RtI Process- Middle School and High School

1. RtI Process- Middle School and High School RtI/ PBIS District Team

2. Learning Objectives • Learning Objectives: • Participants will learn about the framework involved in each of the six phases of the MPS RtI Process. Screen, Diagnose, Match, Intervention, Progress Monitor, and Evaluation. • This session will go over some reflective questions for participants to take back to their schools to ensure the RtI Framework is in place for all students.

3. Success Criteria: • Participants will be successful when they can articulate the required components of each of the six phases of the RtI process to all staff members at their school and understand what steps need to be taken to ensure each phase is implemented with fidelity.

4. Attention Signal • Teacher: Claps twice • Participants: finish their conversations (10 seconds) • Teacher: Hocus Pocus • Participants: Everybody Focus • All student conversations end and focus is put back to the front of the room on the teacher

5. Frayer Model Your definition Teacher Role RtI Example Non example

6. Response to Intervention (RtI) • What is RtI? • An organizational framework • A multi-level system of support • Goal = academic and behavioral success for ALL students • Regular Education AND Special Education • RtI is NOT… • A computer-based program • Just for special education students/students suspected of having special education needs • Students should be referred for intervention to improve their academic skills and close the achievement gap, NOT so that we can make a special education referral. A special education referral may occur after we have evidence that interventions are not working. • Important Features • Culturally responsive practices • High quality instruction • Collaboration • Balanced assessment (standardized testing, benchmarks, unit tests, curriculum-based measures, work samples, etc.) • Research and evidenced-based interventions • Progress monitoring

7. Response to Intervention • Why RtI? • We want all students to succeed! • RtI has proven to close the achievement gap. • It’s a fluid way to evaluate and support all students • Some students need a little more support… others need a lot more support • Uses research and evidence-based techniques, interventions, strategies, and best practices • Uses data to make decisions

8. A Tiered System of Support Tier 1: All Students Tier 2: One Adult/ Multiple Students Tier 3: 1 Adult/ One or Two Students OR Many Adults/One or Two Students

9. RtI Process

10. Screen Medical Screening: you see a doctor yearly and he/she determines if you are high risk for any ailments. If you are, you receive additional tests to determine if you need medical attention. Hospitals can’t afford to give everyone all medical attention, have to screen for who needs it.

11. Screen • Departments or Grade Level Teams look at available data to determine students in need: • SAIL • MAP (most recent MAP) • Teacher input, work samples • Should occur before semesters so that students can be programmed into intervention courses/ intervention times

12. MAP

13. SAIL

14. Reflective Questions • Do staff members know where available data is located? • Do departments/ grade levels meet regularly and have data discussions? • When and how can you screen all students prior to second semester? • What questions or concerns do you have for the District RtI team (please post on Concerns Board)

15. Questions for us • Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” • Each table send up one representative to the poster paper and write down a concern, question or support needed.

16. Diagnose Mechanical Diagnose: your car won’t start (you have screened that something is wrong), so you need to diagnose the problem. Is it out of gas, did the battery die, is it an alternator, etc. Your diagnosis will determine what you do next. Wouldn’t take to a mechanic if it is just out of gas.

17. Diagnose • Intervention teacher and departments dig into MAP and other data to determine areas of need for each student. • In high school students identified for intervention should take the MAP during the MAP window.

18. Diagnose • Intervention students are diagnosed on easyCBM (DIBELS for MS literacy) • Middle School students take grade level benchmark • High School students: • Use RIT to determine instructional level ~OR~ • Go back three grade levels • Student takes first progress monitoring probe

19. Diagnose Math • Benchmark or first Probe: • Student raw score correct turned into a percentile • See Detailed Percentiles Table on easyCBM • If below 10th percentile lower 2 grade levels • Student goal of 50th percentile, then increase grade level probe • High School: for 8th grade probes goal of 99th percentile

20. Name or probe and time of year (Math Numbers and Operation- Fall) Student’s raw score correct Student Percentile

23. Diagnose HS Literacy • First Probe (HS): • Can use students MAP RIT or go down 3 grade levels (just like with math) • Use Students Raw Score • Words Read (Fluency) • Questions Correct (Comprehension) • Use easyCBM Literacy Chart to determine if appropriate grade level • May need to adjust up or down

26. Middle School Literacy • DIBELS is used • DORF for fluency • DAZE for Comprehension • Using table (next slide) • Mastery- go up a level • Instructional- stay at this level • Frustration- lower level

27. DIBELS Ranges

28. Reflective Questions • Do teachers use/ know how to use easyCBM? • DIBELS?? • What PD/ training/ resources do we need to ensure teachers know how to diagnose using these tools? • Do teachers know how to drill back into MAP data?

29. Questions for us • Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” • Each table send up one representative to the poster paper and write down a concern, question or support needed.

30. Match If the doctor diagnoses that you have high cholesterol that is causing your heart burn he/she wouldn’t give you cough syrup, he/she would give you medicine and advice on lowering your cholesterol.

31. After the teacher/ teacher teams have diagnosed the student areas of need, intervention grade level, etc • Match the student to appropriate interventions, best practices, time for intervention, and other considerations

32. Interventions are NOT a computer program • Interventions are the teacher doing what they do best, teaching students in what they need. • Computer programs/ online sites/ etc used to assist with intervention and manage many students receiving an intervention at the same time

33. Interventions are like learning how to cook instead of just reading a recipe • A good cook has to be aware of al the possible ingredients and cooking methods out there • They can then use various ingredients and cooking methods to make a great meal based on what the needs and preferences are for whoever is eating • A teacher needs to be aware of all the techniques, strategies, etc available • Have to be able to combine these based on student need to help each individual student progress as a learner

34. Those “Ingredients” • General teacher best practices • Discuss, share, practice as staff members • RtI PBIS Website • Under Resources • More coming • Math and Literacy Departments • Internet sites* • RtI books, research studies, etc

35. Reflective Questions • Are teachers aware of all the interventions, techniques, best practices, etc • Do teachers know CCSS? • As a school do you have time to discuss as a group amongst experts what is available and what works and what doesn’t work? • Do you have any staff members who can go out and research for other strategies, techniques, etc?

36. Questions for us • Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” • Each table send up one representative to the poster paper and write down a concern, question or support needed.

37. Intervention Once it has been determined that your car has a broke alternator, you need to leave your car at the mechanic for the day and someone there who knows what they are doing has to fix it.

38. Literacy Intervention • Intervention must given by a Reading licensed teacher • Explicit small group, one on one, computer based programs (Odyssey) • Groups should be 2-5 students at a time • Minimum of 20 minutes at least 2-3 times per week • Can be a course, during “ELO” time, or a blended lab • Must be IN ADDITION to their Tier 1 instruction

39. Math Intervention • Intervention must given by a Math licensed teacher • Explicit small group, one on one, computer based programs (Math RFP coming end of October) • Groups should be 2-5 students at a time • Minimum of 20 minutes at least 2-3 times per week • Can be a course, during “ELO” time, or a blended lab • Must be IN ADDITION to their Tier 1 instruction

40. During intervention time the teacher works with the whole group, small group, individual students (rotating students on computers) around their areas of concern • A variety of individualized activities, etc

41. Reflective Questions • Do intervention teachers have a repertoire of interventions/ strategies to do in a class or during an intervention time? • Does the school have time embedded within the day for interventions • Does the school have an intervention course schedule? • Does the school have enough certified teachers?

42. Questions for us • Discuss at your table: “What concerns, questions, or supports do you need from the RtI PBIS District Team” • Each table send up one representative to the poster paper and write down a concern, question or support needed.

43. Progress Monitor and Record The doctor has determined that you need to lower your cholesterol by losing weight. You have been matched to the intervention of going to the gym three times a week. To monitor how it is working you will weigh yourself every Sunday morning and record your weight in a diet journal.

44. Teachers delivering the interventions must regularly progress monitor all students receiving an intervention.

45. Literacy • 9-12th grade: easyCBM (online) • Every 5th intervention session • Next subsequent progress monitoring probe in the area of concern at the intervention grade level • Fluency: 1 minute to read a passage • Must be done one on one with student • Comprehension: read a passage and answer questions (no time limit) • Entire class can do at same time silently

46. Literacy • 6-8th grade: DIBELS Next • Every 5th intervention session • Fluency: DORF • 1 minute to read a passage • Must be done one on one with student • Comprehension: DAZE • 3 minutes, read and circle the missing word • Entire class can do at same time silently • May be difficult to have entire class stop at same time, etc

47. MATH • 6-12th grade: easyCBM (online) • Every 10th intervention session • Next subsequent progress monitoring probe in the area of concern at the intervention grade level • All taken online and corrected instantly • 16 questions • Must adjust raw score to a percentile

48. Math • During weeks when no easyCBM is used it is best practice to conduct a summative assessment of the students growth • Odyssey Assessment (recommended) • A created progress monitoring • 20 math questions around the area of concern, etc

49. Recording Progress Monitoring • EXCEED is used • Every student must have a plan created in EXCEED • Use a pre-created template • Instructions online • Within a week of receiving a progress monitoring score, scores need to be updated on Exceed • Plan creation takes around 2-3 minutes; score updating takes less than a minute

50. Reflective Questions • Are teachers trained in easyCBM, Odyssey, DIBELS, EXCEED? • Are intervention teachers updating/ viewing EXCEED regularly (individual or as a teacher team)? Is their time scheduled during teacher meetings to do this?