the ksi/rti puzzle: do the pieces fit? judith halasek pamela pickens judith halasek pamela pickens
TRANSCRIPT
The KSI/RTI Puzzle:Do the pieces fit?
The KSI/RTI Puzzle:Do the pieces fit?
Judith HalasekPamela PickensJudith HalasekPamela Pickens
Is RTI required by law?Is RTI required by law?Is RTI required by law?Is RTI required by law?
RTI was first introduced to schools with the reauthorization by Congress in 2004 of Individuals with Disabilities Education Improvement Act (IDEIA 2004).
RTI was first introduced to schools with the reauthorization by Congress in 2004 of Individuals with Disabilities Education Improvement Act (IDEIA 2004).
KRS 158.6453 (subsection 20) The reporting structure shall include…(b) requires An individual student report to parents for
each student in grades three (3) through eight (8) summarizing the student's skills in reading and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths;
KRS 158.6453 (subsection 20) The reporting structure shall include…(b) requires An individual student report to parents for
each student in grades three (3) through eight (8) summarizing the student's skills in reading and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths; 3
Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…
KRS 158.6453 (subsection 20) The reporting structure shall include…(20) (c) An individual report for each student who takes a high school or college readiness examination administered under subsection (11)(a) of this section that:
1. Provides the student's test scores;2. Provides a judgment regarding whether or not a student has met, exceeded, or failed to meet the expectations for each standard assessed; and3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation
KRS 158.6453 (subsection 20) The reporting structure shall include…(20) (c) An individual report for each student who takes a high school or college readiness examination administered under subsection (11)(a) of this section that:
1. Provides the student's test scores;2. Provides a judgment regarding whether or not a student has met, exceeded, or failed to meet the expectations for each standard assessed; and3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation
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Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…
KRS 158.6459 (Interventions)- Any student who does not meet ACT benchmarks on the
EXPLORE or PLAN - Any student who does not meet college readiness benchmarks
on the ACT
… Shall have intervention strategies included in their individual learning plan
* Intent is not to wait until their junior year to intervene- but to intervene early, and often, to assure college readiness.
KRS 158.6459 (Interventions)- Any student who does not meet ACT benchmarks on the
EXPLORE or PLAN - Any student who does not meet college readiness benchmarks
on the ACT
… Shall have intervention strategies included in their individual learning plan
* Intent is not to wait until their junior year to intervene- but to intervene early, and often, to assure college readiness. 5
Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…
704 KAR 3:305 (Minimum Graduation Requirements)
- If students do not meet college readiness benchmarks on the ACT (English, Math, Reading)
… a transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school.
704 KAR 3:305 (Minimum Graduation Requirements)
- If students do not meet college readiness benchmarks on the ACT (English, Math, Reading)
… a transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school.
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Legislative Guidance…Legislative Guidance…Legislative Guidance…Legislative Guidance…
Legislative GuidanceLegislative GuidanceLegislative GuidanceLegislative Guidance
KRS 158.305Reading and Writing - 2013
Mathematics - 2014
Behavior - 2015
KRS 158.305Reading and Writing - 2013
Mathematics - 2014
Behavior - 2015
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Proficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target Indicators
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Proficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target Indicators
The target indicators define the work required to realize Unbridled Learning: Proficiency for All.The target indicators define the work required to realize Unbridled Learning: Proficiency for All.
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Proficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target IndicatorsProficiency Plan- Target Indicators
2012 Scores
Goal
Kindergarten
28.1% 64.1% by 2015
3rd Grade 46.1% 73.1% by 2016
4th-8th Grade
44.0% 72.0% by 2017
Log on to CIITSClick on the PD 360 Icon
Type “Defining RtI” in the Search Box
Log on to CIITSClick on the PD 360 Icon
Type “Defining RtI” in the Search Box
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Defining RtIDefining RtIDefining RtIDefining RtI
The Kentucky System of Interventions (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12.
The Kentucky System of Interventions (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12.
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Kentucky System of InterventionsKentucky System of InterventionsKentucky System of InterventionsKentucky System of Interventions
Quality academic and behavioral instruction Research based instructional strategies Characteristics of Highly Effective Teaching and Learning (CHETL) Regular formative assessment
Approximately 75-80% of all students should be successful with academic and behavioral instruction
Do you know how your students are performing?
Quality academic and behavioral instruction Research based instructional strategies Characteristics of Highly Effective Teaching and Learning (CHETL) Regular formative assessment
Approximately 75-80% of all students should be successful with academic and behavioral instruction
Do you know how your students are performing?
Core/Tier 1Core/Tier 1Core/Tier 1Core/Tier 1
Tier 1 + small group for targeted interventionsTier 1 + small group for targeted interventions
Tier 2Tier 2Tier 2Tier 2
Tier 1 + Tier 2 + individualized intensive interventions Tier 1 + Tier 2 + individualized intensive interventions
Tier 3Tier 3Tier 3Tier 3
Things to RememberThings to Remember
There may be a significant change in staff roles and responsibilities
Provide appropriate professional learning opportunities
There may be a significant change in staff roles and responsibilities
Provide appropriate professional learning opportunities
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School Implementation Team – The Whole Process
Student Intervention Team – The Individuals
Team Work – Heart of KSITeam Work – Heart of KSI
First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle
Teach Teach
First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle
Universal ScreenerUniversal Screener
First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleExamine the CoreExamine the Core
First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleSchool and Student TeamsSchool and Student Teams
First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle
Examine and Utilize Evidence-Based InterventionsExamine and Utilize Evidence-Based Interventions
First Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the PuzzleFirst Pieces of the Puzzle
Analyze DataAnalyze Data
Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle
Focus on Individual Students
Focus on Individual Students
Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle
Implement Interventions with Fidelity
Implement Interventions with Fidelity
Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle
Progress monitor
effectively
Progress monitor
effectively
Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle
Address the needs of ALL Students
Address the needs of ALL Students
Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle
Provide Professional
Learning
Provide Professional
Learning
Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle
Involve families in the processInvolve families in the process
Finishing the PuzzleFinishing the PuzzleFinishing the PuzzleFinishing the Puzzle
Celebrate Success
Celebrate Success
Kentucky System of Interventions (KSI) http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/
Academic & Behavioral Response to Intervention (ABRI) http://louisville.edu/education/srp/abri
National RTI Center http://www.rti4success.org/
Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/
IRIS Center http://iris.peabody.vanderbilt.edu/
Characteristics of Highly Effective Teaching & Learning (CHETL) http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practiceguides/
Kentucky System of Interventions (KSI) http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/
Academic & Behavioral Response to Intervention (ABRI) http://louisville.edu/education/srp/abri
National RTI Center http://www.rti4success.org/
Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/
IRIS Center http://iris.peabody.vanderbilt.edu/
Characteristics of Highly Effective Teaching & Learning (CHETL) http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practiceguides/34
Resources Resources Resources Resources
Questions? 502-564-4970
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KSI/RTI General QuestionsApril Pieper – [email protected]
Reading InterventionsJudith Halasek - [email protected]
Math InterventionsPamela Pickens – [email protected]
Behavior InterventionsBonnie Tomberlin – [email protected]