Response to Intervention (RTI): A System Overview

1. Response to Intervention (RTI): A System Overview La Escuela Fratney 2014-2015

2. Learning Objectives • Learning Objectives: • Staff will gain an understanding of the Response to Intervention (RtI) framework and essential features. • Staff will gain an understanding of the primary objectives of the Building Intervention Team (BIT).

3. Success Criteria: • We will know we are successful when we understand why we are using a RtI framework. • We will know we are successful when we understand an overview of the BIT process. • We will know we are successful when we know what steps we need to implement in our classrooms right now.

4. 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

5. Response to Intervention • Why RtI? • We want all students to succeed! • RtI has proven to close the achievement gap. • Our district goal is to close the achievement gap by 5% this year • 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 • Uses data to make decisions

6. RtI Works in MPS: A School Example

7. 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

8. A Tiered System of Support • Tier 3 • Individualized& Intensive Interventions • Progress Monitoring • Tier 2 • Effective & Strategic Interventions • Progress Monitoring • Tier 1 • Research-Based Core Programs • Universal Screening ~ 1-5% ~15% ~80%

9. Response to Intervention • How? • MPS is using Building Intervention Teams (BIT) • The BIT was initially introduced during the 2013-2014 school year • The BIT serves as a hub for both academic and behavioral intervention systems for Tier 2 and Tier 3 in the school • The BIT focuses on the “big picture” (i.e. the overall intervention system) • Formerly known as the Tier 2 Team

10. So… This is Something New? • No! • RTI is essentially good teaching/Best Practices • Teachers have always been using interventions! • The Tier 2 team (now called the BIT) will still complete the same tasks, with the addition of now including academics

11. Building Intervention Team • Suggested to meet twice per month • One meeting focuses on academics • One meeting focuses on behavior • The BIT should include the following team members: • Regular Education Teacher(s), Special Education Teacher(s), Support Staff member(s) (Counselors, School Psychologists, Social Workers, etc.) • Administrator (as needed) (Administrator must attend 1x/month to qualify for RTI School of Merit/Distinction) • Expertise depending on the topic/ grade/ subject matter being covered

12. 4 Primary Objectives of BIT • Ensure Tier 2 and Tier 3 Intervention Systems Are In Place • Identifies training needs, ensures the framework is in place, evaluates fidelity, etc. • Screen Students for Behavior Interventions • Using ODRs, teacher/parent recommendations, etc. • Review Individual Student Intervention Data • Use data to discuss next steps for student • Review Intervention Systems Data • Examines how many of the students are responding to a particular intervention in the school.

13. Academic vs Behavior

14. In an Ideal World… • Every month the BIT runs behavior data (ODRs) to screen students. Teachers and parents can request for a student to be screened at any time (SCREEN) • Look at other data for students and get information from teacher (DIAGNOSE) • BIT discusses which intervention a student will receive - usually starting with CICO (MATCH)

15. In an Ideal World… • Student receives intervention (INTERVENE) • Every day a student is monitored with a Daily Progress Report- DPR (PROGRESS MONITOR) • Monthly, the BIT looks at individual students to determine who is successful and who is not successful (EVALUATE)

16. Possible Next Steps (Behavior)… • Behavior: The Building Intervention Team is responsible for tracking individual student data for behavior interventions. • Success = 80% or more of possible points, 80% of the time, after at least 4 weeks • If a student is responding, the BIT will recommend the student continue the intervention • If the student is not responding, the BIT may recommend a higher level intervention

17. Academic vs Behavior

18. In an Ideal World… • Teacher teaches all students • Teacher team meets after MAP/PALS/Easy CBM to determine which students are in need of an intervention. Teachers may also use formative assessment data (SCREEN) • Students take EasyCBM or DIBELS to determine baseline and target and area of need (DIAGNOSE) • Teacher teams determine which interventions would be most appropriate for student (MATCH)

19. In an Ideal World… • Teacher engages with 4-5 students in a small group with an academic intervention while other students are engaged in other academic work (INTERVENE) • Progress is monitored, and scores are entered in Exceed (PROGRESS MONITOR) • The teacher team meets and looks at students on Exceed and determines who is successfully making progress with an intervention • For those who are successful, they continue until they reach their goal • For those unsuccessful, the teacher team connects with the BIT for support and a decision is made around the next steps (EVALUATE)

20. Bilingual Interventions and Progress Monitoring • Intervention should occur in the language of instruction • Teachers may use interventions designed for English instruction and deliver them in Spanish. The intervention is the “how,” not the “what.” • Students who are instructed in both languages should receive intervention in the language in which the student is struggling • If the student struggles in both languages, intervention should occur in the student’s dominant language • The district is currently working to identify progress monitoring for Spanish reading.

21. Not Responding to an Intervention? • Academics: If a student is not responding to the intervention after a sufficient amount of time, the Teacher Team collaborates with the BIT using the Reverse Request for Assistance and reviews: • What has been already implemented? • What went well? • What did not go well? • What additional information is needed for decision-making? • The BIT helps decide on the next steps.

22. Reverse Request for Assistance

23. Possible Next Steps (Academics)… • Intensify the intervention • Increase intervention time • Complete intervention more often • Use a different intervention • Conduct intervention with improved fidelity • Alter intervention setting/ teacher/ etc • Complete special education referral • New this year: Special education referrals should go through the BIT. Consult with Jeri and/or Brooke regarding students who you believe may need to be evaluated for special education. • Retain

24. Steps Right Now • Your BIT will be here for support. RtI is a collaborative process! • In October, we will discuss PBIS Tier 2 & 3 interventions and progress monitoring • In November, we will discuss academic interventions and progress monitoring • If you have a student who is referred for SLD, Jeri and/or Brooke will work with you to develop an intervention and progress monitoring plan

25. Steps Right Now • Develop classroom expectations, procedures, and consequences • Practice and model school-wide and classroom procedures with students • Some students may need more practice • Develop relationships with students and parents • Use frequent pre-corrections • Consult and collaborate • Differentiate instruction • Use engaging lessons (Karen Beeman) • Frequently acknowledge positives (5:1 ratio) • Frequently use PBIS language throughout the building • Use problem behavior flow chart

26. Keep Calm & Teach On! • THANK YOU FOR ALL YOU DO FOR OUR STUDENTS!!!

27. Title MPS Board of School Directors Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Acting Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives