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JCPS Response to Intervention (RTI) Framework: Focus, Aligned

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Title: Response to Intervention (RtI)/Kentucky Systems of Intervention (KSI): An Overview for District Stakeholders Author: jcps Last modified by – PowerPoint PPT presentation

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Title: JCPS Response to Intervention (RTI) Framework: Focus, Aligned


1
JCPS Response to Intervention (RTI) Framework
Focus, Aligned Accountable
  • Summer 2012

2
Warm-Up
  • Take a few minutes to write down your questions
    about RTI on the index cards on your table.
  • As we go through the session check to see if your
    questions have been answered.
  • When you get the answer write it on the back!
  • We will check our cards at the end of the session!

3
Entering Checklist
  • Please be sure you signed in the session.
  • Turn your cell phones to vibrate.
  • Get all of the handouts and organize your area
    for active learning.

4
What is RTI?
  • Response to Intervention (RTI) is a
    multi-tiered approach to help struggling
    learners. Students' progress is closely monitored
    at each stage of intervention to determine the
    need for further research-based instruction
    and/or intervention in general education, in
    special education, or both.
  • http//www.rtinetwork.org/

5
Systems Model for Academics and Behavior
Academic Systems
Behavioral Systems
Decisions about tiers of support are data-based
6
Problem Solving/RtIThe Scientific Method
Evaluate Intervention Effectiveness
Monitor Progress
Analyze the Problem
Identify the Problem
Implement Intervention
Design Intervention
J
L
6 Week Timeline
7
JCPS RTI IS FOCUSED
  • WE ARE FOCUSED ON SUPPORTING ALL STUDENTS AND
    ENSURING EVERY CHILD IS COLLEGE CAREER READY
    WHEN THEY LEAVE US!

8
Why do we need to implement RTI in JCPS?
  • Are you happy with your data?
  • Let your data do the talking.

9
There will be no prizes for predicting
rain..Prizes will be given only for
building arks.
10
Lets do some Myth Busting Before We Begin
  • RtI is a process not a new program. It is a
    framework on which we should be able to hang
    our efforts.
  • RtI is more about general education than special
    education. The purpose of RTI is to provide a
    system that meets the needs of all students,
    ensuring achievement gaps close. Special
    Education may or may not be a result.
  • RtI is not a complicated process with tons of
    paper! There are no forms. We have an online
    documentation system.
  • RtI has a strong basis in statute and rule. RTI
    is part of District Procedures, State Regulations
    and Federal Law.

11
Heres some data and information that support the
need for RTI!
12
2004
  • NCLB and IDEA 2004 require districts to implement
    a new process for addressing students who are not
    making progress.
  • This process is called
  • Response to Intervention (RtI).

13
If not reading on grade level by 3rd grade, odds
of ever reading on grade level are 1 in 17.
17
  • In 4th grade, students need 2 hours of
    instructional time to make the same gains as made
    in 30 minutes of instructional time in
    Kindergarten.

14
  • Approximately 50 of students who are referred
    for ECE in JCPS did not qualify across the 13
    disability areas.
  • It is not a kid issue, it is an instructional
    issue.
  • JPCS Percent in ECE (12-14) is aligned with
    nation and state.
  • We dont under identify or over identify.

National eligibility rate is 85. (Source Urban
Special Education Leadership Collaborative)
15
Disproportional Representation
  • EBDAfrican American
  • DDAfrican American

2011 Dec. 1 Data 650/1106 (59) EBD Students in
JCPS are African American
2011 Dec. 1 Data 741/1668 (44) DD Students in
JCPS are African American
State Target is Below 2.0
16
This must change
170/174
17
WE KNEW WE NEEDED RTI
  • HOW DID WE BEGIN..

18
  • Timeline for Implementation
  • 2007-2008Pilot Reading (K-5)
  • 2008-2009Additional Pilots for Reading (K-5)
  • 2009-2010Full Implementation of Reading (K-5)
    Pilots for Math (K-8) Pilot Reading (6-12)
    Pilot Social Development/Behavior (K-12)
  • 2010-2011Scaled Expansion to Additional Schools
  • 2011-2012Full Implementation K-8
  • 2012-2013Full Implementation
  • Professional Development Support for Schools
  • District Based
  • Provided to Key Role Groups
  • Principals, Counselors, Resource Teachers, School
    Psychologists and School-based Teacher Leaders
  • Sessions Offered During Summer Conferences
  • School Based
  • Faculty Meetings
  • Embedded PD Sessions Grade Group Meetings

19
WHAT DOES RTI LOOK LIKE IN JCPS?
  • Here are the nuts and bolts

20
We use 3 Tiers of layered support
Tier 3
INTERVENTIONS ARE PROVIDED IN ADDITION TO CORE
INSTRUCTIONNOT IN PLACE OF CORE INSTRUCTION!
The further up the pyramidthe fewer number of
students there are and the more intensive the
support becomes.
21
All, Some A Few
  • All Students get
  • Tier 1
  • Some Students get
  • Tier 1 and Tier 2
  • A Few Students get
  • Tier 1, Tier 2 and Tier 3
  • BASED ON NEED VERIFIED BY DATA!!

22
Elementary School Examples
Literacy
Math
Behavior
23
Middle School Examples
Literacy
Math
Soc. Development/ Behavior
24
JCPS RTI IS ALIGNED
  • WE USE THE NON-NEGOTIABLES TO ENSURE ALIGNMENT
    ACROSS SCHOOLS AND ALIGNMENT WITH KCAS.

25
Non-Negotiables for RTI
  • Quality Core Program
  • Establish RtI Team
  • Universal Screening Process
  • Review Student Data
  • Develop Plan
  • Implement the Plan
  • Monitor the Plan
  • Review Results
  • Determine Next Steps
  • Continue Process

26
Dont Let RTI Raise Your BP!
  • Core Program
  • RtI Team
  • Universal Screening
  • Review Data
  • Develop Plan
  • Implement Plan
  • Progress Monitor
  • Review Data
  • Determine Next Steps
  • Continue the Process
  • Life Style
  • Dr Staff
  • Not feeling well
  • Determines IllnessHigh BP
  • Meds/Yoga Goal for BP
  • Take meds go to yoga class
  • Take blood pressure daily
  • See Dr again
  • Meds Yoga
  • See Dr in 6-weeks
  • RTI Process
  • Visit to the Dr

27
LETS LOOK AT THE NON-NEGOTIABLES IN DEPTH
28
Data used in JCPS for Universal Screening Process
Area Source
Literacy KPREP Results Grades Developmental Reading Assessment (DRA) Scholastic Reading Inventory (SRI) Core Content Assessments (CCAs) Program Assessments SuccessMaker Course Level 1-Minute Timed Reads Phonics Screeners MAZE Assessments ACT Plan/Explore Teacher Observations RDAs RPAs
Math KPREP Results Grades Core Content Assessments (CCAs) Program Assessments Program Unit Tests Classroom Work Samples SuccessMaker Course Level Teacher Observations District Developed Screeners ACT Plan/Explore MDAs MPAs
Social Development/ Behavior Attendance Out of School Suspension In-School Suspension Office Referrals Grades Teacher Observations
29
UNIVERSAL SCREENING
  • OBJECTIVE DATA FROM EVERYONE
  • CASTS A NET OVER ALL CHILDREN
  • HELPS US SCREEN TO DETERMINE WHO IS AND WHO IS
    NOT MEETING STANDARDS
  • RED FLAGS STUDENTS WHO ARE NOT ON GRADE LEVEL
    FOR A DEEPER REVIEW OF THEIR DATA
  • USE MULTIPLE PIECES OF DATA
  • KEY PIECE OF DATA IS KPREP SCORE

30
Areas of Focus
Literacy Mathematics Social Development/Behavior
Basic Reading Reading Fluency Reading Comprehension Calculation/ Number Sense Problem Solving/Reasoning Interpersonal/ Intrapersonal Skills Classroom/School Norms
31
  • Interventions are provided in 6-Week Rounds to
    students based upon results of Universal
    Screening Progress Monitoring.

32
WHAT HAPPENS NEXT?
  • We determine if the student is Tier 2 or Tier 3?

33
Whats the Difference?
  • Academics
  • Somewhat Behind
  • 1-2 Grade Levels Below
  • Apprentice Range
  • Potential to Catch Up within 1 School-Year
  • Behavior
  • Mild to Moderate Behaviors
  • Lower Intensity Frequency
  • Academics
  • Significantly Behind
  • 2 Grade Levels Below
  • Novice Range
  • May Need More Than 1 Year to Catch Up
  • Behavior
  • Moderate to Severe Behaviors
  • Higher Intensity Frequency
  • STUDENTS WHO NEED TIER 2
  • STUDENTS WHO NEED TIER 3

34
Lets Talk About the Tiers of Support
  • Tier 2
  • Small Group
  • In addition to Tier 1
  • Progress monitoring occurs during intervention 1
    time every 2 weeks.
  • NOT AN ASSESSMENT!
  • DIPSTICK!!
  • 1-3 MINUTES
  • Group or Individual
  • Focused on Need/Goal
  • Tier 3
  • Individualized/Smaller Group
  • In addition to Tier 1 2
  • Progress monitoring occurs during intervention 1
    time each week.
  • NOT AN ASSESSMENT!
  • DIPSTICK!!
  • 1-3 MINUTES
  • Group or Individual
  • Focused on Need/Goal

90
Implementation Rate!!
35
Lets talk in detail about Tier 2/3 Interventions
  • Each group is going to be assigned an area to
    develop a list intervention strategies.
  • WHAT DO YOU DO WHEN STUDENTS STRUGGLE IN READING?
    MATH? WRITING? BEHAVIOR?

36
Break Timebut before you go-
  • Take a minute to do a GALLERY WALK around the
    room to get a closer look at all the posters from
    the groups for each area.
  • Use the post-it notes to add ideas and
    suggestions.
  • See you in 10 minutes!

37
Interventions are--
  • Instructional
  • Not accommodations
  • Linked to the area of concern
  • Evidence based
  • Research based
  • Systematically delivered
  • Monitored

Above/ beyond Regular instruction
38
Do we need to revise our lists?
  • Reading
  • Math
  • Social Development/ Behavior
  • Writing

39
Where do we find menus of interventions?
  • Behavior Writing

40
District Provided Intervention Materials for
Literacy--Elementary
  • Earobics (K-2)
  • Classroom Libraries
  • SuccessMakerNEW VERSION!!!
  • Study IslandNew!!
  • COACH/Crosswalk/Ladders
  • Comprehensive Assessment of Reading Skills (CARS)
    Strategic Teaching of Reading Skills
    (STARS)Contact Your ECE Consulting Teacher or
    ECE Team Leader

Look at what you have at your school!!
41
District Provided Intervention Materials for
LiteracyMiddle School
  • Read 180
  • Classroom Libraries
  • SuccessMakerNEW VERSION!!!
  • Study Island
  • Comprehensive Assessment of Reading Skills (CARS)
    Strategic Teaching of Reading Skills
    (STARS)Contact Your ECE Consulting Teacher or
    ECE Team Leader

Look at what you have at your school!!
42
District Provided Intervention Materials for
Math--Elementary
  • SuccessMaker Math Skills ConceptsNEW VERSION
  • Study IslandNew!!
  • COACH/Crosswalk Ladders
  • Comprehensive Assessment of Math Skills (CAMS)
    Strategic Teaching of Math Skills (STAMS)Contact
    Your ECE Consulting Teacher or ECE Team Leader

43
District Provided Intervention Materials for
MathMiddle School
  • DO THE MATH NOW Intervention MaterialsDiscuss
    with Your Principal
  • SuccessMaker Math Skills ConceptsNEW VERSION
  • Study Island
  • Comprehensive Assessment of Math Skills (CAMS)
    Strategic Teaching of Math Skills (STAMS)Contact
    Your ECE Consulting Teacher or ECE Team Leader

44
Please remember
  • Interventions must be KCAS/COMMON CORE alignedso
    get rid of the old versions/materials that are
    not!
  • Choose a few and do them very well.
  • Implement with fidelity!!!!!
  • Its about the strategynot the program.
    Programs just package it for us.

45
JCPS RTI IS ACCOUNTABLE
  • WE ARE ACCOUNTABLE FOR THE IMPLEMENTATION OF
    INTERVENTIONS AND THE GROWTH OF THE INDIVIDUAL
    STUDENT.

46
INTERVENTIONS ARE NOT A LIFE SENTENCE!!
  • We must get students on a trajectory to exit
    interventions as soon as possible!

47
Its about implementation
  • 90 or better!!!

48
Successmaker
  • National research and district data has shown
    that 20-25 hours results in approximately a
    one-grade equivalent of growth in about 22.5
    hours of programming.
  • There are 177 instructional days for students and
    during a school year a student could complete a
    minimum of 150 lessons at 20 minutes per day.
    (This allows for 27 daysor 5 weeks for other
    programming or logistical issues.)
  • Lets do the math
  • 150 Days x 20 Minutes per Day 3,000 minutes
    year
  • 3000 Minutes / 60 Minutes per Hour 50 Hours
    During a Year
  • Approximately 2.5 Years potential
    grade-equivalent growth in 150 instructional
    days.
  • Below are 2 examples which illustrate 5-years
    grade-equivalent potential growth in 2 years.

Actual Grade Level 4th Grade 5th Grade 6th Grade
Performance Level 1st grade-equivalent 3.5 grade-equivalent 6th grade-equivalent
49
110
  • Joey is a 3rd grader who reads 20 WPM in
    September.
  • The end of year benchmark for 3rd grade is 110
    words per minute.
  • Joey has a 90 word difference. (110-2090)
  • There are 30 weeks of school left. (36-630)
  • He needs to make a 3 word gain each week.
    (90/303)
  • The goal for this 6-week intervention cycle would
    be 18 WPM (3 WPM x 6 wks) growth for an ending
    goal of 38 WPM (20 WPM 18 WPM38 WPM).
  • Progress monitoringindependent performance on
    grade level passages
  • Number of words per minute a 3rd grader should be
    able to read by the end of the year.
  • This means setting a goal for each student to
    achieve grade level.
  • 1 year for somewhat behind
  • 2-years for significantly behind

50
Read 180
  • Tier 1, 2 3 for Grades 6 7
  • Whole Group
  • Small Group
  • Software
  • Independent Work
  • 90 Minutes Daily

Area Average Completed Possible Implementation Rate
of Sessions 33 120 28
of Segments 6 60 10
  • Average gain of 64 Lexile Points for ¼ of time in
    program.
  • Full implementation would have meant 256 Lexile
    Point gain for the average middle school student
    or moving from 569 to 825GRADE LEVEL!!!!!

51
Study Island
  • Tier 2
  • Apprentice
  • 3-5 Times Per Week
  • 20 Minutes
  • Reading, Math, Science Social Studies
  • In and Out of School

Grade Average of Log Ins/ Sessions Per Student Enrolled Possible Implementation Rate Blue Ribbons
All Users 28 35 80 Pre 20,642
Learn.ing Place--Seats 8 35 23 Post 42,819
Gain 22,177
52
SuccessMaker
  • Tier 3, Novice
  • 5 Times Per Week, 20 Minute Sessions
  • In and Out of School

Course Mean Number of Sessions for a JCPS Student Possible Implementation Rate
Reading 47 120 40
Math 12 35 34
  • Based on current data full implementation would
    have meant the average student would have made
    2.0 years gain this school year in Reading or an
    increase in average course level from 5.25 to
    7.25GRADE LEVEL.
  • Based current data full implementation in Math
    for March, April May would equal .93 course
    level gain in Math for 2.5 months or 2.79 years
    gain in a school year of potential growth!!!!

53
Lets look at an individual child
  • We must set goals to ensure students move.

54
Goal Setting--
  • Malik (24 Weeks Left in School)
  • Reading Comprehension
  • MAZE/CLOZE9
  • 33-924
  • 24/24 weeks1 word a week
  • 1 x 6 weeks of round6
  • 9 615
  • Olivia (30 Weeks Left in School)
  • Reading Fluency
  • 147-9354
  • 54/30 weeks1.8 words a week
  • 1.8 x 6 weeks of round10.8 (round to 11)
  • 9311104

55
Now you do it!!
  • JoeORF, Baseline 35, End of Year 90, 30 weeks
    left in school
  • SallyNot Cursing in Classroom, Baseline 20, End
    of Year 100, 30 weeks left in school
  • IrvinBasic Reading, Baseline 2.3, End of Year
    5.9, 30 weeks left in school
  • MaxCompleting Addition/Subtraction Problems,
    Baseline 35, End of Year 90, 30 weeks left in
    school

No one Told Me RtI involved me doing math!
56
Monitor the Plan
  • Interventionist
  • Progress Monitoring of Data Graphed
  • Alert RtI Team/Classroom Teacher When Concerns
    Arise
  • Documentation of Sessions/Lessons
  • Evidence of Sharing Information with Classroom
    Teacher
  • Conversation Connection to Classroom
    Instruction with Generalization of Performance
  • RtI Team/Administration
  • Implementation Check for Intervention At Least 1x
    During Intervention Cycle
  • Schedule, Components/Structure, Quality

57
Who provided interventions?
  • THE MOST QUALIFIED PERSON!
  • Classroom Teachers
  • Resource Staff
  • Highly Trained Classified Staff
  • Behavior Success Coaches
  • Reading Recovery Teachers
  • ECE/ESL Teachers
  • Others?

58
Students Served in 1-Hour using small groups with
6- students per group.
  • In the classroom
  • Out of the classroom

18
6
Which leverages the use of resources?
59
Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool Classroom Progress Monitoring Tool
               
Teacher Mrs. Jones (Grade 3) Teacher Mrs. Jones (Grade 3)  Targeted Skill Area/Probe Used Comprehension/MAZE  Targeted Skill Area/Probe Used Comprehension/MAZE  Targeted Skill Area/Probe Used Comprehension/MAZE  Targeted Skill Area/Probe Used Comprehension/MAZE  Targeted Skill Area/Probe Used Comprehension/MAZE  Targeted Skill Area/Probe Used Comprehension/MAZE
               
Strategy Main Idea Supporting Details Strategy Main Idea Supporting Details Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials Materials Crosswalk Ladders Materials
               
Student Name Week 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
 Susie  8  8  10    12  
 Marcus  5  5 7 8 9 10 11
 Jennifer 8 8 9 11 12 12 12
 Max  7  7   9    10  
 Ebony  5  5 5 6 4 5 5
               
               
               
This is given to RTI Lead Weekly!
60
RTI LEAD ENTERS DATA IN CASCADEITS NEW! (NO
MORE SPREAD SHEETS!)
X
  • NO MORE SPREADSHEETS!
  • USE CASCADE!

61
LETS LOG INTO CASCADE!
  • LOG IN TO CASCADE AND TRY OUT THE NEW SYSTEM!

62
Student Student 1 Sample Student Sample Student Sample Student
UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN UNIVERSAL SCREENING INFORMATION INTERVENTION PLAN
Begin Date 10/1/2010 10/1/2010 Tier 2 Support Strategies/ Materials Tier 2 Support Strategies/ Materials PM Readers/ Small Group
End Date 12/3/2010 12/3/2010 Schedule of Tier 2 Interventions Schedule of Tier 2 Interventions Monday, Wednesday Friday
School JCPS Elementary JCPS Elementary Tier 3 Support Tier 3 Support SuccessMaker
Teacher Super Teacher Super Teacher Schedule of Tier 3 Interventions Schedule of Tier 3 Interventions Daily
First Name Sample Sample Interventionist (Who will track PM data?) Interventionist (Who will track PM data?) ESS Teacher
Last Name Student Student Progress Monitoring Metric--Select only one from Tier 3 Intervention Progress Monitoring Metric--Select only one from Tier 3 Intervention SM Course Level/GR Equiv
Grade 4 4 Baseline Baseline 2.3
Summary of Universal Screening Data DRA 28 ITBS Stanine 2 KCCT Novice ORF 62 MAZE 4 DRA 28 ITBS Stanine 2 KCCT Novice ORF 62 MAZE 4 Goal to Exit Intervention Goal to Exit Intervention 5
Area of Focus (Basic Reading Fluency Comprehension) Basic Reading Basic Reading Expected Weekly Progress Expected Weekly Progress 0.15
Tier of Intervention 3 3 Goal for Round of Intervention Goal for Round of Intervention 3.2
Tier 1 Core Program Literacy Workshop with Rigby Literacy Workshop with Rigby Parent Communication Parent Communication Parent Teacher Conference Letter Home
           
PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS PROGRESS MONITORING RESULTS
BASELINE BASELINE 2.3
Week 1 Week 1 2.6
Week 2 Week 2 2.75
Week 3 Week 3 2.82
Week 4 Week 4 2.96
Week 5 Week 5 3.14
Week 6 Week 6 3.22
Number of Tier 3 Sessions Provided Number of Tier 3 Sessions Provided 29
Implementation Rate Implementation Rate 96.67
Did the Student Make Progress? Did the Student Make Progress? YES
Did the Student Achieve the Goal? Did the Student Achieve the Goal? YES
Next Steps Next Steps CONTINUE


63
SPECIAL POPULATIONS!
  • ESL ECE

64
Special Populations
  • ECE ESL/ELL Students
  • Must be included in the Tiered Intervention
    process relative to their individual needs.
  • On Our Way to English is the preferred Tier 1
    Core program for ESL/ELL students.
  • First priority is to the implementation of the
    Individual Education Plan (IEP) and/or Program
    Services Plan (PSP).

Collaboration is key!
65
Lets Talk About ECE ESL
  • Not in ECE
  • Do we suspect a disability?
  • Interventions/ Failure to Respond
  • Implementation Rate
  • In ECE Already
  • Goals on IEPNot RTI
  • No Goals on IEPRTI
  • Already have a plan, goals and are progress
    monitored
  • Focus on Program Services Plan
  • Programming recommendations from the ESL
    DepartmentOn Our Way to English/Discover English
  • Focus on Language Development
  • ESL/ELL
  • ECE

66
WHAT HAPPENS WHEN INTERVENTIONS DONT WORK?
  • WE DONT AUTOMATICALLY ASSUME THE STUDENT NEEDS
    TO BE REFERRED.

67
When should we think about a referral
  • At least 2 cycles/rounds of intensive
    interventions should be implemented before a
    referral to ECE is considered.
  • RTI DOES NOT CIRCUMVENT THE REFERRAL
    PROCESSHOWEVER TO DO A REFERRAL YOU MUST HAVE
    INTERVENTIONS DATA!
  • IF WE DO RTIWE HAVE BOTH!!

68
Monitoring of the plan is very important because
we cant say that a student hasnt responded to
an intervention when it hasnt been implemented
with fidelity over time as designed.
  • This directly impacts the final 2 steps what
    were the results and what are the next steps?

69
Implications
  • Instructional issues must be ruled out.
  • Curricular access blocked by any of the following
    must be addressed
  • Attendance
  • Health
  • Mobility
  • Sufficient exposure to and focus on the
    curriculum must occur.
  • Frequent, repeated monitoring must be conducted.

70
Does RtI Really Work?
  • YES!
  • YES!
  • YES!

71
Because of RTI
  • We have increases in reading levels.
  • We have increases in math levels.
  • We have decreased in ECE referrals.
  • We have improved rates of eligibility.
  • We have decreased rates of suspensions.
  • We have improved rates of implementation.
  • We have access to high quality research-based
    interventions for all students.

FOCUSED, ALIGNED, ACCOUNTABLE
72
Exit SlipUse the index cards
  • What brought your BP down about RtI today?
  • What brought your BP up about RtI today?

73
Thank you so much!
  • Questionsget out your cards!
  • Next Steps
  • Additional Training
  • Resources

The question is not, Is it possible to educate
all children well? But rather, Do we want to
do it badly enough? D. Meier
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