Theresa M. Janczak, Ph.D. Assistant Professor, Exceptional Education, BSC Principal Investigator,

1. BEST PRACTICES in RtI to Theresa M. Janczak, Ph.D. Assistant Professor, Exceptional Education, BSC Principal Investigator, NYS RtI TAC

2. Best Practices in RtI • Core Instruction • Assessment: Screening • Assessment: Progress Monitoring • Intervention • Teaming/Collaboration • Infrastructure • Professional Development • Leadership • Parent Involvement

3. Activity #1: NYS RtI Readiness Survey • Task: Complete NYS RtI Readiness Survey on your district. • Read each statement under each of the nine components related to RtI • Rate the level of implementation as applies to your school/district • 1= My school is not currently implementing this practice. • 2 = My school is beginning to implement this practice. • 3 = My school partially implements this practice, but not consistently and with fidelity. • 4 = My school fully implements this practice with fidelity on a consistent basis by all staff members. • DK = I don’t know or am unsure how well this practice is being implemented in my school.

4. The devil is in the details. The success ofResponse to Intervention will depend on whether it is appropriately implemented by highly-trained professionals - and this is likely to be a problem. http://www.wrightslaw.com/info/rti.index.htm

5. Best Practice Indicators: Core Instruction • Addresses 5 pillars of reading: PA, word recognition, fluency, vocabulary, and comprehension in an explicit and systematic manner • Aligned to NYS ELA standards and grade level expectations • Differentiated instruction using materials that are aligned to abilities and needs of all students • 80% of students in core meet benchmark criteria • Evidence-based for intended population • Delivered in a 90+ uninterrupted ELA block • Fidelity of implementation is monitored regularly

6. Best Practice Indicators: assessment - screening • Screening tool(s) are able to determine at-risk status • Universal screening – 3x year minimum • Logistical details for screening established • Screening data graphed and shared on a routine basis • PD on screening administration and interpretation of data (*refresher sessions) • Decision rules established • Fidelity on administration procedures

7. Best Practice Indicators: assessment – progress monitoring • PM tool (s) able to determine level of performance and rate of progress • Includes CBMs + informal measures • PM data maintained on all tiered intervention students • PM data graphed and shared on a routine basis • PD PM administration and interpretation of data (*refresher sessions) • Decision rules established • Fidelity on administration procedures • Frequent PM (bimonthly – Tier 2; weekly – Tier 3)

8. Best Practice Indicators: Tier 2 • Menu of evidence-based interventions • Additional/supplemental instruction provided (20 min/3-4x/week) • Checks for fidelity of intervention • Interventions implemented by knowledgeable & skilled staff • Small, homogenous groups (>5) • Provided as soon as at-risk status established • Consistent with core instruction in terms of vocabulary & strategies • Matched to student needs • PM data used to evaluate effectiveness of intervention

9. Best Practice Indicators: Tier 3 • Use of evidence-based interventions • Additional/supplemental instruction provided (60 min/4-5x/week) • Checks for fidelity of intervention • Interventions implemented by knowledgeable & highly skilled staff • Small groups (>2) or one-on-one • Consistent with core instruction in terms of vocabulary & strategies • Matched to student needs • PM data used to evaluate effectiveness of Tier 3

10. Best Practice Indicators: Infrastructure • Data management system • Use of data to determine RtI efficacy  refine RtI process • Embedded in district/school improvement plans • RtI Implementation Plan constructed • Small groups (>2) or one-on-one • Consistent with core instruction in terms of vocabulary & strategies • Staff buy-in

11. Best Practice Indicators: teaming/collaboration • Multi-disciplinary RtI team – identified functions • RtI problem-solving team – building based • RtI literacy coach – regular meetings w/staff • Decisions are driven by data • Shared responsibility • Time • Communication

12. Best Practice Indicators: professional development • Determined by data • All staff receives RtI Overview • PD – job-embedded & on-going • Linked to school improvement plan • Reflects key features: • Using data to inform instruction • Screening & PM - administration + interpretation • Differentiated reading instruction • Evidenced-based instruction • Collaborative teaming • CBM – reading + math • Tiered intervention

13. Best Practice Indicators: Leadership • Active & meaningful participation of building principal Best Practice Indicators: parent involvement • Rtl information provided • Parent notification • Screening results • Nature of intervention • Progress reports • Special education information

14. The devil is in the details. http://www.wrightslaw.com/info/rti.index.htm

15. Key questions to consider for your RtI implementation • How many tiers? • What is the nature of tiered interventions – • Standard protocol vs. problem-solving • How will you identify at-risk students? • How will you determine “response?” • Final status on norm-referenced test or benchmark • Pre/post improvement • CBM slope and final status • What will you do with students who are very slow/low response?

16. Challenges to RtI • High quality Tier 1/Core instruction • Time/scheduling for supplemental intervention • What does RtI look like at the middle school? high school? • Maintaining momentum & focus • Where does special education fit in? • Fidelity of implementation

17. THANK YOU!janczatm@ nysrti.org