comprehensive student support system (csss) response to intervention (rti)

Comprehensive Student Support System (CSSS)Response To

Intervention (RTI)Castle/Kahuku

Complex Area Support Team (CAST)Professional DevelopmentFebruary 24 and 25, 2014

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Today’s Desired Outcomes

Understand the Comprehensive Student Support System (CSSS) Implementation Continuum

Gain a deeper understanding of Response to Intervention (RTI)

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Handouts CSSS Continuum

How Do Our School’s Current Practices Align with the Essential Elements of RTI? – Pyramid Response to Intervention

Creating a PRTI - Pyramid Response to Intervention

R.H. Dana Elementary School - Pyramid Response to Intervention

Pioneer Middle School - Pyramid Response to Intervention

Whittier Union High School District - Pyramid Response to Intervention

Common Core Standards Implementation Process Model

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Systems/RTI

Data Teams

College and Career Readiness

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6

Comprehensive

Student Support SystemCSSS

Think Abouts

Where are we going?

Where are we now?

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Comprehensive Student Support SystemImplementation ContinuumSupporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies

1ESTABLISHING

2APPLYING

3INTEGRATING

4SYSTEMATIZING

School Climateand Culture

School staff rarely:•demonstrates nurturingpractices and•implements a proactivestudent behavior supportsystem.

School staff occasionally:•demonstrates nurturingpractices and•implements a proactivestudent behavior supportsystem.

School staff frequently:•demonstrates nurturingpractices and•implements a proactivestudent behavior supportsystem.

School staff consistently:•demonstrates nurturing practices and•implements a proactive student behaviorsupport system.

CSSS CriticalLearningSupports

The 6 critical elements of CSSSare rarely applied to meet theindividual needs of all students:

•Personalized ClassroomClimate & Instruction•Family School CommunityPartnerships•Support For Transitions•Community Outreach•Crisis Prevention &Assistance•Prevention & EarlyIntervention

The 6 critical elements of CSSSare occasionally applied to meetthe individual needs of allstudents:


The 6 critical elements of CSSSare frequently applied to meetthe individual needs of allstudents:


The 6 critical elements of CSSS are consistentlyapplied to meet the individual needs of allstudents:

•Personalized Classroom Climate & Instruction•Family School Community Partnerships•Support For Transitions•Community Outreach•Crisis Prevention & Assistance•Prevention & Early Intervention

Response toIntervention

The following elements of RTIare applied to meet the individualneeds of 0-39% of students:

•Universal Screening•Progress Monitoring•Multi-tier System of SupportsData-driven decision-making


•Universal Screening•Progress Monitoring•Multi-tier System of Supports•Data-driven decision-making



The following elements of RTI are applied to meetthe individual needs of 90-100% of students:


Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)

15-16

Complex Area Field Assessment Average

As of Nov. 26 is…

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2.88

APPLYING

WHY CSSS and RTI?

To provide support for ALL students to achieve success.

The belief that ALL students are OUR students

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High Quality Instructional Leadership

CurriculumInstructionAssessment

ComprehensiveStudentSupport

6 Critical Elements

CSSS Continuum

3 Areas of the continuum are:School Climate

6 Critical Elements

Response to Intervention

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1. School Climate

School demonstrates nurturing practices and implements a proactive student behavior support system.

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2. 6 Critical Elements of CSSS

Personalized Classroom Climate & Instruction

Family School Community Partnerships

Support For Transitions Community Outreach Crisis Prevention & Assistance Prevention & Early Intervention

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3. Definition of RTI

Response to intervention (RTI) integratesassessment and intervention within aschool-wide, multi-level prevention system to maximize studentachievement and reduce behaviorproblems.

(National Center on Response To Intervention)

www.rti4success.org 16

Tie

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Tier 1 (80-90%)Universal

All Students have access to rigorous high quality core instruction and

School-wide positive behavior support Differentiated instruction – (WDO initiative)

All students screened and monitored 3x year

Uses research-based strategies to address the students’ needs

Collect and analyze classroom data to make decisions

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CCSSSTEM FI/DT

IM

EESRTI TIER 1

TIER 2

TIER 3What Does Tier I Look

Like?

Danielson Domain 2

2b – Establishing a Culture of Learning2d – Managing Student Behavior

Domain 3 3b – Using Questioning and Discussion

Techniques3c – Engaging Students in Learning3d – Using Assessment in Instruction

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Tier 2 (10-15%)Targeted

Small group – (up to 7 students with the same area of need)

Targeted skill intervention – Supplemental interventions that take place outside of core instruction (Tier 1)

3-5 times per week/30 or more minutes per session

Positive behavior group interventions Progress monitoring every other week

To determine next steps for students

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Tier 3 (1-5%)

Intensive Small group or individual (up to 3 students) Supplemental interventions that take

place outside of core instruction (Tier 1) Increased intensity and duration (daily 30

minutes or more) Specialized, intensive interventions for

high-risk behavior Progress monitoring weekly or more

To determine next steps for students

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RTI Middle and High Schools

Suggested strategies for making time for Tier 2 and 3 interventions:

Modify Instructional Roles Modify Student Schedules Before or After-School Interventions Paraprofessionals to Conduct Interventions Doubling on ELA/Math

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Why RTI?Effective implementation of RTI means:

Sustained improvements in academic performance

Decreased expulsion, behavioral referral, and suspension rates

Decreased inappropriate special education referral and placement rates

www.rti4wsuccess.org

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RT(I)2

Response to InstructionCommon Core; strong quality

instruction; what the teacher does

Response to Intervention Targeted research-based instructional

interventions (academic and behavioral)

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Essential Components of RTI

Universal Screening

Progress Monitoring

School-wide, Multi-Tiered Prevention System

Data-based Decision Making Process

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Definition of Universal Screening

…is the practice of assessing all students in a school with valid measures in the major curricular areas (rdg/math), so that no student at risk “falls through the cracks”.

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Universal Screening

PURPOSE: To identify students who are at risk

FOCUS: ALL Students

TOOLS: Brief assessments that are valid, reliable and demonstrate diagnostic accuracy for predicting learning or behavioral problems

TIMEFRAME: Administered more than one time per year (e.g., fall, winter, spring)

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NCRTI Screening Tools http

://www.rti4success.org/screeningTools

SelectRdg/Math

ElementarySecondary

Select a

Tool

Compare2 Tools

Filter

INFORMATION • Cost• Technology, Human

Resources and Accommodations for Special Needs

• Service & Support• Purpose & Other

implementation information

• Usage & Reporting

Interactive

http://www.rti4success.org/screeningTools


Progress MonitoringPURPOSE: Monitor students’ response to

instruction and intervention

FOCUS: Students who are identified through screening as at risk.

TOOLS: Brief assessments that are valid, reliable and evidence based.

TIMEFRAME: Students are assessed at regular intervals

(e.g., weekly, biweekly, or monthly)

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Benefits of High Quality Student Progress Monitoring

Accelerates learning due to students receiving more appropriate instruction

More informed instructional decisions Documentation of student progress for

accountability purposes More efficient communication with

families and other professionals about students’ progress

Higher expectations for students from teachers

Fewer special education referrals32

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CollectOrganize

dataIdentify areas of strengths/challenges& Prioritize

Select areas to take action

& set goals

Select interventions/strategies to

focus on

Review the data and determine indicators to monitor

Monitor and

determine next steps

What Do Effective Teams Look Like?

Are multi-disciplinary and include classroom teachers

Follow a structured “problem solving” model Use data to analyze the academic or

behavioral problem and match the student to effective, evidence-based interventions

Develop a detailed research based intervention plan to help staff with the implementation

Check up on the teacher’s success in carrying out the intervention

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4 Key Questions of the PLC/Data Teams

What exactly do we expect all students to learn?

How will we know if and when they’ve learned it?

How will we respond when some students don’t learn?

How will we respond when some students have already learned?

DuFour, DuFour, Eaker, & Many, 2006

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Types of Decisions (Data Based Decision Making)

Instruction

Evaluate Effectiveness

Fluid movement within the multi-level system

Disability identification (in accordance with IDEA and Hawaii State Law)

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Steps in RTI Systems Pyramid to intervention

A solid core program (Tier 1) Universal Screening Differentiated support within Tier I Progress monitoring of students within the

core program – use of formative assessments

Supplemental (Tier 2) intervention to students slightly below grade level

Progress monitoring of students within a supplemental intervention

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RTI Steps (continue) Intensive interventions (Tier 3) to students

well below grade level Progress monitoring of students within an

intensive intervention Referral for formal evaluation for sped

eligibilityAs part of determining eligibility, the data from

the RTI process may be used to ensure that a student has received research - based instruction and interventions.

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Helemano School’s RTI Implementation Checklist

Belief that all children can learn Consistent school wide

curriculum/interventions Universal Screening /Progress Monitoring Tool Trained test administrators Personnel to interpret the data Time in school for interventions to be

provided Personnel to provide timely and appropriate

interventions Time to conduct problem solving meetings

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What RTI is Not Minor actions such as “called the parents”

or “moved the student’s seat” Homework help or test preparation Interventions delivered during Tier I

classroom instruction – (no Tier 2/3 pullouts at this time)

RTI Problem Solving team/Data Analysis Team is not a group whose purpose is to screen students to see if they should be referred to Special Education

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RTI is not a program, but rather a system for meeting all students’ needs

Pyramid Response to Intervention

Pyramid Response to Intervention Austin Buffum Mike Mattos Chris Weber

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CCSSSTEM FI/DT

IM

EESRTI TIER 1

TIER 2

TIER 3How do

we connect?

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Think Abouts

Where are we going?

Where are we now?

How will we get there?

Comprehensive Student Support SystemImplementation ContinuumSupporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies

1ESTABLISHING

2APPLYING

3INTEGRATING

4SYSTEMATIZING

School Climateand Culture

School staff rarely:•demonstrates nurturingpractices and•implements a proactivestudent behavior supportsystem.

School staff occasionally:•demonstrates nurturingpractices and•implements a proactivestudent behavior supportsystem.

School staff frequently:•demonstrates nurturingpractices and•implements a proactivestudent behavior supportsystem.

School staff consistently:•demonstrates nurturing practices and•implements a proactive student behaviorsupport system.

CSSS CriticalLearningSupports

The 6 critical elements of CSSSare rarely applied to meet theindividual needs of all students:


The 6 critical elements of CSSSare occasionally applied to meetthe individual needs of allstudents:


The 6 critical elements of CSSSare frequently applied to meetthe individual needs of allstudents:


The 6 critical elements of CSSS are consistentlyapplied to meet the individual needs of allstudents:

•Personalized Classroom Climate & Instruction•Family School Community Partnerships•Support For Transitions•Community Outreach•Crisis Prevention & Assistance•Prevention & Early Intervention

Response toIntervention


•Universal Screening•Progress Monitoring•Multi-tier System of SupportsData-driven decision-making





The following elements of RTI are applied to meetthe individual needs of 90-100% of students:


Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)

15-16

Additional Resources National Center on Response to Intervention

www.rti4success.org

Universal Screening Chart –


Progress Monitoring Chart - http://www.rti4success.org/progressMonitoringTools

Intervention Central – Jim Wright http://www.interventioncentral.org/hi_doe

Tier 1, 2 and 3 powerpoints

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http://www.rti4success.org/




http://www.rti4success.org/progressMonitoringTools

http://www.rti4success.org/progressMonitoringTools

http://www.interventioncentral.org/hi_doe

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