Setting Up & Getting Started

Copyright © 2008 Pearson Education, Inc. or its affiliates. All rights reserved.

Presented by: Kimberly Honnick, B.A., M.A

Setting Up &Getting Started

Copyright © 2008 Pearson Education, Inc. or its affiliates. All rights reserved.5.29.08 2

Objectives

• “Big Picture” of Response to Intervention

• Share my district’s experiences researching, designing, and implementing RTI

• “How to” approach

• Questions and answers


Decision to Implement

• Learned about RTI

• Decision made by Superintendent after

conversations about it

• Based on district data – program evaluation

of basic skills program

• New Jersey: not a state initiative


3 Step Process

1. Conduct Research

2. Form District-Wide Committee

3. Needs Assessment


Step 1:Secondary Research

• RTI is a general education initiative

• Related research and information came from those involved with Special Education

• Predominant sources: NASP, NASDSE

• State/district initiatives: many state driven


What is RTI?

• Framework involving a multi-tier system of intervention options designed to assist children exhibiting academic and/or behavioral difficulties

• Integrated approach – collaboration between general and special education


Federal Legislation

• Outlined in Individuals with Disabilities Act (IDEA)– Part of a process used in determining a

Specific Learning Disability (SLD)

– Up to 15% of funds can be used for RTI

– Citation: [P.L. 108-446, 614 (b)(6)(A)]

• No Child Left Behind (NCLB)


Core Principles of RTI

• High quality, research supported, scientifically

based curriculum and instructional practices

• Data driven decision making: initial

assessments/screen, diagnostics, continuous

progress monitoring

• Problem solving, team-based approach


3 Tier Model

Behavioral Academic


Tier 1: A Closer Look

• Universal screening

• Curriculum based measurements (CBM)

• Student data against benchmarks within

curricular and instructional processes

• Interventions within classroom setting by

classroom teacher



• Targeted short-term interventions to those

students demonstrating need

• Supplemental support in addition to

core instruction

• Small group

• Frequent monitoring



• Intensive interventions

• Longer term

• Individualized program

• More frequent monitoring


Problem Solving Model Define the Problem


Team-Based Approach

• School based teams

• Referral process

• Data driven decision making, collaboration

with teachers and parents, to design learning

plans for students displaying need


RTI and Special Ed Eligibility

RTI:

• Criteria: Performance against peers, low rate

of progress

• Tests: Skill specific

• Comparison: District, school, classroom

standards


RTI and SE Eligibility

RTI:

• Tests: Continuous, over time

• Assessment Targets: Very specific skills,

what a child can/cannot do – skills and

performances

• GE Curriculum: Direct relationship


RTI and SE Eligibility

RTI:

• Eligibility Assessments and Intervention

Relationship: Direct link

• Info from Parents and Teachers:

Typically central

Source: NASDSE


Step 2:Form District–Wide

Committee

• Superintendent

• Asst. Superintendent

• Principals

• Teachers

• Child Study Team

(CST) Members

• Guidance

• Directors: Special

Services & Testing


Step 3: Needs Assessment

• Reviewed all current programs and materials

• Schedules

• Personnel

• Data


Where to Start?

• Originally: K-12

• Decision to implement K-5 – most applicable

current programs are in these grades

• Partially implement grade 6


To Do List

• Detrack

• Revise schedules

• Plan tiered interventions

• Personnel deployment


MARSD 4 Tier Model

• Tier 4: CST referral

• Tier 3: intensive one on

one, individual

practice

• Tier 2: small group, push-in

• Tier 1: infuse strategies into

classroom practices


Pyramid of Interventions


MARSD Tier 1

• Instructional Initiatives: – Schools Attuned

– Balanced Literacy training– Math strategies training

GOALhigh quality, research supported programs

and practices


MARSD Tier 2

• Push-in model

GOAL

in-class support within regular classroom setting through flexible grouping


MARSD Tier 3

• Literacy groups• Reading Recovery• Math Recovery• Supplemental instructional periods with materials

(Options)

GOALprovide intensive, supplemental support that

minimizes time out of classroom


Long Term Goals: Hopes and Aspirations

• Increase student learning

• Decrease long term cost of Special Education

• Reduce number of at-risk students

• Increase self-esteem and classroom successfor all children

• Increase collaboration


Disclaimer

• This is really (no, really) hard…

– Second order change

– Do things differently

– See things differently

– Be consistent, follow up


Hurdles

• Finances

• Additional resources, especially in higher grades

• Co-teaching – has become much more accepted

and rewarding as the year goes along

• Technology use

• Differentiated Instruction


“To Do” Checklist

• Communication – all stakeholders

• Buy in – teachers, staff, parents

• Make connections – how it all fits together

• Take a piece at a time


Contact Information

Thank you!

Kimberly Honnick

[email protected]

(973) 420-3722

Documents

Setting Up & Getting Started