First presentation to Elmbrook Parents about our response to intervention framework. In the future, other modules will be released.

1. ELMBROOK RTI
Response to Instruction and Intervention

2. Edu-jargon
CBM = Curriculum Based Measure
MLSS = Multi Level Systems of Supports
MTSS = Multi Tier Systems of Supports
PBIS = Positive Behavior Interventions and Supports
PLC = Professional Learning Community
PM = Progress Monitoring
PST = Problem Solving Team
RTI = Response to Intervention
RTII = Response to Instruction and Intervention

3. Outline:
1. Rationale for RtI
2. Goals ahead for education and Elmbrook
3. Essential Elements of RtI
4. How Elements incorporated
5. Where to find RtI on our Site:
 http://www.elmbrookschools.org/rti

4. Why RtI?
•
Increased accountability and demands for
proficiency
•
Special Education concerns
•
Research into learning shapes practice

5. Accountability
•
Need all students to be college and career ready
•
Focus on outcomes rather than labels

6. Special Education
• Original Plan: Provide intensive intervention and
•
•
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remediate skills (1975)
Over time: Paperwork, procedures, and significant
increases in number of students involved
Change to bureaucratic process vs. better outcomes
Now: Provide service, THEN Assess

7. Special Education
•
2010-2011 school year: 6.4 million students in the US
were involved in special education services
•
13 percent of population
•
Elmbrook special education in 2012-13 was 12%

8. Special Education Change
2000-2001
SLD
% of Special Ed.
OHI
% of Special Ed.
Autism
All Disability Areas
2009-10
Change
% increase/ decrease
2859999
45.4
302762
4.8
92997
6295816
2430716
37.5
689267
10.6
377909
6480540
-429283
-7.9
386505
5.8
284912
184724
-15.01%
2007: 24% of districts reported
using RTI
2010: 61% of districts reported
using RTI
127.66%
306.37%
2.93%

9. Special Education

10. Elmbrook Data Review
2012 WKCE Math Adv/Proficient= 74.5%
2012 WKCE Reading Adv/Proficient = 54.8%
2012-13 ACT Participation= 87.4% (state=61.8% took ACT)
Elmbrook Average ACT= 24.9
Benchmark District Average= 24.5
State Average= 22

11. Elmbrook, then and now…
2002-2003
7633
2012-2013
7030 (-603)
English Language
Learners
2%
4% (37 Languages)
Economic
Disadvantaged
6%
12%
Special Education
12%
12%
Total Enrollment

12. Elmbrook Data Review-cont
2012-2013:
• 29.4 % of high school students took AP Courses
• Elmbrook:
80% earn 3’s or higher on AP exams
• State:
68 % earn 3’s or higher on AP exams
2012-13:
• 85% of graduates planned to attend 4 year college
• 8% of graduates planned to attend 2 year college

13. Comprehensive Analysis of Special
Education in Elmbrook
From Executive Summary by Elise Frattura, PhD:
•
•
Students with disabilities, African American, Hispanic, and those of poverty
underperform, by significant margins, those students who are white, from families
who are financially stable in advanced performance on state assessments – in all
subjects in all grades. …
Students who are African American, Hispanic, of poverty, students at across the
district are over-identified in special education and underrepresented in gifted and
talented.
•
Only 10% of students with disabilities take the ACT
•
Over 40% of students take AP courses, but only 1.3% of students with
disabilities take AP courses

14. From Strategy and
Accountability area of
district site
http://www.elmbrookscho
ols.org/district/strategy/in
dex.aspx?wp124663269
4-tab=4

15. Goals for ALL
● Mastery of the curriculum
● Growth for all students
● Prepare students for college and career

16. What is RtI?
It is Not:
● Resistance to Implementation
● Rusted Toyota Impounded
● Repurposed Teacher Initiative
● Refusal to Identify
…A curriculum
…or purchased product

17. Response to Intervention is…
From the National Association of State Directors of Special
Education (NASDSE):
● “Response to Intervention (RtI) is the practice of providing high quality
instruction and interventions matched to student need, monitoring progress
frequently to make decisions about changes in instruction or goals and
applying student response data to important educational decisions. RtI
should be applied to decisions in general, remedial and special education,
creating a well integrated system of instruction/intervention guided by
student outcome data.”

18. RtI Framework- academics and behavior:
●
●
●
●
●
Impacts all students with focus on early intervention
Applies to both academics and behavior
Requires data based decision making to manage by fact
Involves continual monitoring of progress toward goals
Utilizes multiple measures to monitor progress

19. RtI Framework for academics and behavior:
●
●
●
●
Is only successful through collaboration and a continuum of
services
Relies on the concept that the most powerful instruction is in
the classroom
RtI is a process not a product
Emerges from and supports research and evidence-based
practice

20. Successful RtI:
Characteristics:
Leadership
Professional Development
System Supports
•
•
•

21. Successful RtI:
Major Components:
Universal Screening
Tier 1 Instruction with Fidelity
Identifying Tier 2-3 Interventions
Creating Instructional Groups
Progress Monitoring (with fidelity)
Grade Level Meetings (Professional Learning Communities)
Fidelity of Interventions
•
•
•
•
•
•
•

22. RTI Framework

23. Universal
Level

24. Elements of Academic Universal Tier
● High quality instruction
● Balanced assessment
● Collaboration
Elements systemically interact to create a multi-level system of
supports to provide structure to increase success for every
student.

25. District Initiatives to Support Universal Academic
Tier
● Collaborative Time
● Continuous Improvement
○ Decision Making for Results
○ Building Data Teams
○ Instructional Data Teams
● Literacy and Numeracy Alignment
● School Leadership Model
● Technology Integration
● Art & Science of Teaching

26. Screening: Targets and Triggers
Targets:
● Aligned with expected proficiency
● Provide guidelines for expectations
● Able to modify or increase based on graduated levels
Triggers:
● Based on research of learning difficulties
● 25th percentile is often where difficulties arise

27. Tables of Performance
Found at: www.elmbrookschools.org/rti then MLSS (Universal Screening)
Reading (achievement tests)
Reading (Teachers’ College levels)
Math
Language Usage

28. Elements of Behavior PBIS: Universal Tier
●
●
●
●
●
●
●
School Leadership and/or PBIS Team
PBIS Self-Assessments/Measures Conducted
School-Wide Expectation Developed
Expectations Taught
Continuum of Reinforcements
Continuum of responses to Negative Behaviors
Procedures for Data Collection and Use

29. District Initiatives to Support Universal Behavior
Tier
●
●
●
●
●
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District level PBIS Leadership Team
Internal and external coaches at each level
Deployment of universal tier at all district schools
Quarterly coaches meetings
Consistent behavioral recording
K-8 Bus Intervention Group (BIG)

30. Universal Expectations

31. Data Collection
By time: (When’s lunch??)
By Location
By Behavior

32. Problem Solving Teams (PST)

33. Problem Solving Teams (PST)
●
●
●
●
●
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Universal Screening
Targets and Benchmark
RtI Tab to “Trigger” Students
Interventions Selected based on Data
Additional Screening to Target
Monitoring of Progress- CBM

34. What is an Intervention?
Anything a school does, above and beyond what all students
receive, that helps a child succeed in school. However, effective
interventions contain the following elements:
● Research-based
● Directive
● Administered by trained professionals
● Targeted
● Timely

35. Intervention Recommendations:
DPI recommends that intensive interventions are:
● Systematic
● Used with individuals or small groups
● Focus on single skills or small groups of targeted skills
● Substantial number of minutes (core general ed. + 30, 60, 90
minutes)

36. Interventions also should be:
● Delivered in a manner consistent with design
● Be aligned to student need (based on data)
● Be culturally appropriate

37. Interventions
● RtI Steering Committee selected interventions in the areas of
reading, math, and behavior
● Updated information maintained on website
http://www.elmbrookschools.org/teaching-andlearning/curriculum/response-to-intervention/multi-level-systemsof-support/index.aspx?wp1071201657-tab=7

38. Meeting Needs- Student Plans
● Emphasis to drive process through use of data
● Data based decision making through entry,
monitoring and exit criteria
● Student plans developed in team setting

39. PST Steps:
● Statement of Problem:
● Root Cause (attendance, behavior, math, reading,
written expression, oral expression, listening
comprehension)
● Goal: data based (CBM)
● Intervention and data collection
● Decision- continue, change, exit

40. Monitoring Progress
Curriculum Based Measures (CBM)
● Quick, repeatable measures (1-5 minutes)
● Reading, math, writing
● Outcome measures
● Norm and criterion referenced
● Sensitive to change
● Standardized

41. Curriculum Based Measures (CBM)
Clear, Visual Graph of Progress
Example of first grade letter
sounds
Important to monitor rate and accuracy

42. Systems Change

43. The RTI Vision for Buildings
We want you to become like master jazz musicians:
able to play the correct RTI melody, but also to
improvise and, ultimately, create your own music
(Buffum, Mattos & Weber, 2012).

44. What’s next?
● Continue refinement of processes
● Evaluate effectiveness
● All updates posted on RtI site
● Professional Development continues

45. Questions?
Chris Birr, RtI Coordinator
262-781-3030 ext. 1118
birrc@elmbrookschools.org
Elmbrookschools.org/rti