Rti Model

Welcome

Agenda:

• 8:00-11:00 @PPS
• Present new & improved SHARP process

• Provide work time with support from administrators

• 11:00-12:00 LUNCH

• 12:00-3:00 @ Respective Buildlings

• COLLABORATION & WORK TIME FOR TEAMS

PHILLIPSBURG SCHOOL DISTRICT

NJTSSNew Jersey Tiered System of Supports

K-5

reasons behind Our MOdel

High Special Ed Numbers

Nearly 33% of our middle school students are Special Education. State average is 14%

Common Interventions DOcumented

Interventions must be documented with data to use from year to year. Using same programs allows for easier comparison.

Average ability of our students

CogAT scores indicate more ability

Sharp System Needs to be Efficient

Approved interventions to determine referrals

Help our Students

Current interventions in place are showing positive results

CogAT Current 2nd

Students below grade level 2022-23

60%

Current

20%

Goal

NJTSS Process for Academics

• No Academic Referrals to RTI Team until January
• This allows time for teachers to do interventions and monitor progress.
• Always Exceptions
• Email Maria Vera and building principal for those cases.
• RtI Direct Goals Must Be Complete Before Data Collection Form.
• A minimum of 2 rounds of interventions must be implemented with pre and post data before RTI Team Meeting
• Interventions must continue while students are discussed with RTI Team.
• Handwriting and math fluency concerns in isolation are NOT appropriate for a referral.
• Parents must be aware of concerns before the RTI team meets. This should be done through communications, intervention letters, benchmark reports, conferences, ETC.

RTI Model for Academics

Special Education

S44, R180, Do the Math, Barton, Wilson, Touch Math, BEST

Tier 3-Interventionists

Multi-Sensory

Students lag significantly behind peers, demonstrate very weak progress on screening measures, and require intensive intervention.

Do the Math, BEST Remediation, Fundations Remediation, Decoding Power

Intervention Program

Classroom Teacher Intervention Plan

Tier 2Students lag well behind their peers, demonstrate weak progress on screening measures, and require some form of intervention.

Core Curriculum

Tier 1Students learn at roughly grade level or above, and are least likely to fall behind or need intervention.

Classroom Teacher differentiation

NJTSS

Steps for classroom teacher

step 05

step 04

step 03

step 02

step 01

Discuss at Individual Data Meetings (RTI Direct)

GiveUniversal Screener, Benchmark Letters Go Home

Evaluate Progress at 6 -8 weeks

Implement Appropriate Intervention, Send Intervention Letter

AnalyzeData & Develop RTI Direct Goals

Steps for classroom teacher

step 10

step 09

step 08

step 07

step 06

Referral RTI Team if little to no progress after 2 rounds.Complete Data Collection Form

RTI Direct GoalSuccessful= Exit Making Progress= Continue Little to No Progress= New Intervention

Evaluate Progress at 6-8 weeks

RTI Team Meeting Determines Next Steps

Continue interventions

Reading

Steps to identify, diagnose, and help our struggling readers

Determine RTI Tier for each Student

STaR Universal Screener for ALL students

Tier 1

Tier 2 & 3

Grade Level or Close

Below Grade Level

• Continue Differentiated Instruction during Small Groups during core instruction

• Diagnose Reading Skills

vs

Reading Components

FLuency

Phonological Awareness

Journeys, Leveled Readers, Decodable Texts(Grades K-5)

BEST Program (Grades K-2)

Comprehension

Phonics

Decodable TextsFundations (Grades K-2) S44 (Grades 3-5)

Journeys, Read Alouds, R180, Visualize & Verbalize(Grades K-5)

math

Steps to identify, diagnose, and help our struggling mathematicians

Determine RTI Tier for each Student

STaR Universal Screener for ALL students

Tier 2 & 3

Tier 1

Grade Level or Close

Below Grade Level

• Continue Differentiated Instruction during Small Groups during core instruction

• Diagnose Math Skills

vs

All Classes have a mix of students

Math Components

Missing Specific Skill

Foundational Skills

Small Set of Missing Skills

Large Gaps in Foundation

problem-solving

FLuency

Number Sense, Reasoning

Single Digit & Multi-Digit

RTI Process

Teacher Input Goals into RTI Direct

Minimum 2 six-eight week cyclesIntervention Letters Sent Home

Individual data meetings

Discuss & Determine Proper Intervention Based on Individual Student Need

RTI Team Meeting

Team meets to discuss students making little to no progress after 2 rounds of RTI

Blue FOlder

Determined eligible by the RTI Team

CST

Evaluation, if warranted by the CST team. Teacher continues interventions

Tasks Before Lunch

Teacher Input Goals into RTI Direct

All students below grade-level in ELA and/or Math need a goalInterventionists: Create Goals for their Groups Classroom Teachers: All students below grade-level not in an intervention group.

Individual data meetings

Discuss & Determine Proper Intervention Based on Individual Student Need

RTI Team Meeting

Team meets to discuss students making little to no progress after 2 rounds of RTI

Blue FOlder

Determined eligible by the RTI Team

CST

Evaluation, if warranted by the CST team. Teacher continues interventions

1. RtI Direct: ALL students below grade-level on Spring STAR in ELA/Math need a goal.

• Interventionists: Create goals for their students
• Classroom Teachers: Create goals for any student below grade level not in an intervention group or without an IEP
• Special Education Teachers: Follow IEP, work on IEP goals- DO NOT need to do RTI Direct

2. SGO's: Start working on SGO's. Sample provided if you choose. 3. PDP: Start working on PDP. Fill in personal goal #4.

Tasks