a county by county welcome to rti perspective of rti

4/7/2011

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A County by County Perspective of RtI through the Central Florida Region

Danielle Alchin, Jordan Rodriguez, Carrie Chancellor, Dana Jacobson, & Paul Nehrig. Orange County; Seminole County; Brevard County; Osceola County; & Volusia Country

Welcome to RtIin

Brevard CountyBrevard CountyCarrie Rose ChancellorFirst Grade Teacher, Discovery Elementary SchoolBrevard County, Florida4/1/11

Multi-Tiered Level of ServicesTier 1 – coreTier 2 – supplemental instruction/interventionTier 3- extensive intervention

InfrastructureWhat are the Components?

3Problem Solving ProcessBuilding Teams –Harnessing Collective Intelligence

School Leadership TeamTeacher Data TeamIndividual Problem Solving Team

Professional Development

Teacher Data Team Meetings

Student AchievementCollaborate to problem solve and plan interventions both at Tier 1 and Tier 2 levelMonitor student progressLearn from each other

Identify students early.

Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner (I.C.E.L.).

Modify instruction and implement evidenced-based interventions based on individual needs.

Make informed decisions about what resources are needed to ensure student success.

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DATA

INSTRUCTION

CURRICULUMLEARNER DATA CURRICULUM

ENVIRONMENT

LEARNER

Historical & CurrentA d i D t i

DATA

Academic Data*Student data

*Class data *Benchmark data*Grade level data

Formative Data

Summative Data

Progress Monitoring

Behavioral Data

Intervention Data

Types Of Assessments

1. Screening Assessments – assessments used to determine if additional investigation is warranted

Answers the question: is there a possible problem?Examples: FCAT, FAIR etc.

i i i d h 2. Diagnostic Assessments: more in-depth analysis of a student’s strengths and weaknesses

3. Progress Monitoring Assessments: Sensitive to small increments of growth

Examples include Running Records, PASI, PSI, ORF, FAIR OPM

Universal Screeners

District AssessmentsFAIRSRIRunning Records

Diagnostic Assessments

• PSI• PASI• Running Records• TDI • Maze/Word Analysis

Progress Monitoring Tools

Must match intervention/instructionShould be a quick toolCurriculum Based Measurement – Short, quick probes based on skillsbased on skills

Examples:Running recordsPASIPSIMath ProbesCommon Formative Assessments

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Computer Programs used to track data used to track data

District Wide

Student Desk Top Data System

Progress Monitoring via Data Boards

Each schools’ RtI implementation plan will differ based on their student population; thus, some school leaders choose to use data boards.Gi t i l t t d t Give a great visual as to student progress.Opens up dialogue during teacher data team meetings.Coded by teacher/ skill/ student

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Walk to Intervention

Each schools’ RtI implementation plan will differ based on their student population; thus, some school leaders choose to practice Walk to Intervention.Ensures efficacy.Demands fidelity of teachers to set aside the time for the intervention to occur.Requires strict scheduling.

Palm Bay Elementary MASTER SCHEDULE 2009‐2010TIME KINDERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE

800‐810 ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS ANNOUNCEMENTS

810‐830 INTERVENTION INTERVENTION INTERVENTION INTERVENTION READING BLOCK

SCIENCE 8:10‐8:58

ACTIVITY

830‐845 8:10‐8:40 8:10‐8:40 8:10‐8:40 8:10‐8:40

845‐900 READING BLOCK READING BLOCK READING BLOCK READING BLOCK 8:10‐9:40 ACTIVITY 8:15‐8:55

900‐915 8:40‐10:10 8:40‐10:10 8:40‐10:10 8:40‐10:10 EXTENDED P.E.

915‐930 8:58‐9:38 8:55‐9:25

930‐945

Intervention 9:30‐10

945‐1000 ACTIVITY READING BLOCK LUNCH

1000‐1015 14 min 10:00‐10:36

1015‐1030 EXTENDED P.E. ACTIVITY WRITING LUNCH 9:41‐10:21 9:40‐11:10

1030‐1045 10:10‐10:40 (3 to Recess) LUNCH 10:12‐10:54 EXTENDED P.E. BLOCK 1

1045‐1100 LUNCH 10:24‐11:04 10:30‐11:09 10:21‐10:51

1100‐1115 10:42‐11:37 ACTIVITY WRITING 10:40‐12:10

1115‐1130 WRITING EXTENDED P.E. 10:50‐11:40 MATH

1130‐1145 WRITING 11:05‐11:35 11:10‐11:40 11:07‐11:47 LUNCH 11:10‐12:10

1145‐1200 11:40‐12:15(3 to Recess) SCIENCE 11:35‐12 MATH 11:40‐12:29

1200‐1215 ACTIVITY LUNCH 11:40‐12:40 EXTENDED P.E. LUNCH

BLOCK 2 12:15‐2:20

1215‐1230 12:02‐12:40 11:50‐12:20 MATH 12:19‐12:58

1230‐1245 12:17‐12:57 MATH 12:45‐1:45

1245‐100 EXTENDED P.E. WRITING 12:20‐1:20 EXTENDED P.E.

100‐115 MATH 12:40‐1:00 ACTIVITY 1:00‐1:20

115‐130 SCIENCE MATH SCIENCE 1:45‐2:20 WRITING

130‐145 1:10‐2:10 1:00‐1:40 WRITING 1:20‐1:45

145‐200 1:00‐2:201:20‐

1:50 INTERVENTION INTERVENTION200‐220 SCIENCE 1:40‐2:20 SCIENCE 1:50‐2:20 1:45‐2:15 1:45‐2:15

220Dismissal Dismissal

3 Major Initiatives in Brevard Public Schools

1.RtI2.PLCs3.B.E.S.T

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B.E.S.TBrevard Effective Strategies for Teaching

B.E.S.T. is about good pedagogy – the art and science of teaching students.

B.E.S.T is a complete pedagogical model. All six modules are about HOW the student learns.

Serving every student with

excellence as the standard

InclusionInclusion

RtIRtI

SSNPSSNP

Differentiated Differentiated Accountability Accountability

ModelModel

Differentiated Differentiated InstructionInstruction

National and National and State State

StandardsStandards

LearningSpark

Learning Cycle

LearningEnviron-

ment

LearningMeasure-

ment

LearningStrategies

LearningPlan for

All

Student Engagement

StudentAchievement

ContinuousTeaching

Improvement

Module 1Module 1 ModuleModule 2 ModuleModule 3 Module 4Module 4 ModuleModule 55 Module 6Module 6

How B.E.S.T relates to RtIAs we implement B.E.S.T. throughout Brevard

ll b hCounty we will in turn be strengthening our core. B.E.S.T. requires teachers to examine the relationships between the ICEL (Instruction, Curriculum, Environment, and Learner.

Welcome to RtIin

Orange CountyOrange CountyDanielle AlchinCurriculum Resource Teacher, Dover Shores Elementary SchoolOrange County, Florida4/1/11

Response to Intervention

• Beginning of year Progress Monitoring Meetings

• Progress Monitoring Data Collected during intervention

• Continual Progress monitoring meetings

• What if I don’t see improvement?

RTI Committee Request Form

Date:Student Name: Grade: DOB: Teacher: Specific Area(s) of Concern: (Check boxes that apply)

Reading Math Writing Language Speech Behavior

Provide a Description of the Concern: (Include test scores if applicable i.e.… FCAT Level, Benchmark)

To Be Filled Out By a Member of the RTI Committee Meeting Date:

Meeting Notes:

Suggestions Made: Teacher will try these new interventions before our next meeting date. Tier ITier I

Intervention: How Long: Person Responsible:

Tier II Intervention: How Long: Person Responsible:

Tier III Intervention: How Long: Person Responsible:

The RTI Committee will reconvene on:

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A School Level Perspective

ModelModel

Contributed byKrista Bixler,Assistant PrincipalWest Creek Elementary School


Teachers administer common grade level assessments in math, reading, and writing.Most utilize FAIR and Houghton Mifflin as their reading assessment and an end of the year math

t f ti l tiassessment as a formative evaluation.A common writing prompt is given to all students and scored using a rubric based on what skills/standards students need to meet at different points in the year.


All of this information is compiled into a spread sheet by teacher. Every other month, they (administration and teacher) meet to discuss where each student is. The spreadsheet also tells them what AYP subgroup someone is in.As they discuss each child individually we determine what type of intervention they may need based on the results. They utilize READ 180, Reading Resource, Early Interventions in Reading, Read Well, and After School Tutoring. They will also pull FCRR activities.


The school has 2 reading specialists that serve students throughout the day as well as 2 paraprofessionals.On going Progress monitoring is completed th h t th i t tithroughout the intervention.Every other month they meet again to see how the student is progressing and if adjustments need to be made.


For students who this does not work for, we meet again with the school psychologist, SLD teacher, and Speech/Language therapists.This team develops an even more intense focused intervention in which some utilize special education te ve t o w c so e ut e spec a educat o services.Based on their progress monitoring and data collection the team can determine an appropriate intervention or if special education needs consideration.

Response to Intervention(RTI) Implementation

District Wide in Osceola CountyDana Jacobson, Denn John Middle School

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Key Personnel for RTI Implementation in Osceola County

District Contacts:Yara Taveres-De La Fuentes, Curriculum Specialist and RTI [email protected]

Robert Noll, District Counselor, Student [email protected]

School Contacts:Principal, Assistant Principal, RTI Coordinators/Teams

Resources in Osceola County

District Website Information-Curriculum and Instruction

District-Wide Information through First Class e-mail system

Staff Access to Student Data Although implementation of RTI varies based on the needs of the students at schools, Osceola County has established support structures to assist schools with the RTI process.

These supports include:•On-line resources which outline the RTI process and

i trequirements•Professional development for staff on how to effectively use the resources•RTI Team Support through a district level RTI Resource Specialist and Student Services District Counselors and Psychologists level Counselor

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Welcome to RtIin

Seminole County

Jordan RodriguezAssistant PrincipalSeminole High School

Seminole County

Model

We ID students based on fitting 2 or more of the criteria below:

- lowest 25% academic- count AYP 3-4 times- GPA lower than 2.0- teacher, guidance, discipline recommendation

We have a total of about 225 in the RtI group. The way we handle it is by sending the teachers a tabbed binder (8 tabs). There is one tab for each period, plus the 8th tab is a list of interventions for common issues. Depending on which period the teacher has students identified; they find a table of contents up front with individual information behind the contents up front with individual information behind the appropriate tab. The information provided is:

- FCAT scores- FAIR scored- attendance info- specific area of need (subjects)- class schedule- current report card

We also provide blank log sheets for the teachers to document specific issues (academic, behavior), specific response, and if the response was effective or not. All this info is then transferred every 9 weeks in to the students' individual yellow district RtI folderto the students individual yellow district RtI folder.

Model

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Students in need of potential intervention are identified by instructor, guidance counselor, or parent recommendation.

Conference with student (target subjects / difficulties identified.)Mentoring / tutoring suggested (if not already in place); referral to behavioral specialist (if needed). Potential schedule modification Potential schedule modification In class accommodations: preferential seating, extended time, resubmission to mastery. If prior interventions are ineffective, 504 discussed (if applicable), conference with teachers / representative of county level ESSS (discussion of possible placement into ESE).

Under Construction: Building a P id f S t AHS

P A U L M . N E H R I GP R I N C I P A L I N T E R N , A T L A N T I C H I G H S C H O O L

V O L U S I A C O U N T Y , F L O R I D A4 / 1 / 1 1

Pyramid of Success at AHS

VOLUSIA COUNTY PYRAMID OF INTERVENTION MODEL

Professional Learning Community (PLC)

Behavioral Academic ( ) System (RtI)

Problem Solving

System (RtI)

PROFESSIONAL LEARNING COMMUNITY (PLC)

Tier 3: Intensive

Intervention

Tier 2: Supplemental

How will we respond when they don’t learn?Directive, Individualized, Specialized , Research‐Based

How will we respond when they don’t learn?Directive InterventionsSystematic & Research‐BasedSt d d I t ti P t l

5%

15%Supplemental

Targeted Interventions

Tier 1: Core Curriculum

Standard Intervention Protocol

What is it we expect ALL students to learn?How will you know when they have learned it?Rigor/Relevance/RelationshipsGuaranteed & Viable CurriculumDifferentiated InstructionPreventative & Proactive

80%

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Is this an individual student problem or a

Decision Making Rubricfor use with

School-Wide Screening

Are over 20% of students

struggling?

Are between 5% and 20% of Are 5% or fewer

studentsstruggling?

studentsstruggling? p

larger systemic problem?

adapted from:

Heartland AEA 11, Improving Children’s Educational Results

and developgroup

intervention

Examine instruction,

curriculum, and environment for

needed adaptations

Develop small group

intervention

Go to problem definition

Go to intervention evaluation

Atlantic’s Construction Project

• Saw need for:▫ Integration of existing interventions▫ Interdisciplinary input▫ Development of school-wide approach to behavioral &

academic supportsacademic supports

• Formed Behavioral Leadership Team (BLT)▫ Consultant, district Staff, school-based representation▫ Site review, data Analysis

▫ Began plans for “Summer Construction”

Atlantic’s Construction Project, cont’d

2-Week “Summer Construction” ProjectLed by Dr. Alicia Parker1st week RtI-B, 2nd week RtI-ADeveloped school-wide pyramid of interventionsInterdisciplinary participation & input from variety of Interdisciplinary participation & input from variety of stakeholders

BLT Fall data reviewExamine 1st quarter dataRefine nomination process for Behavioral Support

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73, 30%

Total Referrals for Gender1st Qtr 10-11

171, 70%

F M

80, 33%

Total Referrals by Race1st Qtr 10-11

12, 5%

9, 4%

143, 58%

B

H

M

W

32, 13%

16, 7%

Total Referrals by Grade Level -1st Qtr 10-11

132, 54%

64, 26%

09

10

11

12

57, 23%45, 19%

Total Referrals by Day1st Qtr 10-11

M

52, 21%

39, 16%

51, 21%

Mon

Tue

Wed

Thu

Fri

Last Name First Name Alpha Sex Grade Ethnicity WD Code LQR LQM ESE ARG SES >2 Fs, Is, Us

1st MT 5 AB 10 AB 15 AB 1 or more Fs on 1st RC # of Referrals

LABV F 9 W Y Y Y 13

KTEZ F 9 B Y Y Y Y Y 12

KMEI F 9 W Y Y 14

MDWZ F 11 W Y 11

LIPR F 11 W Y Y Y 10

LNNC M 9 B Y Y Y Y 11

KYQT M 9 H Y Y Y Y 12

PAKU M 9 H Y Y Y Y 12

JWZD M 9 B W02 Y Y Y Y Y Y Y 10

KRZF M 9 W Y Y 14

LYVR M 9 W Y Y Y Y Y 11

PYAM M 9 W Y 15

QUZX M 10 W Y 12

RCNV M 10 B Y Y Y 10

167

Guiding Questions for Tier 1

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Atlantic High RtI

• Tier 1 – Classroom environment▫ 4Qs of PLCs▫ Clear objectives, guaranteed & viable curriculum, student

engagement, differentiation▫ Formative assessments w/ appropriate classroom-level

i t tiinterventions▫ Management, Instruction, Procedures

• Tier 2 – Additional supports▫ S.O.S. (Save Our Sharks)▫ Contact: parent, fellow teachers, guidance, academic coach▫ Referral for mentor, guidance conference, learning contract,

academic intervention

Atlantic High RtI cont’d

Tier 3 – BLT, PSTNomination to Behavioral Leadership TeamReferral from BLT to:

Problem-Solving Team (attendance, discipline)Guidance Services (social/emotional family)Guidance Services (social/emotional, family)Mandatory Learning Labs (academic)

BLT reviews nominations for trends

Tier 4 – Progress Monitoring/Referral for EvalHighest level of frequency, intensity, duration

Atlantic High - Next Steps

Review / clarify roles & responsibilitiesDevelop specific progress monitoring structuresAdd interventions for acceleration & enrichmentProvide quality professional developmentProvide quality professional developmentIncrease compliance with interventionsStreamline access to supports

References

http://best.brevardschools.org/best/default.aspxhttp://school.discoveryeducation.com/clipart/http://elementarypgms.sp.brevardschools.org/RTI/default.aspxhttp://www.lakemaryhs.scps.k12.fl.us/http://seminolehs.scps.k12.fl.us/http://www.osceola.k12.fl.us/

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Thank You

Krista BixlerShelly DickinsonAmy FlowersJanet Garzia

a county by county welcome to rti perspective of rti

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