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Responsiveness to Instruction (RtI): How Do We Begin?


Responsiveness to Instruction (RtI): How Do We Begin? Yonna Acuff, M.Ed., NBCT Giancarlo Anselmo M.S., S.S.P., NCSP Sandy Hamrick, M.A., NBCT Overview Who we are and ... – PowerPoint PPT presentation

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Title: Responsiveness to Instruction (RtI): How Do We Begin?

Responsiveness to Instruction (RtI)How Do We
  • Yonna Acuff, M.Ed., NBCT
  • Giancarlo Anselmo M.S., S.S.P., NCSP
  • Sandy Hamrick, M.A., NBCT

  • Who we are and where we have come from
  • Current system for training
  • Mistakes made along the way
  • What RtI looks like in Cleveland County

Two Major Things You Can Expect
  • Number 1
  • Starting a process that tries to match the
    correct level of instruction with the level of
    need for every child in your school
  • Number 2

In the Beginning
  • In 2005-2006, department heads from CCS began
    research behind RtI
  • Reading Materials
  • The RTI Guide Developing and Implementing a
    Model in Your Schools, J.E. McCook , 2006
  • RESPONSE to Intervention Policy Considerations
    and Implementation, National Association of State
    Directors of Special Education, Inc., 2006
  • Site Visits
  • Horry County Schools, SC
  • New Hanover County Schools, NC

In the Beginning cont
  • Discussion with Susan Davis, SLD Consultant with
  • Two Day RtI Overview presentation by Dr. Tom
  • Met with all Principals and Selected EC and
    Regular Ed personnel

District Core Team
  • After research was completed, the decision was
    made to begin implementation
  • A five member, interdisciplinary team was
  • Regular Education Teacher
  • School Counselor
  • School Psychologist
  • EC Program Specialist/Diagnostician
  • Curriculum Coordinator

District Core Team
  • Attended the eight day training provided by NC
    Department of Public Instruction
  • In conjunction with administrators from the 2
    pilot schools, the team developed local paperwork
    and a training protocol specific to Cleveland

Overall Implementation and Expansion
  • 2006/2007 RTI procedures were piloted in two
    elementary schools
  • One large school (700 students) Springmore
  • One small school (300 students) Casar Elementary
  • 2007/2008 implementation expanded into two more
    larger elementary schools
  • Fallston Elementary (600 students)
  • Union Elementary (600 students)
  • 2008/2009 we have expanded to two more schools
  • -Jefferson Elementary (300 students)
  • -Grover Elementary (500 students)

Training Protocol
  • Using NCDPIs training materials, as well as
    additional resources, a four session training
    series was created
  • Training Module 1, RtI Overview
  • Training Module 2,Tier 1
  • Training Module 3, Tier 2
  • Training Module 2, Tier 3 Training for PST
    Team members.

Training cont.
  • Training sessions were scheduled after school
    during staff meetings from 300-430 pm.
  • Training Module 1 is held in the Spring prior to
    Fall implementation.
  • Training Module 2 is held in August or Early
  • Training Module 3 is held in October or Early
  • Training Module 4 is conducted by two members
    from the Core Team during a designated PST Team

RtI Overview Training
  • Introduce staff members to the concept of
    Response to Instruction, including changes within
    IDEA Regulations.
  • Create awareness about the 4 Tier process the
    school will be implementing the following school

Tier 1 Training
  • Discuss the 7 Step Problem Solving Process
  • Explain the Tier 1 of the 4 Tier Model in detail
  • Review the use of Curriculum Based Measures and
    how to enter a child in Tier 1
  • Teach how to complete Tier 1 paperwork and the
    processes involved
  • Provide examples and discuss possible outcomes

Tier 2 Training
  • Briefly review Tier 1
  • Review the 7 Step Problem Solving Model
  • Talk about what may necessitate a child moving
    from Tier 1 to Tier 2 using Progress Monitoring
  • Teach how to complete Tier 2 paperwork and the
    processes involved
  • Provide examples for review and discussion

Tier 3 Training
  • Core Team Members meet with the schools Problem
    Solving Team (PST) to discuss each team members
  • Coordinator
  • Time Keeper
  • Note taker
  • Review the paperwork for Tier 3
  • Discuss who will provide instruction for Tier 3

What is the Best Way to Train a Problem Solving
  • First Year Training
  • Consisted of training teams using PowerPoints
    from state training
  • Trained teams from two schools at once
  • Second Year Training
  • Trainings consisted of sitting down with each PST
    team and going over case studies
  • Cases from their own schools were used to help
    them go through the process

How PST Team Changed
  • Last Year
  • Principal
  • School psychologist
  • EC teacher
  • Diagnostician
  • Teacher of student
  • Regular ed teacher
  • Title 1 reading specialist
  • Counselor
  • Social worker
  • Parent
  • This Year
  • Principal
  • School Psychologist
  • Case Colleague
  • Title 1/Interventionist
  • Parent
  • Teacher of student
  • Diagnostician
  • Others used as needed

School Wide Support For Process
  • Showing how the Discrepancy model was probably
    not the best model in order to catch students
  • Studies done at local level showing legitimacy of
    Curriculum Based Data

Correlation Studies looking at EOG and CBM
  • EOG and ORF correlation coefficients
  • 3rd grade .69
  • 4th grade .59
  • 5th grade .53
  • EOG and Maze Fluency correlation coefficients
  • 3rd grade .61
  • 4th grade .63
  • 5th grade .63

Correlation Studies Looking at District
Performance on EOG and CBM Assessments
  • EOG and Skill Builder Word Problem probes
    correlation coefficients
  • 3rd grade .64
  • 4th grade .49
  • 5th grade .60

Cleveland County Schools EOG/CBM data 2007
1st Year Implementation

Teacher Supports
  • Teachers have been trained on all tiers of
  • CBM training provided by school psychologists
  • Teachers each received intervention notebooks
  • Intervention training
  • Teachers are assigned case colleagues from the
    Problem Solving Team to help with procedures,
    paperwork, or interventions starting at Tier I

Roles of Case Colleague
  • Case colleague meets with teacher at the
    beginning of Tier 1/Tier 2 to help with
    paperwork, interventions, and answer any other
    questions that arise
  • Case colleagues also meet with teachers every
    other week to check in on progress
  • Case colleagues also meet with teachers at the
    end of Tier 2
  • Case colleagues are in charge of setting up PST
    Team meeting if moving to Tier 3

Teachers Teaching Teachers
  • Intervention training done in the middle of the
  • 90 of training was done by teachers who had
    shown great ability to run interventions in their
    classrooms and differentiate instruction
  • Training went very well and most teachers were
    very receptive to ideas from other teachers

Students Entering Tier 1
  • First Year
  • K-2 Students entered Tier I in reading based on
    DIBELS data
  • All other subject areas and grades 3-5 where
    based on teacher discretion
  • Second Year
  • All Children K-5 went through screening process
    at RtI schools

Screening All RTI Schools K-5th Grade
  • All students are screened three times a year
    using either DIBELS, Skill Builder probes, or
    Aims Web Maze Fluency probes
  • Teachers have been shown data and given
    recommendations on who needs to enter Tier 1
  • Teachers have been shown what skill to teach and
    what to use to progress monitor each child

Curriculum Based Measurements
  • Teachers have been taught to use CBMs for
    progress monitoring
  • Training was done by school psychologists during
    planning times broken up over several weeks
  • Nearly all instruction is tracked using CBM data
  • Data is not graphed or charted until child enters
    Tier 3, unless teacher chooses to graph data

  • Beginning of the year benchmark assessment
  • Targeted students enter Tier 1 based on
    information from class and assessments
  • Plan is written with help of parent and usually
    Case Colleague
  • Teachers intervene in specific area for 4-6 weeks
  • Dialogue continues with Case Colleague
  • Process will repeat with Tier 2 only more people
    are generally involved

Local Norm Project
  • Hybrid between DIBELs and Skill Builder Probes
  • Local norm sample consisted of 576 across 1st-5th
  • More than 100 students per grade
  • DIBELS data was from approximately 400 students
    per grade K-2

Sample From 1st and 2nd Grade
School Approach to Interventions
  • Each grade level has an intervention period built
    into the daily schedule
  • Fluid time when any student in that grade level
    can go to another teacher to receive intervention
  • Students not on intervention plan receive
    challenge enrichment activities gifted teacher
    can consult with staff about activities
  • Can be hard to schedule but has great results and
    great teacher feedback

Fidelity and Integrity Checks
  • Case Colleague meeting form
  • Interventions are observed before a child moves
    to a new tier
  • Intervention observation form is used
  • Before placement is considered third party is
    looking over Tier III process to make sure
    everything has been done properly

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Where is Cleveland County Going From Here?
  • With the implementation of RtI in 6 Elementary
    Schools, we are now going to proceed with adding
    other Elementary Schools in addition to a Middle
    School for 2009-10. There is also one High
    School in our district that is interested in
    pursuing RtI implementation.
  • In order to continue building capacity, we
    recognize that an additional Core Training Team
    would be beneficial to our process.

Instruction/InterventionQuestions to Ask
  • What is my schools core curriculum?
  • Is my core curriculum research based?
  • Florida center for reading research

Interventions/InstructionQuestions to Ask
  • What do you have available at your school?
  • What programs do you have?
  • What resources can teachers easily access?
  • Are your supplemental programs research based
  • Who can supply interventions if they need to be
    supplied outside the classroom?
  • Who will do progress monitoring?

Implementing RtI is Like Eating an Elephant
  • You can start anywhere you like
  • You have to eat the whole thing
  • You arent going to eat it all in one sitting
  • It is going to take a whole lot of
  • friends to help get the job done

  • RTI/Intervention Resources Cleveland County

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