Data SummitJuly 27, 2012Stephanie Smyka

RESPONSE TO INTERVENTION

To review the essential components in support of RTI implementation

To assess state of RTI for School Improvement Plans

PURPOSE

RTI is an approach that enables schools to provide support for all students in general education

Includes:Ongoing assessment of student performanceUse of evidence-based instructional

practices to provide quality instruction targeted to meet individual student needs

Data-based decision making

WHAT IS RTI?

1. Strong leadership2. Ongoing assessment3. Evidence-based curriculum and

instruction4. Collaborative teaming5. Data-based decision making6. Fidelity of implementation7. Ongoing training and professional

development8. Community and family involvement

RTI ESSENTIAL COMPONENTS

RTI FRAMEWORK

Effective Core Instruction for All

Supplemental Interventions for

Some

Strategic/Intensive Interventions for

Individuals

RTI FRAMEWORK APPLIED TO GREECE SCHOOLS

Paddy HillPine BrookWest Ridge

Odyssey

Craig Hill (AL)Buckman Heights

(HR) Lakeshore (EV)

BrooksideAthena High Arcadia High

LongridgeOlympia

Arcadia MiddleAthena Middle

The leader:Promotes commitment of staff to processFosters collaborationProvides time resources

-makes adjustments in schedulesArranges professional developmentAssesses procedural fidelity as part of

school improvement planning and evaluations

Provides consistency for leading the way

1. ESSENTIAL LEADERSHIP

Universal Screening: involves all children and is usually done at set benchmark points to identify students at risk of not meeting standards (e.g., AIMSweb, ELP at elementary; Scholastic Reading Inventory at secondary)

Diagnostic assessment: administered to smaller groups of students to help plan instruction by providing in-depth information about students’ skills and instructional needs (e.g., F&P Benchmark Assessment, Qualitative Reading Inventory, Acuity)

Progress Monitoring: frequent measuring to determine if students are making adequate progress or in need of more or different intervention to achieve grade-level outcomes (e.g., Running Reading Records, Acuity, Common Formative Assessments, AIMSweb)

Outcome assessments: provides evaluation of effectiveness of program and performance level (e.g., Regents exams, NYSED 3-8 ELA/Math Assessments)

Assessment information is communicated to parents.

2. ONGOING ASSESSMENT IN RTI (ELEMENTARY & SPECIALISTS)

Universal Screenings: State exam results, SLO pre-assessments, Regents exams

Diagnostic and Progress Monitoring: 5 week grade reports, common formative assessments

Outcome assessments: Mid-terms, End of course exams, Regents

ONGOING ASSESSMENT IN RTI(SECONDARY)

RTI LEVEL ASSESSMENTS: ELEMENTARY & INTERVENTIONISTS

AIMSwebEarly Literacy Profile Scholastic Reading InventoryRunning Reading RecordsF&P Benchmark AssessmentUniversal Screening: 3x/year

AIMSweb toolsRunning Reading Records

AcuityCommon Formative

AssessmentsProgress Monitoring: Every 3-

4 weeks

AIMSweb toolsRunning Reading Records

Progress Monitoring: Every 1-2 weeks

All students receive instruction from the core program/curriculum

Small differentiated group instruction based on needs from diagnostic assessment

Explicit instruction targeting skillsOpportunity for review, practice, feedbackMost qualified teacher provides instruction

3. EVIDENCE-BASED INSTRUCTION

Evaluates school level processes and monitors fidelity of processes

Identifies problems and concernsManages dataSystematic review of data to inform intervention

4. COLLABORATIVE TEAMING IN RTI

5. DATA-BASED DECISION MAKING

Progress Monitoring Cycle

Systemwide Evaluation of RTI (Shapiro and Clemens, 2009)• Four measures the district/school should monitor

Tier placement against benchmark periods

Rate of improvement across benchmark measures

Movement between tiersMovement within tiers

DATA-BASED DECISION MAKING

Outcomes can only be attributed to our efforts if we evaluate and provide documentation of:-curriculum-instruction-assessment-collaborative team problem solving process-RTI process

6. FIDELITY OF RTI

Upcoming professional development

7. ONGOING TRAINING AND PROFESSIONAL DEVELOPMENT

Leaders Interventionists

• August 20 PD • DuFour model of RTI

(long-range plan)

• Assessments• Interventions• Data

analysis/progress monitoring

Involving families in all phases is a key aspect of a successful RTI process

Parent and community support of our children’s education increases the likelihood of success

Provide parents with written information (district-provided) about the RTI program and be prepared to answer questions about the process

8. FAMILY AND COMMUNITY INVOLVEMENT

Can take up to 5 years to implement the RTI process fully Identify current state (using RTI assessment tool) Identify existing resources and components in place and how

to increase time and professional development Include in school improvement plan

STRATEGIC PLANNING

Strong building instructional leadershipHigh expectations for student achievementA shared visionTeam building and collaborationBelieve you can do it and all students can achieveRedeployment of resources

KEYS TO SUCCESS…

Use the tools provided (NYS Self-Assessment Tool for elementary, Mattos for secondary) to assess your school’s current state of RTI implementation

Use the information to formulate goals and strategies for your School Improvement Plan

EXPECTATIONS FOR RTI IMPLEMENTATION