Building RTI Capacity
Through the Lens of a Coach
Curriculum and Instruction Department
2
Learning Outcomes
• Provide coaching tools for RTI and Interventions
• Discuss how to further identify students at risk for failing STAAR or
the grade level beyond the percentage
• Participate and discuss findings from a case study
• Questions, comments, and/or concerns
Is this what you were expecting?
4
Identify Intervention Needs
1. Assess all students with a universal screening or benchmark (Tip: Be sure to
assess students receiving special education services.)
2. Identify students who are at risk.
3. Using the Class Summary sheet, identify and gather relate data.
Identify Intervention Needs
4. Analyze students’ data to identify areas where intervention is needed.
5. Identify areas for targeted professional development support.
6. Summarize the findings to identify specific areas to target.
7. Develop a “sound bite” (short statement) that describes student needs and what
the ideal intervention(s) would address.
6
2 Minute Pause
• Turn to your partner and share your current practices
7
Red, Yellow, & Green
Fall Benchmarks (October 26-30)
At-Risk Students
40% or below
Progressing with Gaps
49%-59%
Progressing
60 or above
In what area(s) are the learning gaps?
• For example, in reading, students may be behind their peers in phonemic
awareness, phonics or word study, vocabulary, fluency, or comprehension.
• In math they may lag behind in fluency, number sense, procedures, or entire
concepts
What are the characteristics of the at-risk
students?
• Are they primarily English language learners?
• Do they struggle with learning in more than one content area?
• Do any already receive intervention, including dyslexia or special education
services?
• Is there a history of retention or summer school?
• Do external challenges to learning, such as the following, need to be
addressed?
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Excessive tardies or absences
Chronic illness or medication factors
School transfer or enrollment (note if more than one a year)
Other, such as home issues, including being in the foster care system
How do I identify areas for targeted
professional development?
• Do gaps in knowledge and skills (TEKS) link to a specific grade level?
• Could the learning gaps be related to the staff expertise?
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Do teachers provide explicit instruction in the content area?
Do teachers employ evidence-based strategies related to the areas of learning gaps?
Do teachers need information about evidence-based strategies to address the learning gaps?
Are the learning gaps related to curriculum or program implementation?
Are the 3 c’s addressed?
How do I summarize the findings to identify
specific areas to target?
• Informal information gained in PLCs
• Eduphoria
• Use one another (coach, specialist, other administrator at other
campuses)
• Contact the curriculum coordinators
Quick Write
• Interventions: Where are you as a campus?
• What are some of your current practices? Realities?
• Are there changes that need to be made at your campus? If so,
where do you start?
13
2 Minute Pause
• Turn to your partner and share
14
15
Item Analysis Reports
16
17
Item Analysis
18
19
Questions
Sound bite
• Develop short statements that describe student needs and the ideal
interventions(s) that would be addressed.
Case Study
22
Student Analysis—Mary Smith
• Index 1 =1
• Index 2= 2 (All, African American)
• Index 3= 2 (African American, Economically Disadvantaged)
• Index 4= 2 (African American, All
• Total of 7 times
• **Did not standards and did not meet academic progress in writing or
reading
Intervention Needs Worksheet: Class
Summary
Student
Area(s) of learning
gaps
Total
Index
counts
ELL
Other area(s) of
risk
Number of
tardies
Number of
absences
Other factors