students are progress monitored every other week using a tool that is sensitive to change in area of deficit and that provides a Rate of

Improvement (ROI) specific to the individual deficit.

Based on Universal Screening results, all students fit one of these categories:

• Does NOT meet grade-level expectations

• Ready for grade-level instruction

• Exceeds advanced expectations

Tier I – Core InstructionShould be meeting the needs of 80 – 85% of the students.

• High quality instruction• Data-driven• High quality prof. dev. And

support

Based on ongoing assessment, students will fit into one of three categories:• Does not meet grade-level

expectations• Meets grade-level

expectations• Exceeds grade-level

expectations

Tier II – Targeted InterventionShould be meeting the needs of 10-15% of the students.

• For struggling and advanced students

• Additional time• High quality, matched to

area of need• Highly trained personnel• 12 weeks minimum

Based on progress monitoring, students will fit into one of two categories:• Does not meet grade-level

expectations• Meets grade-level

expectations

Tier III – Targeted InterventionShould be meeting the needs of 3-5% of the students.

• For small % who have received Tier I and II

• Most intensive, matched to area of need

• Highly trained personnel• 15 weeks minimum

Based on progress monitoring, students will fit into one of two categories:• Does not make significant

progress• Makes significant progress

Consider possible need for Special Education referral after 22 weeks of intervention.

SLD Standards

Tier III Replacement Decisions/Special Education

Specific Learning Disabilities

One of the Evaluation Standards for SLD:“The team must determine that

underachievement is not primarily the result of:Visual, Motor or Hearing DisabilityIntellectual DisabilityEmotional DisturbanceCultural FactorsEnvironmental or Economic FactorsLimited English ProficiencyExcessive Absenteeism (if more than 23%,

must continue intervention until % improves)

General Guidelines

General Guidelines

No intervention is effective if itdoes not involve the academicskill itself (must read, do math,and write)

The longer intervention is delayed, the slower the response (on average) and the

greater the need for intensityIntervention begins in the general education

classroomProgress should be assessed at all levelsThe new TN RTI² Framework is scheduled to

take effect July 1, 2014.

Requirements

What is Required?

Universal ScreeningTier ITier II and Tier IIIProgress MonitoringDistrict and School RTI² TeamsFidelity of ImplementationParent Contact/CommunicationHighly Trained Personnel

RTI² Manual

Universal Screening

“The Universal Screening tool will be skills-based and provide national norms. It will be administered 3 times a year for grades K-8.”

RTI² Manual

Tier I

“Core instruction will be provided to ALL students using grade-level Common Core State Standards in ELA and Mathematics.”

RTI² Manual

Tier II

“Tiered interventions will be provided in addition to the core instruction provided at Tier I. Interventions will be research-based and will address a student’s area of deficit. They will be provided within the time frames described in the RTI² Manual.”

RTI² Manual

Tier III

“Students at this level receive daily, intensive, small group, or individual intervention targeting specific area(s) of deficit, which are more intense than interventions received in Tier II.”

RTI² Manual

Progress Monitoring

“Progress Monitoring will occur in the specific area of deficit at the frequency described in the RTI² Manual.”

RTI² Manual

District and School RTI² Teams

“District and School RTI² Teams will meet every 4.5 weeks at a minimum to make data-based decisions that inform instruction/ intervention.”

RTI² Manual

Fidelity of Implementation

“Fidelity monitoring is the systematic monitoring by a responsible instructional leader to determine the extent to which the delivery of an intervention adheres to the protocols or program models as originally developed.”

RTI² Manual

Parent Contact/Communication

“Parents will be notified of student progress. Parent contact is an essential component of RTI² and reinforces the culture of collaboration.”

RTI² Manual

Highly Trained Personnel

“Highly trained personnel will provide interventions. Highly-trained personnel are those who are adequately trained to deliver the selected intervention as intended with fidelity.”

Specific Situations

2nd Grade Scenario

According to his progress monitoring data, Cole, a 2nd grade student, is not making the necessary gains in order to meet grade-level expectations by the end of the year,. He is receiving Tier II fluency intervention.

At the November RTI² Support Team Meeting, what changes would you suggests to Cole’s instructional needs?

TAKE TWO – TURN – AND TALK

3rd Grade Scenario

In February the RTI² Support Team discussed Malik, a 3rd grade student who is not making the necessary gains in Math in order to meet grade-level expectations by the end of the year, according to progress monitoring data collected from Sept. – Jan.

What changes would you suggest to the Team?

TAKE TWO – TURN – AND TALK

5th Grade Scenario

Sarah, a 5th grade student, is making progress in Tier II but not enough to close the achievement gap. She is not on track to meet grade level expectations in oral reading fluency.

When the RTI² Support Team meets in February, what would you suggest?

TAKE TWO – TURN – AND TALK

6th Grade Scenario

Jackson, a 6th grade student, is making adequate progress in Tier II according to the progress monitoring data collected for first half of the year. He is on track to meet his end of the year goal.

At the mid-year RTI² Support Team Meeting, what suggestions would you have for the team?

TAKE TWO – TURN – AND TALK

Resources

TNcore.org

Conclusion

Have a Great Day

To Teachers That See THE Awesome:

Kid President

“What are YOU teaching the World?”