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Setting Up & Getting Started
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  1. Setting Up &Getting Started

  2. Objectives • “Big Picture” of Response to Intervention • Share my district’s experiences researching, designing, and implementing RTI • “How to” approach • Questions and answers

  3. Decision to Implement • Learned about RTI • Decision made by Superintendent after conversations about it • Based on district data – program evaluationof basic skills program • New Jersey: not a state initiative

  4. 3 Step Process • Conduct Research • Form District-Wide Committee • Needs Assessment

  5. 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

  6. 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

  7. 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)

  8. 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

  9. 3 Tier Model Behavioral Academic

  10. Tier 1: A Closer Look • Universal screening • Curriculum based measurements (CBM) • Student data against benchmarks withincurricular and instructional processes • Interventions within classroom setting by classroom teacher

  11. Tier 2: A Closer Look • Targeted short-term interventions to those students demonstrating need • Supplemental support in addition tocore instruction • Small group • Frequent monitoring

  12. Tier 3: A Closer Look • Intensive interventions • Longer term • Individualized program • More frequent monitoring

  13. Problem Solving Model Define the Problem

  14. 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

  15. RTI and Special Ed Eligibility RTI: • Criteria: Performance against peers, low rate of progress • Tests: Skill specific • Comparison: District, school, classroom standards

  16. 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

  17. RTI and SE Eligibility RTI: • Eligibility Assessments and Intervention Relationship: Direct link • Info from Parents and Teachers:Typically central Source: NASDSE

  18. Superintendent Asst. Superintendent Principals Teachers Child Study Team (CST) Members Guidance Directors: Special Services & Testing Step 2:Form District–Wide Committee

  19. Step 3: Needs Assessment • Reviewed all current programs and materials • Schedules • Personnel • Data

  20. Where to Start? • Originally: K-12 • Decision to implement K-5 – most applicable current programs are in these grades • Partially implement grade 6

  21. To Do List • Detrack • Revise schedules • Plan tiered interventions • Personnel deployment

  22. 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

  23. Pyramid of Interventions

  24. MARSD Tier 1 • Instructional Initiatives: – Schools Attuned – Balanced Literacy training – Math strategies training GOAL high quality, research supported programsand practices

  25. MARSD Tier 2 • Push-in model GOAL in-class support within regular classroom setting through flexible grouping

  26. MARSD Tier 3 • Literacy groups • Reading Recovery • Math Recovery • Supplemental instructional periods with materials (Options) GOAL provide intensive, supplemental support thatminimizes time out of classroom

  27. 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

  28. Disclaimer • This is really (no, really) hard… – Second order change – Do things differently – See things differently – Be consistent, follow up

  29. Hurdles • Finances • Additional resources, especially in higher grades • Co-teaching – has become much more acceptedand rewarding as the year goes along • Technology use • Differentiated Instruction

  30. “To Do” Checklist • Communication – all stakeholders • Buy in – teachers, staff, parents • Make connections – how it all fits together • Take a piece at a time

  31. Contact Information Thank you! Kimberly Honnick khonnick@gmail.com (973) 420-3722