R t ii : District Overview & Delivery Model

RTII:DISTRICT OVERVIEW & DELIVERY

MODEL

District Team – May 2010

District Demographics – 2009-2010

Buildings Enrollment ESL/ELL Students(%NP)

# and % NP- Reading (2008-

2009 PSSA)

# students # students # students

Cornwall Terrace 636 9 (77.8%) 91 (24.1%)

Green Valley 477 2 (0%) 37 (12.5%)

Lincoln Park 129 5 (0%) 9 (10.6%)

Shiloh Hills 432 8 (62.5%) 31 (14.8%)

Spring Ridge 450 3 (100%) 43 (17.3%)

West Wyomissing 215 3 (33.3%) 8 (7.7%)

Whitfield 642 9 (55.6%) 70 (20.1%)

Wilson Southern 639 9 (33.3%) 37 (8.6%)

Wilson West 740 7 (71.4%) 64 (13.9%)

Wilson Sr. High School

1445 7 (85.7%) 83 (18.1%)

Process

District Articulated process Complete and accurate

maps Defined purpose

(assessments and interventions)

Tier criteria/parameters for student placement

Expectation for instruction Timelines Universal/common

assessments, interventions, guidelines, and protocols

Buildings Follow district process

while addressing individual building dynamics and demographics Who (facilitation, progress

monitoring, support) What (assessment,

interventions, instruction) When (within daily/weekly

schedule) How (in classroom, outside

of classroom, team approach, etc.)

To whom

Maps address:

ASSESSMENTS INTERVENTIONS INSTRUCTION

•Grade levels•Student groups•Timelines•Progress monitoring•Best practices in formative assessment

•Purpose of interventions (skill deficits addressed)•Tier indication•Delivery of intervention•Progress monitoring•Timelines

•Instructional Best Practices•Classroom reading strategies•Differentiated Instructional strategies•Small group reading instruction•Balanced Literacy

Maps are dynamic and information is added and deleted based upon student needs and district data.

Tier 1: Rigorous Common Core CurriculumFocus (k-5) To maximize the learning for all

students using a strong researched-based corecurriculum to ensure students meet grade level standards.

Program/Curriculum and Instruction

Access to standards aligned curriculum for all studentsBest Instructional practices for all studentsK-5 – Treasures Reading Program

Number of students in group

Whole class, small flexible groups, pairs and triads, individual

Time K-5 – 90 minute uninterrupted block of reading/language arts instruction

Assessments Screener: k-2 AIMSweb, 3-5 4SightFormative:Benchmark: See District MapsSummative:

General Education Teacher

Setting/Place General Education Classroom

Resources

Professional Development

Differentiated Instruction, Co-teaching, reading strategies, POL – QTA, Treasures, progress monitoring, formative assessments

Literacy

Tier 1: Rigorous Common Core CurriculumFocus (6-12) To maximize the learning for all

students using a strong researched-based corecurriculum to ensure students meet grade level standards.

Program/Curriculum and Instruction

Standards Aligned Curriculum – access to curriculum for all studentsInstructional Best Practices for all students


Whole class, small flexible groups, pairs and triads, individual

Time 42-45 minute English block; 42-45 minute Reading block as assigned

Assessments Screener: Literacy 6-12 4Sight, Math 6-12 Study IslandFormative:Benchmark: See District MapsSummative:

Staff Member General Education Teacher


Resources


Differentiated Instruction, POL-DL, CSI, Co-teaching, formative assessments, as determined by faculty needs

Tier 2: Instruction Focus (k-5) To diagnose academic concern(s) and

systematically apply research-based small group instruction to enable student performance to reach or exceed grade level standards.Students who are not reaching grade level reading standards

Program/Intervention

Treasures


Generally 3-7 dependent upon intervention

Time 30 minute intervention block

Assessments Diagnostic: Progress monitoring: See District MapsBenchmark:

Staff Member Academic Improvement Team: Teacher, Reading Specialist, Elementary Specialist, trained Staff


Resources


Intervention specific, assessment delivery, progress monitoring

Tier 2: Instruction Focus (6-12) To diagnose academic concern(s) and

systematically apply research-based small group instruction to enable student performance to reach or exceed grade level standards.Students who are not reaching grade level reading standards


Standards aligned curriculum;


Generally 3-7 dependent upon intervention

Time As dictated by standard intervention protocol

Assessments Diagnostic: Progress monitoring: See District MapsBenchmark:

Staff Member Teacher, specialist(s), trained staff


Resources


Intervention specific

Tier 3: Instruction

Focus (k-5) To provide intensive individualized and/or small group research-basedinstruction/intervention targeted to eliminate discrepancies in student performance inrelation to grade level expectations.Students who do not respond at Tier 2.


Same as Tier 2 plus individual intervention to address specific area of concern and additional interventions as listed:


Usually individual. Might be in a small group of no more than 5 students, dependent upon the standard intervention protocol

Time 30 minute intervention block; additional time as specified by standard intervention protocol

Assessments Diagnostic: Progress monitoring: Intervention specificBenchmark:

Staff Member General Education Teacher and Student Support Team Members: Reading Coach, Student Support Specialist, Elementary Specialist, School Psychologist, ESL Teacher, Speech Language Pathologist, Regular Education Teacher

Setting/Place General Education Classroom and additional settings as deemed appropriate for the specific intervention

Resources


Intervention support and delivery, reading best practices

Students who do not make progress in a timely manner toward grade level expectations will be evaluated for special education.

Tier 3: Instruction

Focus (6-12) To provide intensive individualized and/or small group research-basedinstruction/intervention targeted to eliminate discrepancies in student performance inrelation to grade level expectations.Students who do not respond at Tier 2.


Same as Tier 2 plus individual intervention to address specific area of concern and additional interventions as listed:


Usually individual. Might be in a small group of no more than 5 students.

Time As determined by standard intervention protocol

Assessments Diagnostic: Progress monitoring: Intervention specificBenchmark:

Staff Member General Education Teacher and Student Support Team Members: special education teacher, School Psychologist, ESL Teacher, Speech Language Pathologist, Regular Education Teacher

Setting/Place General Education Classroom and additional settings as deemed appropriate for the specific intervention

Resources


Intervention support and delivery; reading best practices

Students who do not progress toward grade level expectations in a timely manner will be evaluated for special education.

Tier 1 Decision Rules (Guidelines):

All students will receive a rigorous common core curriculum Tier 1 must contain small group/differentiated instruction during the 90

minute uninterrupted block of core instruction Screeners Indicate Student is/is not meeting benchmarks

All students are screened a minimum of 3 times per year Students who are barely achieving base line may be screened more often

(progress monitoring) Students who are just below baseline or barely achieving will receive D.I.

during the 90 minute block of core instruction Students who do not meet baseline with D.I. will be referred for Tier 2

instruction and intervention Students with multiple skill deficits will be referred for Tier 2 Instruction and

Intervention as identified by the root cause

Any instructional interventions are delivered in addition to regular core instruction; not in substitution of. Expected results: student will meet or exceed benchmarks ESL is a core curriculum; students in this core curriculum

should not be pulled from their 90 minute block of core instruction.


When a student should move to/leave Tier 2: Screeners indicate student is not/is reaching benchmark as defined by

assessment protocol Student’s grades are below average or average in conjunction with

assessment data points Student’s standardized test scores are basic, below basic, or proficient and

student is not/is progressing with Differentiated Instruction/Standard protocol intervention

Classroom teacher formally requests assistance as indicated by assessment data

How long a student should continue with Tier 2 instruction: Students will remain in T2 intervention for two to six weeks dependent upon

the standard protocol intervention May move sooner if progress is below benchmark for 3 -6 progress

monitoring points or if student achieves and sustains benchmark May be extended if student has multiple skill deficits and progress is being

made in the initial skill deficit and a second deficit is being addressed under another standard protocol intervention


When a student should move to/leave Tier 3: Inadequate progress in Tier 2 ( 3-6 progress monitoring points with

bi-weekly progress monitoring) Student can maintain adequate progress in a Tier 2 intervention Student has mastered goals and is on grade level/benchmark Tier 3 needs a minimum of 6 monitoring points (weekly progress

monitoring) When a student should continue with Tier 3 instruction:

Progress predicts grade level performance within a year; student will make one year’s growth within the year

Inadequate progress indicates a need to either modify or redesign the intervention (based upon student responsiveness to the intervention).

Even if a student is making progress, student can’t remain in T3 for more than two 10 week intervention periods without further evaluation.

Special Education – WHEN (Guidelines):

Lack of positive results – trend line (progress monitoring) below benchmark in two or more interventions

Positive response requires intensity and resources not available in general education (Tiers 1-3)

No response in Tier 2 or Tier 3 Student has responded but student needs cannot be met and student

will not make progress toward benchmark standard by the end of the year

All points of data indicate need for additional educational programming Ability – Achievement discrepancy

Response to intervention data used as evidence of educational need and for educational programming

Data will be evaluated to see if instruction/intervention is meeting student’s needs based upon student responsiveness

Key Points:

School teams need to review data, not just individual teachers RtII processes unfold at the building level and are driven by student needs within that

building Intervention needs to be supplemental to Core Instruction RtII is a regular education initiative and all faculty and staff are responsible for instruction Intervention time needs to be scheduled into the regular school day Professional Development for faculty and staff in instruction, assessments, and

intervention is ongoing at the building and individual levels Modeling, coaching, and support is critical to faithful implementation We need to think creatively to find the necessary man power and resources to carry out

interventions and progress monitoring We must continue to evaluate our assessments and to modify our menu of interventions

and core evidence based instructional activities to meet student needs We need to begin to look at evidence based interventions for math (in addition to literacy) We must continue to look at models to expand RtII into our MSs and HS We must continue to shift our mindset from identifying students to identifying instruction

that meets the needs of our students We MUST believe that every student can achieve!

Tier 1 - 80% of students

READING Elementary: Secondary:

MATH Elementary: Secondary:

Universal Screening Tools:AIMSweb (grades K - 2), 4sight (grades 3 – 12 (not math 6-12)), Study Island (math 6-12)

Tier 2 -15% of students



Tier 3 -5% of students



Special Education Evaluation at or post Tier 3 (may be requested at any point)

Best Instructional Practices and Strategies

Formative Assessments & Progress Monitoring

Criteria for Movement Within and Between Tiers

Enrichment

Resources:

http://www.pdesas.org/assessment/about

http://www.pdesas.org/Main/Interventions

http://www.rti4success.org/chart/screeningTools/screeningtoolschart.html

http://www.interventioncentral.org

http://www.k8accesscenter.org/index.php

http://www.pattan.net http://ies.ed.gov/ncee/wwc http://www.fcrr.org








http://www.interventioncentral.org/

http://www.interventioncentral.org/



http://www.pattan.net/

http://ies.ed.gov/ncee/wwc

http://www.fcrr.org/

Documents

R t ii : District Overview & Delivery Model