Response to Intervention (RtI)

Oconto Falls School District February 2013

Why RtI

  Basis in NCLB (2001) ◦ Evidence based practices ◦ Assessment based data ◦ Introduced the three-tiered model of prevention/intervention. Tied to IDEA (2004) ◦ Specific Learning Disabilities Criteria ◦ No longer a “wait to fail” model ◦ DPI has issued requirement to use RtI for SLD identification by Dec. 1, 2013.

What is Response to Intervention (RtI)

 ◦ ◦ ◦ RtI includes: ◦

High Quality Instruction Balanced Assessment Collaboration Tiered System of Interventions

◦

Professional Development

High Quality Instruction

 100% of students have access – 80% should respond to this instruction

Balanced Assessment – Universal Screening

September Student Name

10 12 11 19

F&P

20 15 18 11 18 18 16 14 19 15 3 3 3 3 3

Gr

3 3 3 3 3 3 3 3 3 3

MAZE

21 11 22 10 11 19 10 10 17 14 2 9 7 16

Reading RIT %ile

66 35 90 32 68 68 68 73 84 77 14 45 32 53

Math RIT%ile

68 59 91 29 71 90 56 76 81 62 21 62 17 34

Math Computation Assess.

Math Concepts Assess.

42 22 63 5 13 9 15 8 42 24 26 6 18 32 11 8 6 4 9 7 7 35 5 16 1 10 4 7 3 3 3 3 13 12 13 10 11 13 13 9 23 40 48 9 19 31 91 11 23 24 35 25 6 3 8 3

Balanced Assessment – Progress Monitoring

Collaboration

   Data meetings – collaboration between classroom teachers, Title I staff, reading specialist, school psychologist, principal (3-4X per year) Grade level meetings (at least monthly) Intervention planning (as needed)

Sample Intervention Plan

Tiered System of Interventions

http://www.slideshare.net/Annie05/district-rti-presentation-presentation

Interventions (continued)

    Increase in intensity of Tier II interventions ◦ Fewer kids in Title I, but more time and focus on most needy students Classroom teacher—greater responsibility ◦ Differentiating instruction and providing Tier II interventions Additional targeted Tier III interventions ◦ Interventions focused on specific areas within literacy or math Evidence based interventions (delivered with fidelity)

Tier II and Tier III Interventions Currently Being Used

Intervention Program Barton Reading and Spelling (8 levels) Leveled Literacy Intervention Area of Intervention Reading - Phonemic Awareness/Phonic Reading - Phonics/Fluency/ Vocabulary/Comprehension Suggested Grade Level K-3 K-5 Tier of Use Tier III Tier II or III Read Naturally/Read Live RAVE-O Visualizing/ Verbalizing Key Math- 3 Essentials Moby Math Touch Math Reading - Fluency Reading - Fluency, Vocabulary, Comprehension Comprehension Math facts and Math Reasoning Math Facts and Math Reasoning Math Facts 3-6 2-4 2-5 1-5 1-3 Tier II and III Tier II and III Tier III Tier II or Tier III Tier II Tier II

Professional Development

 ◦ ◦ Title 1, Special Education, and selected grade level teachers ◦ Literacy Link (4k-2 nd grade) ◦ Leveled Literacy Intervention (5k-5 th grade) Rave-O (1 st -5 th grade)

Monthly literacy support group meetings

◦

Literacy coaching

Case Study—Steven—1 st Grade—Reading--Sept.

Tier3—Individual Students, Frequent Progress Monitoring Tier 2—Some Students Title 1small group instruction, progress monitoring Tier 1—All Students--Universal Instruction, Classroom Small Group Interventions, and Universal Screening Steven’s Benchmark Assessment Data—Sept.

September F&P

(3) 1

HFW

(8) 3

Letter Rec.

(49) 47

Sound Rec.

(19) 17

Tier 3 Tier2 Tier 1 1 st Case Study—Steven— Grade—Oct.2011-May 2012 Steven also received the Barton Reading and Spelling program 4 times/week to help develop his phonemic awareness. He was progress monitored weekly using a 1 minute phonemic awareness assessment.

Based on Steven’s benchmark assessments and teacher observations, Steven began seeing the Title 1 teacher 4 5 times per week.

1 st Case Study—Steven— Grade—Dec.2011-May 2012

2

nd

Case Study—Steven Grade—November 2012

Tier3—Individual Students, Frequent Progress Monitoring Tier 2—Some Students Title 1small group instruction, progress monitoring Tier 1—All Students--Universal Instruction, Classroom Small Group Interventions, and Universal Screening Steven’s Benchmark Assessment Data—Nov. 2013

F&P (11) R-CBM (35) MAZE (2) 11 82 2

Ongoing Goals

     Continued work on interventions – especially in the area of math More focus on enrichment and students “exceeding benchmarks” Continually review the process and adjust Provide more parent information on RtI Continually look at staffing needs to support the RtI System.