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Implementing the RTI Model in Secondary Settings

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Kaitlin Cross

on 27 January 2014

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Transcript of Implementing the RTI Model in Secondary Settings

Where to Begin???
What's Next???
Steps to Success
Implementing RTI in Secondary
What does RTI stand for? _______________________________________________________
How many levels are involved in the RTI process?
RTI is the process of determining ESE eligibility.
PBS (Positive Behavior Support) can be included as a component of RTI.
RTI addresses:
Language Arts
All of the above
Kaitlin Cross, Ed.S., School Psychologist
Rosie Cooper, Ed.D., RTI Facilitator

What is RTI?
Where to begin?
Steps to take in the implementation of RTI
But what about…?
Possible hurdles
How have other schools implemented RTI?

What is RTI?
“RTI is the professional practice of providing research-based academic and behavioral instruction and intervention in multiple tiers of increasing frequency and intensity.”
Tiered Instruction:
High-quality, research-based
More intensive intervention for needy students
Flexibility in service delivery
What are the Components of RTI?
What is RTI?
Universal Screening
Track effectiveness of instruction
Objectively identify students in need
Progress Monitoring
Are our interventions effective?
Problem Solving
Data-Based Decisions
Is the intervention working?
What data do we have that illustrates the effectiveness of instruction?
It is not about ESE eligibility
“This kid is ESE but we have to go through this process first.”
What it is Not:
Some students do not get good early intervention.

Some students do ‘okay’ at first, but struggle when expectations change or content becomes more difficult.
Why is RTI Necessary at the Secondary Level?
Identify the Problem
Evaluate the Plan
Develop &
the Plan
Set Goals
What Steps Are Involved in the Process
Tier 1
Universal screening
What methods will we use to identify students in need?
Tools: brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for predicting learning or behavioral problems
Administered multiple times per year
Use of curriculum-based measures (CBM’s) in combination with student grades
Where to Begin?
Is the problem “Can’t do?” or “Won’t do?”
Behavior vs. Academics
Or combination of both?

Where to Begin?
Data Currently in Place:
Discipline Referrals
Where to Begin?
Universal screening assessments provide data to:
Help determine if there are enhancements needed in the core curriculum, instruction and/or general educational environment
Guide decisions about supplemental or intensive instruction for those students who may require instructional support beyond what is provided through core programming
Where to Begin?
Questions to Ask:
What do we currently have in place in our school that could be assimilated into the model?
What do our data tell us about the students in our school?
Are we willing to take the stand to support the changes needed for full implementation?
How can we provide time for collaboration?
What types of assessment data will we use to help us make instructional decisions to address student needs?
Where to Begin?
Create “The Triangle”
Need both behavioral and academic triangle
Where to Begin?
Assemble a team
This team should potentially include administrators, teachers, guidance counselors, curriculum coordinators, and school psychologists
Where to Begin?
52% in Ms. Johnson’s Algebra, 4th period
52% in Ms. Johnson’s Algebra, 4th period
Why is universal screening important?
Where to Begin?
Where to Begin?
Is this an individual student problem or a larger systemic problem?
Are over 20% of students not meeting expectations?
Are between 5% and 20% of students not meeting expectations?
Are 5% or fewer not meeting expectations?
Examine instruction, curriculum, and environment for needed adaptations and develop groups
Develop small group intervention
Go to problem definition
Go to intervention evaluation
Florida DOE, GTIPS
Tier 1
Core curriculum
Where to Begin?
What universal screening is:
What universal screening is not:
Administered to an entire class/grade/school
Administered to an isolated group
An indicator that there is a potential problem in need of further investigation
Diagnostic: Intended to tell you when the problem is
A sampling of one point in time
Intended to monitor individual progress
Used proactively
Used retroactively
One piece of information required to determine additional instructional needs
Intended to be used as a sole indicator to identify students as candidates for any program, such as ESE
Cost effective in terms of teacher time, student time, and dollar cost of the test and scoring
Expensive or labor intensive
Where to Begin?
Tier 2
Focus: Students identified through screening as at risk for poor learning outcomes
Setting: General education classroom or other general education location in the school
What’s Next?
Tier 2
Some students (at-risk; 5-15%)
Additional instruction and time
Small group intervention
Progress monitoring
What’s Next?
Progress Monitoring
Is the intervention working?
Has the student met their goal?
Do they need continued intervention?
Do we need to change the interventions?

What’s Next?
What’s Next?
Examples: Tier 2 Academics
Examples: Tier 2 Behavior
Read 180 class
Mentoring/Check In-Check out (Weekly)
Additional study hall
Tutoring group
Tutoring group
“Double dipping”
Behavior contract
What’s Next?
Quiz Results
Tier 3
1-5% of students
Individual students/very small group intervention
High intensity/frequency of intervention administration
Ok, Now What?
Tier 3
Focus: Students who have not responded to primary or secondary level of prevention
Setting: General education classroom or other general education location within the school
Ok, Now What?
Your Turn!
Examples: Tier 3 Behavior
Examples: Tier 3 Academics
Read 180 course + Guided Study Hall
Mentoring/Check In-Check out (Daily)
ALEKS Math Program
Group Counseling
Study Skills Group
Individual Counseling
One-on-One Tutoring
Referral to mental health therapist
Ok, Now What?
Ok, Now What???
But What About...?
Possible Hurdles...
How to incorporate interventions during the school day?
Altering the master schedule to meet the needs of struggling students?
The majority of research-based interventions cost money
Teamwork is essential in the implementation of RTI - need motivated individuals!
The Real World...
RTI4Success – www.rti4success.org
SEDL - www.sedl.org
Intervention Central – www.interventioncentral.org
Florida RTI – www.florida-rti.org
PBIS World – www.pbisworld.com
Helpful Resources
RTI4Success – www.rti4success.org
SEDL - www.sedl.org
Intervention Central – www.interventioncentral.org
Florida RTI – www.florida-rti.org
PBIS World – www.pbisworld.com
Helpful Resources
Full transcript