Response to Intervention (RtI)at

Cesar Chavez Academy

Presenters: Cynthia Taraskiewicz Gaby Jaime Julie Barill Luvigj Djonaj Richard Shafer

Cesar Chavez Academy 462 students K-5 elementary Southwest Detroit 92% Free and Reduced School-wide Title I 90% ELL Population

Strong Focus on Language Development

Limited or no pre-school experience. Coming into Kindergarten with limited

English skills. Limited academic vocabulary.

Initiative Reading First Grant 4 yrs ago DIBELS Create an assessment sheet Hit early intervention

A process of implementing high quality, scientifically validated instructional practices and interventions based on learner needs, monitoring student progress and adjusting instruction based on the student’s response.

Response to Intervention

Can Be Used in Any Content Area

math

behavior

reading

Define the problem.What is the concern?

Implement the intervention.Progress Monitor.

Use assessment sheet to record observations.

Collect Data

Evaluate or monitor the student’s

progress.Reconvene at CST

meeting. Is our plan working?

Plan an intervention.Goal Setting

What do we want to see happening and by when?

RtI is Problem Solving

Data is used to guide instructional decisions.

Proactive not reactive – early interventionbefore it is too late.

No fluff! Really good teaching in core to maximize

achievement. Communication and collaboration is

essential.

Guiding Principles

To provide immediate assistance to the student.

To continue to gather information and learn how to best meet the student’s needs.

To solve the problem. To determine the conditions that best

enables the students to learn.

Purpose of an Purpose of an InterventionIntervention

Early Intervention Handling the situation before it is too late. The biggest response is in the first 12weeks. Usually don’t see a big growth until 6-7

weeks of using an intervention strategy. If no response – try another intervention

strategy and monitor before putting intoTier 3.

Is Not… Is…

An instructional Program A framework to implement effective practices

Intended to encourage placement of students

Matching needs and resources

Possible to implement alone A team effort

The same for every school Uniquely designed for each building

A special education, a general education, a Title 1, a talented and

gifted initiative

A school wide initiative.

Response to Intervention

Drives your school improvement, programs, budget, schedules and professional development.

Special Education is embedded, RTI is not used to label.

How does it fit in?How does it fit in?

Tier 3

Tier 2

Tier 1

Intensive Individual

Intervention

SupplementalCST Referrals

Progress Monitoring: AIMS, DIBELS

Targeted Group Interventions: Touch Math, Soar to Success,

Phonics First Small Flexible Grouping

Core Instruction Differentiated Learning Centers

School-wide Screenings/Progress Monitoring and Assessments

Running Records, Writing Assessment, Dolch Sight Word, Pre/Post Math, Accelerated Reader,

DIBELS, IOWA, ELPA, MEAP and Formative Classroom Assessments, SIOP, PBS (Be A Star)Houghton Mifflin, Read Naturally, Everyday Math,

Power Writing

RtI at Cesar Chavez

Academy

Tier 1

Core Instruction Differentiated Centers School Wide Assessments Intervention Process for Student Success

1-5% Intensive (Tier 3)

5-10% Supplemental (Tier 2)

80-90% Core (Tier 1)

Core Instruction

Core Instruction Everyone gets core instruction. 80-90% of

the class should be meeting core instruction. Core instruction needs to be strong!

Core: grade level vocabulary, grade level content, grade level text. Don’t pull them out. They will miss all those core content skills to hit one skill.

Core Instruction Use pre-tests to cut out core material the

class already knows. Focus on the remaining core.

Tier 2 (Supplemental) and Tier 3 (Intensive) have to be above and beyond the core instruction. Nobody misses core instruction.

Tier 2 & Tier 3Interventions

Soar to Success Read Naturally Reading-Tutors.com Orton-Gillingham Touch Math ELL Support Small flexible groups Behavior plans Phonics First

RtI at Work!

Assessments Students referred to RTI are assessed with

various assessment tools in their area of concern.

Four Purposes of Assessment

Outcome – End results, summative evaluation (MEAP, IOWA)

Screening – Determines who is at risk and will need interventions, guides instruction (DIBELS, ELPA)

Progress Monitoring – Used to determine if students are making progress (DIBELS, AIMS)

Diagnosis – Provides in depth information about student’s skills (MLPP)

Tier 2 & Tier 3Assessments

DIBELS KLST 2 MLPP Houghton Mifflin Phonics and Decoding Screening Running Records DOLCH Sight Words AIMS Web

RTI Team Members

Roles &

Responsibilities

Team Leader Schedules and facilitates weekly meetings. Invites participants.

Administrator Provides guidelines in terms of school

policies, best practices and procedures. Provides support.

General Education Teacher

Provides work samples, assessments, general insights and observations of the referred student

Responsible for following action plan and strategies

Responsible for documenting results on log

Special Education Teacher

Provides resources, modifications and suggestions for accommodations to struggling learner.

Speech/Language Pathologist

Provides support/resources for student who experiences speech and language delays.

May conduct screening if delays are significant.

Social Worker Provides support for emotional and or

behavior problems. May implement behavior plans.

School Psychologist Provides resource support. Schedules observations. Completes psycho educational evaluations

in the case of a suspected disability.

Title I Reading & Math Interventionists

Provides suggestions/resources for increasing success.

Conducts small group instruction for students identified as “high risk”.

Secretary Records student data, recommendations

and dates for follow-up meetings. Sends a copy of meeting notes to all

participants.

Parent Initially included through 1:1 contact via

telephone or letter for the purpose of obtaining background information.

Invited at a later date to participate in a team meeting.

RTI Process:Steps and Procedures

Teacher identifies student and completes form.

Teacher submits form and work samples to RTI team.

Teacher is given checklist of strategies that can be implemented while waiting to meet with the RTI team.

Pre-Referral

Parent is sent home a survey to complete and return prior to first teacher/team meeting.

Student is assessed within 30 days in areas of concern through: AIMS web, Houghton Mifflin Phonics and Decoding Screening, DIBELS, DOLCH, Running Records…

Student is observed by social worker or other RTI team member if teacher indicates behavior issues.

Pre-Referral & Data Gathering

Teacher submits additional student work samples along with strategy checklist.

Assessment results discussed.

Parent survey discussed.

Teacher /Team meeting

Plan is put in place to support teacher, may include:

The use of specific strategies or programs.

Extra intervention time for student given by teacher, Para-educator,interventionist or other CCA team member.

Behavior plan is implemented if necessary.

Teacher must log interventions on log and in folder.

Teacher will have 6-8 weeks to implement plan in classroom before reconvening with RTI team.

Teacher/Team Meeting

RTI team, general education teacher and support staff meet weekly during co-plan to discuss student progress.

Progress monitoring is done periodically prior to next meeting.

Progress Monitoring

www.studentprogress.org www.kc.vanderbilt.edu/pals www.nclb.org www.ed.gov www.pbis.org www.lsu.edu/steep http://aimsweb.com http://dataimpactsoftware.com http://interventioncentral.org http://dibels.uoregon.edu www.SDResources.org http://www.whatworks.ed.gov www.cast.org

References/Resources