The A’s and B’s of RTI

The A’s and B’s of RTIMaryland and College and Career

Readiness Conference, Washington College

June 25 and 26, 2014

Jenni Hammer, PrincipalShawn Johnson, Assistant PrincipalBrian Triantafillos, Grade 5 Teacher

Jessica Casbolt, Grade 4 Teacher

Bay View Elementary School

To understand the philosophies and practices for intervention design and implementation at Bay View Elementary School.

To understand intervention processes and protocols for students requiring additional support.

Goals for Session

Cecil County PS-5 Elementary School 608 students enrolled Title 1 with 52% FARMS

2.7 Title One Resource Teachers for RtI:A

1.0 Behavior Coach (Paraprofessional) for RtI:B

.5 Family Involvement Advisor for Parent Involvement

About Bay View

Universal Screener Diagnostics Deliver Intervention

Frequency Size of Group

Progress Monitoring

RtI: A Primer

https://www.youtube.com/watch?v=nkK1bT8ls0M

RTI: A Primer



Relationship between the Response to Intervention process and the eligibility of a student for services.

Ensures that a variety of assessment tools are used to screen students and determine eligibility.

The Why: IDEA

SWIFT Knowledge Development Site Finalist

RtI: B process or PBIS? Existing RtI:A process

Why of RtI at Bay View?

Florida’s Positive Behavior Support Project: RtI for Behavior (University of South Florida)

Behavioral Intervention Guide for Response to Intervention (The School District of Lee County)

Research MTSS

SLOsThree goals aligned to student

performance

CFIPTeams work together to

impact student performance on SLO

measures.

Balancing TIER I Supports

Academic

Behavior

PD

Student Success

Math Whole group instruction Flexible group instruction

Language Arts Whole Group Guided Reading Independent activities Reading, Writing, Listening and Speaking

Content Area Embedded Interdisciplinary instruction

Tier I Strategies for Academics

PD

School-wide PBIS Explicitly taught expectations and

consequences Second Step School Counseling Program Behavior Charts 7 Habits of Happy Kids Brain Breaks Parent Engagement Color Change System

Tier I Strategies for Behavior

PD

verb (used without object), in·ter·vened, in·ter·ven·ing.

1. to come between disputing people, groups, etc.; intercede; mediate.

2. to occur or be between two things. 3. (of things) to occur incidentally so as to

modify or hinder: We enjoyed the picnic until a thunderstorm intervened.

Intervention

RESPONSE to Intervention

Academic

Behavior

PRIOR RtI Model

Monthly meetings with grade level representation (interventionists)

Classroom teacher reported concerns to Interventionist who presented case

Plan developed in absence of classroom teacher

Plan monitored and progress reported by intervention teacher

This only occurred for academics.

Open to all students Not everyone knows the RtI process Homeroom teachers need to be involved Meetings don’t happen fast enough Guidelines are not followed equally Teachers are being questioned A daunting process

What do you say about former RtI team process?

MTSS for students’ specific learning and behavioral deficiencies through timely additional assistance

Systematic Research-Based Implemented with Fidelity 6-9 weeks (1 marking period) to determine

RESPONSE Progress is monitored based upon intensity of

support

RTI: Academic and Behavioral

Student

Success

YES NO

Continue Tier I Diagnos

e Concern

Provide Support

Progress Monitor

and Revise

SST

RTI Kid Talk

TIER I

Assessment and Monitoring Intervention and Instruction Personnel and Resources

PUZZLE

THE PROCESS

RTI: Behavior

Tier IAll Students

School-wide

PBIS

MIR and ODR Data

Power School Data Analysis

Teacher rating forms

School-wide expectations posted

Classroom lesson plans regarding expectations

School-wide assemblies

School-wide recognition

PBIS store BARK Award

Winners Random BARK

drawings Golden Paws Second Step

instruction Guidance

instruction Discipline

framework Discipline referral

process Color change

systems Classroom

Management Family

Engagement

PBIS Team Classroom Teachers Guidance Counselor School Administration Second Step Professional

Development: PBIS Boot Camp

Tier Assessment and Monitoring

Intervention and Instruction

Personnel and Resources

RTI: Behavior

Tier IISmall Groups

Strategic and Supplemental

Kid Talk meeting Bi-weekly progress

monitoring BARK behavior

management plan Graphing progress

monitoring data on a bi-weekly basis

Behavioral observations

School-wide expectations posted

BARK behavior management plan

Check in/ Check out Peer Based support Mentoring Program Targeted social skills

instruction in small groups

Family Engagement

PBIS Team Classroom Teachers Guidance Counselor School Administration School Psychologist Special Education Building

Coordinator Title I Resource Teachers Second Step CHAMPs




RTI: Behavior

Tier III

Individualizedand

Intensive

Student Success Plan

Weekly monitoring Individualized Case

management Goal focused

behavior management plan

Graphing progress monitoring data on a weekly basis

Behavioral Observations

Functional Behavioral Assessment

Goal focused behavior management plan

Check in/Check out Inter-agency support

(DSS, Project Crossroads, UBCS, Keypoint, CCHD, CCSD)

Family Engagement with conference

PBIS Team Student Services Team Classroom Teachers Guidance Counselor School Administration School Psychologist Special Education Building

Coordinator Title I Resource Teachers Pupil Personnel Worker School Nurse Family Outreach Worker Second Step CHAMPs




RTI: Academics

Tier I

All Students

Universal Screener administered Pre, Mid, and Post (Scantron, DIBELS, ELS)

Classroom Performance (Grades, Assessments, aligned with CCSS)

Teacher observations (anecdotal notes)

CFIP

CCSS Differentiated Instruction Cooperative Learning

Structures Content Enhancement

Strategies See Tier I General and

Academic strategies Family Engagement

Classroom Teachers Special Educators Title I Resource Teachers




RTI: Academics

Tier II

Small Groups

Strategic and Supplemental

Academic Intervention Plan

Progress Monitoring every 4-6 weeks

Kid Talk (if not meeting with success)

Reading: DIBELS Next Math: DreamBox

Data

CCSS Academic Intervention

Plan Research based

intervention program implementation based upon diagnosed concern (LiPS, LLI, Phonics Boost, Reading Mastery, Read Naturally, Soar to Success, DreamBox)

2-3 times per week, 20-30 minutes per day

4-7 students per group Family Engagement with

conference

Classroom Teachers Special Educators Title I Resource Teachers Administration




RTI: Academics

Tier III

Individualized and

Intensive

Student Success Plan Academic

Intervention Plan in Inform

Progress Monitoring every 2-3 weeks

Reading: DIBELS Next Math: DreamBox

Data

CCSS Research based

intervention program implementation based upon diagnosed concern (LiPS, LLI, Phonics Boost, Reading Mastery, Read Naturally, Soar to Success)

Academic Intervention Plan

4-5 times per week, 30-45 minutes per day

2-3 students per group Family Engagement with

conference

Classroom Teachers Special Educators Title I Resource Teachers Administration School Counselor Special Education Building

Coordinator School Psychologist School Nurse Pupil Personnel Worker Family Outreach Worker




To collaborate as a team and provide support to students

based upon needs and generalize/transfer these

strategies to Tier I instruction.

Transference

Who? Grade level Teams, TRT, SE teacher, and SST Liaison (GT Liaison if necessary)

When? One Academic and One Behavior per month from 8:15-8:45

Why? Student who are NOT RESPONDING to intervention

How? Scheduled by the teacher with the TRT

Kid Talk Meetings

Calendar

PDSA PlanBehavior

PDSA Plan Academics

Letter to receive Intervention Narrative to review progress in the intervention each quarter.

Daily communication through journal, color change, etc.

Parent Communication

Each Team will receive a Scenario. Read the Scenario Dialogue about the possible next

steps Share with the group

Scenarios

A child has been receiving intervention for four marking period cycles. Progress is minimal for the student and progress monitoring data is flat. The student has moved from Tier II to Tier III support and has an SSP to monitor progress. The data collected to monitor the SSP (8 weeks) has still demonstrated no progress.

What is the next step?

The Flat Liner

A child has moved from Yellow Zone with Tier II support for behavior to the Red Zone. This Tier II support included Check-In/Check-Out (CICO) and targeted social skill instruction.

What do you do next?

Zone Jumper

A student just moved into BVES. After receiving initial screening for classroom placement, the homeroom teacher immediately sees that the child is not able to read grade level text.


The Mover

A student scores 100% on his math pre-test. The student’s Scantron score is in the advanced range for math and proficient range for reading. The teacher has noted minor behavioral concerns in the classroom including: calling out and questioning the teacher.


The High Achiever

A PK student is presenting with multiple sound errors. The student is difficult to understand in conversations with peers and staff. This makes it difficult to assess the students’ academic skills.


The Lisp

A child has chronic absenteeism and has resulted in low academic

performance in both reading and math. Due to attendance, the student does

not currently receive intervention.


The Empty Chair

A student performs Intensive on the fall reading benchmark assessment but seems to do well in the classroom and on other assessments.


RED in Inform

Six weeks into the school year, a student in your classroom is still not responding to classroom expectations. As a result, the student has received multiple MIRs and has been referred to the office twice.


Here we go.

http://bay-view.wikispaces.com/

Management through Wiki

“New process is timely and allows us to put a focus on activities to help each student.”

“I like that teachers are having discussions about students. We know our age group and can support students with effective strategies for their academic and behavioral needs.”

“We are using data to make our decisions and support students movement through the pyramid.”

“Students are responding to our plans!!!”

The Results

Reintroduce the process to Teams Continue to Monitor the process

Next Steps

The A’s and B’s of RTI

Documents

Transcript of The A’s and B’s of RTI