Response To Intervention (RTI)

Response To Intervention (RTI)

Comprehensive Student Support System (CSSS) Response To Intervention (RTI) Castle/Kahuku Complex Area Support Team (CAST) Professional Development February 24 and 25, 2014 1 Todays Desired Outcomes Understand the Comprehensive Student Support System (CSSS) Implementation Continuum Gain a deeper understanding of Response to Intervention (RTI)

2 Handouts CSSS Continuum How Do Our Schools Current Practices Align with the Essential Elements of RTI? Pyramid Response to Intervention Creating a PRTI - R.H. Dana Elementary School - Pioneer Middle School -

Whittier Union High School District Common Core Standards Implementation Process Model Pyramid Response to Intervention Pyramid Response to Intervention Pyramid Response to Intervention - Pyramid Response to Intervention 3 Systems/ RTI Data Teams

4 College and Career Readiness 5 Comprehensive Student Support System CSSS 6 7 Think Abouts Where are we going?

Where are we now? 8 Comprehensive Student Support System Implementation Continuum 15-16 Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies 2 APPLYING 1 ESTABLISHING School staff occasionally: demonstrates nurturing practices and implements a proactivestudent

behavior supportsystem. 3 INTEGRATING School staff frequently: demonstrates nurturingpractices and implements a proactivestudent behavior supportsystem. School Climate and Culture School staff rarely: demonstrates nurturingpractices and implements a proactivestudent behavior supportsystem. CSSS Critical Learning Supports The 6 critical elements of CSSSare The 6 critical elements of CSSS The 6 critical elements of CSSSare

rarely applied to meet theindividual are occasionally applied to meet frequently applied to meetthe individual the individual needs of all needs of all students: needs of allstudents: students: Personalized ClassroomClimate & Personalized ClassroomClimate & Personalized ClassroomClimate Instruction Instruction & Instruction Family School Community Family School CommunityPartnerships Family School Community Partnerships Support For Transitions Partnerships Support For Transitions Community Outreach Support For Transitions Community Outreach Crisis Prevention &Assistance

Community Outreach Crisis Prevention &Assistance Prevention & EarlyIntervention Crisis Prevention &Assistance Prevention & EarlyIntervention Prevention & EarlyIntervention Response to Intervention 4 SYSTEMATIZING School staff consistently: demonstrates nurturing practices and implements a proactive student behaviorsupport system. The 6 critical elements of CSSS are consistentlyapplied to meet the individual needs of all students: Personalized Classroom Climate

& Instruction Family School Community Partnerships Support For Transitions Community Outreach Crisis Prevention & Assistance Prevention & Early Intervention The following elements of RTIare The following elements of RTI applied to meet the individualneedsare applied to meet the individualneeds of 40-69% of of 0-39% of students: The following elements of RTIare applied to meet the individualneeds of 70-89% of students: The following elements of RTI are applied to meetthe individual needs of 90-100% of students: Universal Screening Progress Monitoring

Multi-tier System of Supports Data-driven decision-making Universal Screening Progress Monitoring Multi-tier System of Supports Data-driven decision-making Universal Screening Progress Monitoring Multi-tier System of Supports Data-driven decision-making students: Universal Screening Progress Monitoring Multi-tier System of Supports Data-driven decision-making Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013) Complex Area Field

Assessment Average As of Nov. 26 is 2.88 APPLYING 10 WHY CSSS and RTI? To provide support for ALL students to achieve success. The belief that ALL students are OUR students 11 High Quality Instructional Leadership

Curriculum Instruction Assessment 6 Critical Elements Comprehensive Student Support 12 CSSS Continuum 3 Areas of the continuum are: School 6 Climate Critical Elements Response

to Intervention 13 1. School Climate School demonstrates nurturing practices and implements a proactive student behavior support system. 14 2. 6 Critical Elements of CSSS Personalized Classroom Climate & Instruction Family School Community

Partnerships Support For Transitions Community Outreach Crisis Prevention & Assistance Prevention & Early Intervention 15 3. Definition of RTI Response to intervention (RTI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems. (National Center on Response To Intervention) www.rti4success.org

16 Tie 17 Tier 1 (80-90%) Universal All Students have access to rigorous high quality core instruction and School-wide positive behavior support

Differentiated instruction (WDO initiative) All students screened and monitored 3x year Uses research-based strategies to address the students needs Collect and analyze classroom data to make decisions 18 What Does Tier I Look Like? TIER 3 TIER 2 CCSS EES IM STEM

RTI FI/DT TIER 1 19 20 Danielson Domain 2 2b Establishing a Culture of Learning 2d Managing Student Behavior Domain 3 3b Using Questioning and Discussion

Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 21 Tier 2 (10-15%) Targeted Small group (up to 7 students with the same area of need) Targeted skill intervention Supplemental interventions that take place outside of core instruction (Tier 1)

3-5 times per week/30 or more minutes per session Positive behavior group interventions Progress monitoring every other week To determine next steps for students 22 Tier 3 (1-5%) Intensive Small group or individual (up to 3 students) Supplemental interventions that take place outside of core instruction (Tier 1)

Increased intensity and duration (daily 30 minutes or more) Specialized, intensive interventions for high-risk behavior Progress monitoring weekly or more To determine next steps for students 23 RTI Middle and High Schools Suggested strategies for making time for Tier 2 and 3 interventions: Modify Instructional Roles Modify Student Schedules Before or After-School Interventions Paraprofessionals to Conduct Interventions Doubling on ELA/Math

24 Why RTI? Effective implementation of RTI means: Sustained improvements in academic performance Decreased expulsion, behavioral referral, and suspension rates Decreased inappropriate special education referral and placement rates www.rti4wsuccess.org 25 RT(I)2 Response to Instruction Common Core; strong quality

instruction; what the teacher does Response to Intervention Targeted research-based instructional interventions (academic and behavioral) 26 Essential Components of RTI Universal Screening Progress Monitoring

School-wide, Multi-Tiered Prevention System Data-based Decision Making Process 27 Definition of Universal Screening is the practice of assessing all students in a school with valid measures in the major curricular areas (rdg/math), so that no student at risk falls through the cracks. 28 Universal Screening

PURPOSE: FOCUS: TOOLS: TIMEFRAME: To identify students who are at risk ALL Students Brief assessments that are valid, reliable and demonstrate diagnostic accuracy for predicting learning or

behavioral problems per Administered more than one time year (e.g., fall, winter, spring) 29 Interactive NCRTI Screening Tools Select Rdg/Math ://www.rti4success.org/screeningTools Elementary Secondary Select a Tool

http INFORMATION Cost Technology, Human Resources and Accommodations for Special Needs Service & Support Purpose & Other implementation information Usage & Reporting Filter

Compare 2 Tools Progress Monitoring Monitor students response to instruction and intervention PURPOSE: FOCUS: Students who are identified through screening as at risk. Brief assessments that are valid, reliable and evidence based. TOOLS: TIMEFRAME:

Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly) 31 Benefits of High Quality Student Progress Monitoring Accelerates learning due to students receiving more appropriate instruction More informed instructional decisions

Documentation of student progress for accountability purposes More efficient communication with families and other professionals about students progress Higher expectations for students from teachers Fewer special education referrals 32 33 Collect Organize data Monitor and determine next steps Identify areas

of strengths/ challenges & Prioritize Review the data and determine indicators to monitor Select areas to take action & set goals Select interventions/ strategies to focus on 34 What Do Effective Teams Look Like?

Are multi-disciplinary and include classroom teachers Follow a structured problem solving model Use data to analyze the academic or behavioral problem and match the student to effective, evidence-based interventions Develop a detailed research based intervention plan to help staff with the implementation Check up on the teachers success in carrying out the intervention 35 4 Key Questions of the

PLC/Data Teams What exactly do we expect all students to learn? How will we know if and when theyve learned it? How will we respond when some students dont learn? How will we respond when some students have already learned? DuFour, DuFour, Eaker, & Many, 2006 36 Types of Decisions (Data Based Decision Making)

Instruction Evaluate Effectiveness Fluid movement within the multi-level system Disability identification (in accordance with IDEA and Hawaii State Law) 37

Steps in RTI Systems Pyramid to intervention A solid core program (Tier 1) Universal Screening Differentiated support within Tier I Progress monitoring of students within the core program use of formative assessments Supplemental (Tier 2) intervention to students slightly below grade level Progress monitoring of students within a supplemental intervention 38 RTI Steps (continue) Intensive interventions (Tier 3) to students well below grade level Progress monitoring of students within an

intensive intervention Referral for formal evaluation for sped eligibility As part of determining eligibility, the data from the RTI process may be used to ensure that a student has received research - based instruction and interventions. 39 Helemano Schools RTI Implementation Checklist

Belief that all children can learn Consistent school wide curriculum/interventions Universal Screening /Progress Monitoring Tool Trained test administrators Personnel to interpret the data Time in school for interventions to be provided Personnel to provide timely and appropriate interventions 40 Time to conduct problem solving meetings What RTI is Not

Minor actions such as called the parents or moved the students seat Homework help or test preparation Interventions delivered during Tier I classroom instruction (no Tier 2/3 pullouts at this time) RTI Problem Solving team/Data Analysis Team is not a group whose purpose is to screen students to see if they should be referred to Special Education 41 RTI is not a program, but rather a system for meeting all students needs Pyramid Response to Intervention Pyramid Response to Intervention Austin Buffum Mike Mattos Chris Weber 42

: 43 How do we connect? TIER 3 TIER 2 CCSS EES IM STEM RTI FI/DT

TIER 1 44 Think Abouts Where are we going? Where are we now? How will we get there? 45 Comprehensive Student Support System Implementation Continuum 15-16 Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies 2 APPLYING 1 ESTABLISHING

School staff occasionally: demonstrates nurturing practices and implements a proactivestudent behavior supportsystem. 3 INTEGRATING School staff frequently: demonstrates nurturingpractices and implements a proactivestudent behavior supportsystem. School Climate and Culture School staff rarely: demonstrates nurturingpractices and implements a proactivestudent behavior supportsystem.

CSSS Critical Learning Supports The 6 critical elements of CSSSare The 6 critical elements of CSSS The 6 critical elements of CSSSare rarely applied to meet theindividual are occasionally applied to meet frequently applied to meetthe individual the individual needs of all needs of all students: needs of allstudents: students: Personalized ClassroomClimate & Personalized ClassroomClimate & Personalized ClassroomClimate Instruction Instruction & Instruction Family School Community Family School CommunityPartnerships Family School Community Partnerships Support For Transitions Partnerships

Support For Transitions Community Outreach Support For Transitions Community Outreach Crisis Prevention &Assistance Community Outreach Crisis Prevention &Assistance Prevention & EarlyIntervention Crisis Prevention &Assistance Prevention & EarlyIntervention Prevention & EarlyIntervention Response to Intervention 4 SYSTEMATIZING School staff consistently: demonstrates nurturing practices and implements a proactive student behaviorsupport system.

The 6 critical elements of CSSS are consistentlyapplied to meet the individual needs of all students: Personalized Classroom Climate & Instruction Family School Community Partnerships Support For Transitions Community Outreach Crisis Prevention & Assistance Prevention & Early Intervention The following elements of RTIare The following elements of RTI applied to meet the individualneedsare applied to meet the individualneeds of 40-69% of of 0-39% of students: The following elements of RTIare applied to meet the individualneeds of 70-89% of students: The following elements of RTI are

applied to meetthe individual needs of 90-100% of students: Universal Screening Progress Monitoring Multi-tier System of Supports Data-driven decision-making Universal Screening Progress Monitoring Multi-tier System of Supports Data-driven decision-making Universal Screening Progress Monitoring Multi-tier System of Supports Data-driven decision-making students: Universal Screening Progress Monitoring Multi-tier System of Supports

Data-driven decision-making Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013) Additional Resources National Center on Response to Intervention www.rti4success.org Universal Screening Chart http://www.rti4success.org/screeningTools http:// www.rti4success.org/progressMonitoringTools Progress Monitoring Chart - Intervention Central Jim Wright http://www.interventioncentral.org/hi_doe Tier 1, 2 and 3 powerpoints

47

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