Madison County Schools September 2013. What is the purpose of RTI? It’s two-fold… To provide early intervention To provide an alternative method of LD

Madison County SchoolsSeptember 2013

What is the purpose of RTI?

It’s two-fold…

To provide early intervention

To provide an alternative method of LD identification

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Our VisionEvery Child a Graduate – Every

Graduate Prepared

forCollege/Work/Adulthood in the 21st Century

Prepared Graduate DefinedKnowledge Possesses the knowledge and skills needed to

enroll and succeed in

credit-bearing, first-year courses at a two- or four-year

college, trade school,

technical school,

without the need for

remediation.

SkillsPossesses the

ability to apply core academic skills to real-

world situations through

collaboration with peers in problem solving, precision, and punctuality in

delivery of a product, and has a desire to be a life-

long learner.

MCBOE Mission

The mission of the Madison County School System is to create and support high quality public

schools that maximize student achievement, expand student opportunities, and prepare

graduates for success in a globally-competitive world.

“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” --Wright (2005)

7Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

Discussion: Read the quote below:

Do you agree or disagree with this statement? Why?

How are these people involved in the RTI Process?AdministratorsRTI ContactsPupil Support Team MembersTeacher(s)School NurseEL TeacherPsychometrist

RTI Non-NegotiablesRTI Must include…

Appropriate instruction delivered to all students Screening for all students Instruction matched to student need with

increasingly intensive levels of targeted intervention

Repeated assessments of student achievement Information acquired through RTI must be used

in decisions about changes in goals, instruction, services and referrals to special education (PST);

Notify parents when intervention exceeds general classroom interventions

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MCS RTI Focus for 2011-12A functioning Pupil Support Team Developing a toolbox of scientifically

research-based interventions that address common reasons for school failure (Tiered Interventions).

The ability to use various methods of assessment to monitor student progress in academic and behavioral areas (Formative Assessment).

MCS RTI Focus for 2012-13Parent Notification of student progress in RTI

(see handout)EL Students – Notification of EL specialist if an

EL student is referred to PSTEL Teacher’s role in RtI: Liaison for Tier I through Tier

IIIIn Tier I, everyone who sees the student is an “EL

teacher”Content teachers and EL teachers collaborate on

appropriate learning strategies that are research- based for ELs throughout RtI

Nurse Responsibilities with Vision/Hearing Screening (see handout)

MCS RTI Focus for 2013-14DIMS – Improving efficiencyhttp://

campfiredata.com/MCS/RTIMovie1/index.html

Tier II and III – Middle/High SchoolDocumentation – Leading cause of lawsuitsData MonitoringCluster Meetings – Ensuring smooth

transitions for PST students

QuestionsWhat are your RTI strengths? Concerns?Do you have any data to demonstrate if RTI is

being successful in your school?Does your data indicate that specific

interventions are being successful?

Madison County Schools

MCS RTI Documents

MCS RTI Documents


Universal ScreenerThe purpose is to monitor success of all

students in the learning environment by using a variety of assessments, learning experiences, and feedback measures.Elementary (K-3) - Screen 3 times per yearSecondary (4- 12) – Screen 3 times per yearTier II…<25th percentileTier III…<10th percentileScreening Tools…STAR, DIBELS, ARMT+,

EXPLORE, AHSGE, PLAN

Data MonitoringReview of student data (failure list, formative

assessments, etc…) by Principal or Designee(s) High Schools – every 3 weeks K-8 – every 6 weeks

Follow-up with teachers regarding differentiation (Improve Tier I instruction) individually or in Data Meetings

Struggling students referred to Grade Level Support Team (GLST)

A struggling student can be referred to the Pupil Support Team at any time deemed necessary

Progress MonitoringSTAR Reading and Math or STAR Early

LiteracyDetermines if the intervention is working Tier II…bi-weeklyTier III…minimum of once per weekROI…Rate of ImprovementProgress Monitoring should be of targeted

skills, not standards

Is the intervention working?

Pupil Support Teams (PST) The purpose is to guide general education

intervention services for all students who have academic or behavior difficulties

Pupil Support Teams (PST) Number and structure of PST’s is determined by local

school PST should review students at least monthly Required by State and Federal Law Determines Interventions…not Accommodations Do not start the process over each year Student stays in the RTI process until they achieve

grade level proficiency or are referred for Special Education… special education requires 40 instructional days (8 weeks) of intervention prior to referral

Data determines how long you will stay with an intervention and within a Tier (Aim Line)

Pupil Support Teams (PST) Step 1: Assess Teacher Concerns

Step 2: Inventory Student Strengths and Talents

Step 3: Review Background/Baseline Data

Step 4: Select Target Teacher Concerns

Step 5: Set Academic or Behavioral Goals

Step 6: Design an Intervention Plan

Step 7: Select Method for Progress Monitoring

Step 8: Plan How to Share Information with the Student’s Parent(s)

Step 9: Review the Intervention and Monitoring Plans


RTI’s Three-Tiered Intervention ModelTier 1

Interventions are universal, and available to all students. Teachers often deliver these interventions in the classroom.

Key Questions:Are routine classroom

instructional modifications sufficient to help the student achieve academic success?

Standards & scientifically based whole class instruction

Available to all students

High quality instructional and behavioral supports in general education

School-wide screening 3 times per year

Differentiated instruction


Interventions are individualized, and tailored to the unique needs of struggling learners. They are reserved for students with significant skill gaps who have failed to respond successfully to Tier 1 strategies.

Key Questions:Can an individualized

intervention plan carried out in a general-education setting bring the student up to the academic level of his/her peers?

Additional support above & beyond that of peers

Individual intervention plans

Interventions are aligned with specific student needs

Individualized & targeted, short- term intensive interventions/remediation

Bi-weekly progress monitoring & documentation of progress towards targeted goals

Parent Notification


Interventions are the most intensive academic supports available in a school and are generally reserved for students with chronic and severe academic delays or behavioral problems

Key Questions:What ongoing supports

does this student require and in what settings should they be provided to facilitate the greatest success possible?

Longer-term intensive instructional interventions designed to increase their rate of progress

Special Education or 504 eligibility might be considered

Individualized diagnostic assessments used to evaluate and distinguish deficit areas in order to design individualized instructional plan

Weekly progress monitoring

Parent Notification


RtI Documentation Needed from PST for a Referral for Evaluation for Special EducationTier I Instruction: Offer evidence that the student was provided appropriate

instruction in the area of reading, math and LEP-Limited English Proficiency, in a regular education setting. (Provide a portfolio of student growth in areas such as oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation and/or mathematics problem solving and/or behavior.)

Include Evidence of Participation in: Scientifically research-based reading and/or math programs Scientifically research-based instructional strategiesSmall group instructionDifferentiated InstructionScreening Process Daily Formative Assessment via anecdotal

notes from teacher observations and student writing samples Offer evidence that instruction was delivered by qualified

personnel.

RtI Documentation Needed from PST for a Referral for Evaluation for Special EducationTier 2 Intervention:Offer evidence of Tier 2 Targeted Interventions in Self-

contained or Departmentalized Classrooms (These are Short-term Interventions)Small Group Instruction Based on Skill DeficitMultiple and Flexible Grouping FormatsAdditional Intervention Time When AppropriateTutorial ProgramDrop-out Intervention ProgramParticipation in a software/web-based intervention

programTargeted Small Group Literacy Instruction in All Content

Area ClassroomsOpportunities in all Content Area Classrooms for Additional

Modeling, Practice, Review and corrective feedback.

RtI Documentation Needed from PST for a Referral for Evaluation for Special EducationTier 3 Intensive Intervention: Offer evidence that the student has participated

in a process that assesses the student’s response to scientific, research-based intervention.

Indicate the frequency and duration of interventions

Provide recommendations made from the Pupil Support Team

Provide data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during intervention instruction*

Documentation of Parent Notification

RtI Documentation Needed from PST for a Referral for Evaluation for Special Education* Student baseline level and goals are

calculated for each intervention, and a sufficient number of data points are collected during progress-monitoring to judge accurately whether the intervention has been successful.

Offer evidence that the student was provided with at least eight weeks of intensive intervention by a teacher who is highly skilled in teaching basic reading and/or math skills.

Provide evidence of teacher’s training and/or experience.

Provide evidence of duration of intervention.

Harvest Elementary

Problem Solving Team PurposeThe PST will ensure that:1 – students receive interventions matched to their

identified needs2 – appropriate progress monitoring tools are

utilized to provide evidence of students’ response to intervention

3 – progress monitoring data are used to make timely instructional decisions which maximize student outcomes

4 – parents are apprised of progress regularly

Pupil Support TeamK-5 - Wilder; Mathews; Crocker; Vandiver; K.

Green; MinorSpecial Ed. – Phillips; Moss; FloydOther Faculty – Barlow; Burton; ErwinGrade Level Teams

Meeting Dates and TimePST will meet once a month on a WednesdayMeeting time: 3:00 PMPST Meeting Location

Conference Room or Lighthouse RoomGrade Level Teams – meet twice per monthGLT Meeting Location

Team Leader’s Classroom

PST Member RolesChairperson

Determines the order of the meetingNotify membersApprove/develop meeting agendas

SecretaryEnter team’s decision on SIPAD formEnsure Parent Notification

TimekeeperKeep discussions on track and timelyData personPresent data and graphsTeam Dismiss students or Refer students to Sp. Ed.

GLT Member RolesPST Team Member

Run the computer for graph displayPresent data/graph of qualifying studentsKeep records of student progress for Grade LevelPresent Grade Level info to PST monthly

Grade Level TeachersProvide intervention suggestions

Teacher providing interventionNote suggested interventions on SIPADProvide interventions/Progress Monitor(STAR)Report back to GLT success/failuresProgress Reports to parents regularly

Next Steps…Attend PD session for leading GLT -

Get familiar with STAR data/graphs.Review and discuss the SIPAD form.

Faculty Training – 10/1/13

Meet as a team. – 10/2/13Look at our student data. (STAR)Determine the PST list.Complete SIPAD formsSend Parent Notifications