Growing & Glowing with RTIGrowing & Glowing with RTI

Camden County SchoolsCamden County Schools

GoalsGoals

After attending this presentation, you should After attending this presentation, you should better understand how to: better understand how to:

implement a systemwide “Response to implement a systemwide “Response to Intervention” Model which includes Intervention” Model which includes monitoring and evaluating datamonitoring and evaluating data

set up a school intervention schedule and set up a school intervention schedule and planplan

Identify potential barriers and present Identify potential barriers and present solutionssolutions

RTI & Pyramid of Intervention RTI & Pyramid of Intervention Should Have a System Focus!Should Have a System Focus!

All parts of the process must work together.All parts of the process must work together. Parts must be well-defined. “Automaticity occurs at Parts must be well-defined. “Automaticity occurs at

Tier 1 & 2.”Tier 1 & 2.” Placement into interventions is a natural “step by Placement into interventions is a natural “step by

step” progression. step” progression. The process must include constant assessment & The process must include constant assessment &

monitoring.monitoring. The process must be focused upon an expectation The process must be focused upon an expectation

of improvement and not punitive measures.of improvement and not punitive measures.

First Steps to Developing First Steps to Developing an RTI Model an RTI Model

Develop a system level intervention committee which Develop a system level intervention committee which includes stakeholders such as counselors, administrators, includes stakeholders such as counselors, administrators, school psychologists, and central office administrators.school psychologists, and central office administrators.

Define RTI-related terms (intervention, Tiers, screening, Define RTI-related terms (intervention, Tiers, screening, etc) and determine appropriate universal screening tools at etc) and determine appropriate universal screening tools at the system level & school level for addressing academic the system level & school level for addressing academic and behavioral concerns.and behavioral concerns.

Revisit SST process and forms.Revisit SST process and forms...\..\FY07\SST Improvement Committee\Pyramid of Interventi..\..\FY07\SST Improvement Committee\Pyramid of Interventions ons

Timeline.docTimeline.docMust develop a common language! Must develop a common language!

What should the tiers look like?What should the tiers look like? After defining all of the RTI-related terms, it is important to After defining all of the RTI-related terms, it is important to

focus upon the tiers and describe them thoroughly:focus upon the tiers and describe them thoroughly:– ParticipantsParticipants– Programs/Strategies to be usedPrograms/Strategies to be used– Grouping (1:3, individual)Grouping (1:3, individual)– Minimum time per dayMinimum time per day– Assessment tools and schedule (weekly; every 2 weeks)Assessment tools and schedule (weekly; every 2 weeks)– Systemwide interventionsSystemwide interventions– Interventionist (Who will deliver?)Interventionist (Who will deliver?)– Setting (Where will the intervention occur?)Setting (Where will the intervention occur?)

Recommendation: Define each tier separately then determine Recommendation: Define each tier separately then determine relationships. Some strategies may be used at more than relationships. Some strategies may be used at more than one tier depending on how they are being used. one tier depending on how they are being used.

InterventionsInterventions

It is key to develop an intervention menu It is key to develop an intervention menu that falls within current staffing and budget that falls within current staffing and budget parameters.parameters.

““Work differently and smarter with Work differently and smarter with

what you have!”what you have!”

Intervention MenuIntervention Menu

..\Intervention Menu ..\Intervention Menu Worksheet.docWorksheet.doc

Development of RTI/Pyramid of Development of RTI/Pyramid of Intervention ResourcesIntervention Resources

Pyramid of Intervention Electronic FolderPyramid of Intervention Electronic Folder– handbookhandbook– SST/CST Referral FormsSST/CST Referral Forms– strategiesstrategies– screening materials..\CCS PM Mathematics Fluency Resource Book Final.pdfscreening materials..\CCS PM Mathematics Fluency Resource Book Final.pdf– progress monitoring tools..\Reading Fluency Progress Monitoring Tool.xlsprogress monitoring tools..\Reading Fluency Progress Monitoring Tool.xls

Handbook ..\POI Handbook with fluency 071807.docHandbook ..\POI Handbook with fluency 071807.doc– step by step process to be followedstep by step process to be followed– description of each tierdescription of each tier– screening materialsscreening materials– monitoring instructions at each tiermonitoring instructions at each tier– fluency normsfluency norms– RTI formsRTI forms– parent brochures for RTI/SST..\POI Parent Brochure printing copy.pdfparent brochures for RTI/SST..\POI Parent Brochure printing copy.pdf– websites & resourceswebsites & resources

Communication of Expectations Communication of Expectations

Following the development of the model, a Following the development of the model, a systemwide training should be conducted to systemwide training should be conducted to share the plan and step-by-step instructions. share the plan and step-by-step instructions.

RTI - Administrators' Steps to RTI - Administrators' Steps to Implementation.docImplementation.doc

Important: The model presented serves as a Important: The model presented serves as a starting point. Insertions and revisions starting point. Insertions and revisions should be noted during implementation. should be noted during implementation.

Barriers to ConsiderBarriers to Consider

Current SST FoldersCurrent SST Folders Personnel ResistancePersonnel Resistance Lack of Training & Resources Lack of Training & Resources Perception of Special EducationPerception of Special Education Time (Connect all you can such as trainings, Time (Connect all you can such as trainings,

common planning, unit development, data common planning, unit development, data evaluation, and whole faculty study groups!)evaluation, and whole faculty study groups!)

Transitioning…Transitioning…

From System Level From System Level

To To

School LevelSchool Level

St. Mary Elementary School’s St. Mary Elementary School’s

RTI ModelRTI Model

Re-Thinking What We DoRe-Thinking What We Do

Driving Questions:Driving Questions:– When will interventions take place?When will interventions take place?– How/When will we take care of EIP?How/When will we take care of EIP?– Who will make the interventions?Who will make the interventions?– Who is on the RTI team?Who is on the RTI team?– What kind of progress monitoring data will be What kind of progress monitoring data will be

collected?collected?– Who will collect the data?Who will collect the data?– How often will data be collected?How often will data be collected?

Starting from Ground ZeroStarting from Ground Zero

The daily schedule was re-worked by looking at The daily schedule was re-worked by looking at the number of instructional minutes in the day. the number of instructional minutes in the day.

By focusing the instructional day, it was possible By focusing the instructional day, it was possible to create a 50-minute daily intervention period. to create a 50-minute daily intervention period. This would serve as a time for supplemental EIP This would serve as a time for supplemental EIP Reading/Math, a Tier 2 time for students not in Reading/Math, a Tier 2 time for students not in EIP, and an enrichment period for all others. We EIP, and an enrichment period for all others. We called this period “SEA Time” – Students Enriching called this period “SEA Time” – Students Enriching Academics.Academics.

Solving EIP ProblemsSolving EIP Problems

What about students who needed EIP What about students who needed EIP Reading Reading andand Math? Math?– SMES put these students in an augmented SMES put these students in an augmented

Reading and pullout Math (during the SEA Reading and pullout Math (during the SEA time).time).

– Students who needed one EIP class but were at Students who needed one EIP class but were at Tier 2 in another area could still be served Tier 2 in another area could still be served during SEA time. during SEA time.

An Opportunity ArisesAn Opportunity Arises

Because of the creation of SEA Time and Because of the creation of SEA Time and the need also have augmented EIP classes, the need also have augmented EIP classes, it became clear that an effective way to it became clear that an effective way to organize reading classes would be to organize reading classes would be to regroup. Students in the differentiated regroup. Students in the differentiated reading classes are evaluated and reading classes are evaluated and regrouped as needed each nine weeks regrouped as needed each nine weeks based on Universal Screening scores. based on Universal Screening scores.

Who Makes the Interventions?Who Makes the Interventions?

For EIP students, the EIP teacher is the For EIP students, the EIP teacher is the primary interventionist.primary interventionist.

For students at Tier 2 not in EIP, the regular For students at Tier 2 not in EIP, the regular classroom teacher is the interventionist. classroom teacher is the interventionist.

Some interventions are handled outside of Some interventions are handled outside of the classroom, such as Instructional the classroom, such as Instructional Extension and morning/afternoon Extension and morning/afternoon interventions.interventions.

RTI Team MembershipRTI Team Membership

One administratorOne administrator One counselor/instructional lead teacherOne counselor/instructional lead teacher EIP teacher(s)EIP teacher(s) Grade level Reading teachersGrade level Reading teachers Speech/Language pathologistSpeech/Language pathologist Other grade-level teachers as neededOther grade-level teachers as needed Other specialists as neededOther specialists as needed

What Data is Collected?What Data is Collected?

Four main types of data are collected:Four main types of data are collected:– Universal Screening (Reading and Math).Universal Screening (Reading and Math).– Assessment for Learning.Assessment for Learning.– Progress Monitoring for Tier 2 and Tier 3 Progress Monitoring for Tier 2 and Tier 3

students.students.– Pre/Post Tests for specific interventions.Pre/Post Tests for specific interventions.

Who Collects?Who Collects?

Teachers should be data managers rather Teachers should be data managers rather than just data collectors. than just data collectors.

Paraprofessionals are used to collect Paraprofessionals are used to collect weekly progress monitoring data to be weekly progress monitoring data to be shared with the teacher and the RTI teams.shared with the teacher and the RTI teams.

How Often Is Data Collected? How Often Is Data Collected?

Universal Screening: Three times per year Universal Screening: Three times per year (August, December, March).(August, December, March).

Assessment for Learning: Three times per Assessment for Learning: Three times per year.year.

Progress Monitoring: Once per week. Progress Monitoring: Once per week.

Identifying Tier 2/3 InterventionsIdentifying Tier 2/3 Interventions

Teachers needed to know what Teachers needed to know what interventions/strategies are research-based.interventions/strategies are research-based.

Interventions and strategies were prioritized Interventions and strategies were prioritized in a loose hierarchy and data sources were in a loose hierarchy and data sources were identified for each.identified for each.

Interventions for individual students at Tier 2 Interventions for individual students at Tier 2 are chosen by the RTI team and the are chosen by the RTI team and the teachers responsible are notified.teachers responsible are notified.

Things to ConsiderThings to Consider

RTI teams are eligible for PLU credit as RTI teams are eligible for PLU credit as participation satisfies professional learning participation satisfies professional learning communities requirements.communities requirements.

If teachers are self-contained, differentiated If teachers are self-contained, differentiated reading classes are much easier to organize.reading classes are much easier to organize.

The list of Tier 2/3 interventions is a loose The list of Tier 2/3 interventions is a loose hierarchy -- what is important is that everyone hierarchy -- what is important is that everyone understands what intervention is being made, understands what intervention is being made, what data is being collected, and who is what data is being collected, and who is responsible.responsible.

More Considerations…More Considerations…

Because many of the students at SMES do Because many of the students at SMES do not ride the bus, morning/afternoon not ride the bus, morning/afternoon interventions were less effective than those interventions were less effective than those taking place during the school day. taking place during the school day.

Next Steps…Next Steps… Define RTI-related terms (intervention, Tiers, Define RTI-related terms (intervention, Tiers,

screening, etc) and determine appropriate screening, etc) and determine appropriate universal screening tools and common universal screening tools and common interventions at the system level for academic and interventions at the system level for academic and behavioral concerns.behavioral concerns.

Each school must Each school must – develop a problem solving format.develop a problem solving format.– establish an RTI team.establish an RTI team.– develop an intervention schedule for each grade level or develop an intervention schedule for each grade level or

a common time among the entire school.a common time among the entire school.– develop a means of assessing and monitoring academic develop a means of assessing and monitoring academic

and behavioral data. and behavioral data. – develop an intervention menu to address common develop an intervention menu to address common

concerns across the school population.concerns across the school population.

ContactsContactsMr. Tom McClendon, Principal Mr. Tom McClendon, Principal St. Marys Elementary SchoolSt. Marys Elementary SchoolEmail:tmcclendon@camden.k12.ga.usEmail:tmcclendon@camden.k12.ga.usPhone: 912/882-4839Phone: 912/882-4839

Dr. Rebecca GilletteDr. Rebecca GilletteDirector of Elementary Instruction Director of Elementary Instruction Camden County SchoolsCamden County SchoolsEmail: rgillette@camden.k12.ga.usEmail: rgillette@camden.k12.ga.usPhone: 912/729-5687Phone: 912/729-5687