Response to InterventionMaking it Work in Jessamine CountyMichelle Gadberry, Psy. S.Assistant Director of Special Programs

Background 05-06 – funds allotted to purchase

reading/math programs Jan 07 – I met with CRAs to introduce RTI March 07 – DoSE introduced RTI to

principals and secured volunteers to pilot the process in 07-08 K-2 only in reading 4 elementary schools involved

• 07-08 PILOT YEAR• Used DRA for universal screening• DIBELS for Progress Monitoring• Curriculum Coaches and

Curriculum Administrators provided school structure• Each tier was outlined with

suggested interventions for each level.• Still used discrepancy formula for

SLD identification

If we could do it again… We would have used district

administrators to train all teachers so the message was more consistent.

Would have provided more organizational structure rather than allow flexibility.

Monitored interventions and process more intentionally.

Year Two 08-09 All elementary schools involved K-3 for Reading Trained on DIBELS and administered 3x

year as universal screening Identified bottom 10% district-wide All other grades were expected to use RTI to

implement interventions with at-risk students and monitor progress (Pyramid of Interventions) for reading and other areas including attendance.

Year Two Developed district forms for monitoring

implementation, documenting meetings and a rubric for level/tier changes.

Provided a stipend for a coach to serve as the POI coach at each elementary.

I met with RTI Coaches each month to review intervention ideas, share concerns and celebrations, and share information as needed.

End of the year planning

All day planning with coaches Refined district forms Developed plan for district Pyramid of

Interventions University in August 09.

Year Three and on… With support of ARRA funds, each school

hired an Intervention Resource Teacher (see job description.)

Asst. DoSE dedicated half of her time to RTI coaching (two years only.)

Currently - all schools are implementing RTI in some form or fashion. Elementary schools have the tightest program.

How are students selected? We use universal screening (3x a year). K-2 uses DIBELS for reading. 3-11 uses PAS for reading and math. Scores are combined and sorted to

determine the bottom 10% district-wide. Schools are then notified of the students

in the “Bottom 10%”. Teachers may also refer students.

Levels Refer to Handbook Three levels of increasing

intensity/frequency based upon student need

Pyramids have been developed for reading, math, behavior and attendance

Progress Monitoring We use DIBELS for reading K-5 We use MBSP for math 1-5 We use Aimsweb for reading/math

middle school We use a combination of created maze

probes and PAS probes at high school.

Schedules Elementary – all have blocks of time for

students to receive intervention. Schedules vary but most have combined intervention teacher, reading teachers and assistants to cover multiple programs and multiple grade levels.

Computerized programs are used to supplement also and allow flexibility.

Schedules Middle – both have a 30 minutes block for

enrichment/intervention. Additional intervention is provided in pockets of time including before/after school.

High school – both have intervention “classes” which provide an elective credit.

One high school also provides individualized intervention (computer based) for small groups of students all day.

Student Monitoring Meetings

Teams meet monthly to review student progress.

Decisions are based on data. Interventions are selected based on

student need, not teacher convenience. Targeted Intervention Plan form is

completed each month to maintain record of progress.

Elementary Team Meeting

Elementary Team Meeting

Interventions Level 1 reading and math is

differentiated instruction using evidence based practices.

We love the Florida Center for Reading Research activities that line up with the areas of reading.

We created intervention packets from our Envisions materials.

Interventions Level Two – supplemental 30 minutes Interventions vary but most school have

added quite a lot over the last few years In most cases the same programs can

be used for Level Two and Level Three – the intensity and/or frequency may vary, though.

Interventions Level Three – should be 5% or less of

population Intervention should be changed if not

working before referring for special education.

Prior to referral must show dual discrepancy.

What if it doesn’t work? Referral for special education is only

made when you can show that: The student has received intensive

evidence-based intervention geared at his/her academic deficits.

The student has failed to show an adequate response (slope).

The students skills remain well below that of their peers.

Training Train, train and then train some more! POI University IA University DIBELS trainings Problem Solving Process trainings Specific intervention trainings

Forms Teacher Handbook TIP Level Change Rubric Implementation Documentation Referral Checklist

Success! First grade students May 08 vs. May 09 The percentage of students “Low Risk”

in oral reading fluency increased from 53% to 63%!!

The AVERAGE score for a 1st grader on ORF increased from 49 wpm to 60 wpm – an increase of 11 words per minute!

QUESTIONS?? Contact information: Michelle Gadberry Michelle.gadberry@jessamine.kyschools.us