Post on 01-Apr-2015
Knox County SchoolsTransition to RTI2
Knox County SchoolsFall 2013
Presenters
• Dr. Ron Carlini– School Psychologist
• Michelle Flynn– Supervisor- Special Education
• Shannon Jackson– Supervisor – Secondary Reading and ELA
Session Objective
• To provide an understanding of Knox County School System’s current and progressing implementation of RTI
• To share the transition from RTI to RTI2
WHY RTI RATHER THAN DISCREPANCY MODEL?
Criticisms of previous LD model (IQ-Achievement Discrepancy)
• Children must fail before they can be identified as LD, with identification typically occurring in grades 3-5
• IQ and academic achievement are not independent; so difference scores are unreliable
• For students with word reading deficits, there are few meaningful differences between IQ-achievement discrepant poor readers and IQ-achievement consistent poor readers
• Significant increases in the number of students identified as Learning Disabled
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success
Whole Child Initiative = Whole System Initiative
RTI
• Often viewed as a Special Education Initiative
RTI2
• Led by General Education to address the needs of all children
Implications
• Coordinated effort• Learning each other’s vocabulary• Commitment to studying data for every child• Commitment to responding to the data for every child
We are in this together for the good of every child.
Essential Components of RTI
• Universal screening
• Multiple tiers of intervention
• Problem-solving method
• Integrated data collection/assessment system
• Scientific research-based interventions
Essential Components of RTI2
• Universal screening• Multiple tiers of intervention
– Tier I: Core Instruction– Tier II: Intervention– Tier III: Intensive Intervention
• Responsibility for Intervention• Problem-solving method• Integrated data collection/assessment system• Scientific research-based interventions
Implementing RTI
1. Collect local norms using Curriculum-Based Measurement (CBM) probes
2. Identify at-risk students3. Provide academic intervention(s)4. Monitor student progress5. Evaluate the response to the intervention(s)
Implementing RTI2
1. Collect local norms using Curriculum-Based Measurement (CBM) probes
2. All students’ levels are identified.3. Provide academic extensions and intervention(s)4. Use universal screening data to determine areas to
strengthen in Core Instruction.5. Monitor student progress6. Evaluate the response to the intervention(s)7. Develop a robust secondary RTI2 plan.
Knox County’s RTI Model
1. Local norms collected three times per year2. At-Risk students identified using CBM Benchmark
measures 3. Computer software programs and scripted reading
program interventions available4. Intervention intensity progressively increases through 2
tiers and student progress is monitored frequently5. Response to intervention is reviewed by school staff to
make appropriate decisions
Knox County’s RTI2 Model
1. Local norms collected three times per year2. ALL students’ levels identified using benchmark
measures3. Current and new interventions are under review against
the TDOE interventions rubric4. Intervention intensity is fluid based on student needs5. RTI2 school teams meet every 4 ½ - 5 weeks to analyze
and program for specific students.6. RTI2 district team meets every 4 ½- 5 weeks to analyze
implementation and to provide support.
First Steps
• Understand the current implementation of RTI.• Analyze against RTI2.
• Identify gaps in the program.• Develop a strategic plan for addressing the areas of
need.• Monitor the progress toward the goal.• Work as a team.
Knox County’s RTI Model
Monitoring Frequency &Degree of Unresponsiveness
LOW HIGH
HIGH
Inte
nsit
y of
Int
erve
ntio
n
Tier IAt least 4 – 30
minute sessions/week
Tier II At least 4 - 45 minute
sessions/week
SpecialEducation
Consideration
Student CBM < 10th PercentileAND
ROI < 25th Percentile
Student CBM ≥ 10th PercentilePositive response – exit process
Tier I
• CBM Criterion: CBM score < 10th percentile (district norms)• Intervention: supplemental to the core curriculum• Progress Monitoring: 1 time/week• Session Length: 30 minutes/session• Duration: At least 8 Weeks• Fidelity: 30 sessions within 40 school days
Tier II
• CBM Criterion: CBM score < 10th percentile (district norms)• ROI Criterion: Rate of improvement is < 25th percentile at grade or
goal level• Intervention: supplemental to the core curriculum• Progress Monitoring: 1 time/week• Session Length: 45 minutes/session• Duration: At least 9 weeks• Fidelity: 45 sessions within 70 school days
Transition Process for KCS
• Identify new members of district team• Evaluate proposed middle school schedule changes against RTI2
components• Meet with principals to gather input• Recommend interventions• Support master scheduling• Principals and supervisor review possible solutions• Order intervention materials• Train on interventions• Monitor fidelity• Continually meet to review integrity of the plan
RTI2 Coaches
• 8 district coaches• Bridge between the schools and the district
committee• Goal is to support school staff
• Universal screener• Progress monitoring• Professional Development
Intervention
Elementary
• RiverDeep Destination Success Reading
• Read Naturally• ClickN Read• My Sidewalks• Ticket to Read• Voyager Passport
Secondary– Rewards– Reading Plus– Read 180– Language! Live– Language!– Jamestown
Fidelity of Interventions
• In order to know if an intervention is effective with a student, the intervention must be conducted exactly as prescribed for an appropriate length of time.
• The intervention process is similar to standardized testing. • Results of standardized tests are useless if the
standardized procedures are not followed. • Similarly, decisions regarding the effect of the intervention
must be based on data from interventions which were provided with fidelity.
PROGRESS MONITORING AND BENCHMARKING
The chart displays the student’s progress in corrects and errors.The goal line (the line which projects the goal being met by the end date) is the black line.The trend line (the line which shows the scores projecting whether the student will meet the goal by the end date) is the red line.
Monitoring the Trend Line
• It is extremely important to monitor the trend line in order to make adjustments or add interventions needed to maintain appropriate progress needed to achieve the goal.
Comparison to School Norms
Comparison to District Norms
Comparison to School Norms
Comparison to District Norms
RTI to RTI2
What remains the same?
• Fidelity monitoring• Progress monitoring• Student-specific data driven
decision-making• School teams
What changes?• Core Instruction = Tier I• Prevent failure rather than wait for it• Reconsideration of secondary
process• Student observations• Schedule of progress monitoring and
benchmarking• Fluid process• Partnership among departments
Three Points to Remember
• Work as a team.
• Improve personalization in Tier I (core).
• Celebrate success along the way.
Thank you!
• If you have any questions, please feel free to contact:
• Dr. Ron Carlini atron.carlini@knoxschools.org• Michelle Flynn atMichelle.flynn@knoxschools.org• Shannon Jackson atShannon.jackson@knoxschools.org