Response to Intervention

RTI at Lakeland Union High School Who, what, where, why, when….

…and HOW!

RTI – A Historical Perspective

• No Child Left Behind - 2002 • Individuals with Disabilities Education Act – 2004 - Reauthorization allows for RTI rather than I.Q. discrepancy model – identification of students with learning disabilities.

- For most students, RTI does not lead to special education.

Response to Intervention

• Is a philosophy and a practice of how our school should operate with regards to the academic, social, and emotional requirements of our students.

• It entails: - Building a structure within the school setting that will allow success for all students.

- Implementing research-based instruction and interventions.

- Utilizing balanced assessments to measure the pulse of student progress.

RTI @ LUHS

RTI = FOCUS Focus is Lakeland Union High School’s commitment to a meaningful and fluid learning process that is in tune with student needs and research-based educational advancements.

Fundamental Concepts

1. Starts in the classroom - additional steps instructors take to ensure student success. 2. All students will SUCCEED 3. ALL MEANS ALL

Three Tier Break Down of RTI

Academic Systems Tier 3: Intensive, Individual Interventions

* Individual Students * Assessment-Based * High Intensity * Of Longer Duration

Tier 2: Targeted Group Interventions

* Some Students (at risk) * High Efficiency * Rapid Response

1-5% Behavioral Systems Tier 3: Intensive, Individual Interventions

* Individual Students * Assessment-Based * Intense, Durable Procedures

Tier 2: Targeted Group Interventions

* Some Students (at risk) * High Efficiency * Rapid Response

5-10% Tier 1: Universal Interventions

* All Students * Preventative * Proactive

80-90% Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005). Note: Percentages are approximations and may vary by district.

Tier 1: Universal Interventions

* All Settings * All Students * Preventive * Proactive

Three Tier Break Down @ LUHS

Academic Systems Tier III Special Education Alternative Education 504 Tier II Summer School – Read 180 Math Lab – Writing Center After –School Tutoring – ER PMER – AP & Honors Courses – Youth Options Project Lead the Way Capstone – BCT – Grade Monitoring – Restricted Study Hall – Gifted & Talented – National Honor Society Tier I Math Lab – Writing Center General Instruction – P/T Conferences – After School Tutoring – Co curriculars Frosh Focus – Career Cruising – Study Halls 1-5% 5-10% 80-90% Behavioral Systems Tier III Special Education - BIP Alternative Education 504 Tier II Gifted & Talented Restricted Lunch – Restricted Study Hall – In-School Detention – National Honor Society – All Extended Resource Programs Tier I Freshman - Senior Focus Journey

Balanced Assessment

•

Scientifically based practice to assess on-going student progress

•

Assess effectiveness of student intervention

Balanced Assessment System

Tier III More Frequent CBM Tier II (In addition to assessments used in Tier I) Curriculum Based Measurement (CBM) Tier I Summative Assessments: WKCE Benchmark Assessments: MAP, course tests & quizzes, district assessments Formative Assessments: Running Records Documented Informal Observations in Focus Groups

Recommendations

Things LUHS Does Well Highly Qualified Instructors Math and Writing Labs Co-Curricular Activities Sports Areas to Modify Freshman Focus Restricted Study Hall Assemblies Alternative Education Homeroom 504 Differentiated Instruction School Day Climate Possible Additions/Omissions Group Counseling Building Consultation Intervention Team Use Experts w/in Our School Enrichment Hour Differentiated Instruction Professional Development G & T Program ILPs E-Portfolio

A Special Thanks to the RtI Contributors:

Katie Panske Alison Ongna Phil Burley Karen Gries-Roehrich John Eckardt Bjorn Hanson Stephanie Caroselli Lori Siegler Tim Raymond