7/13/2017
Response to
Intervention
Handbook
(WIN/RTI)
2015-2016
Spencer County Schools
Taylorsville, Kentucky
2015-2016
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Table of Contents
Introduction……………….3
Rationale……….………….3
Overview…………………..3
Procedures………………..4
Tier System……………….6
Parent Involvement…......6
ECE..……………………….6
School Overviews….……7
Tier Charts…..……………9
Interventions……………17
Behavior WIN/RTI………23
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Introduction
Beginning in 2015-2016 the RTI Program will use the title of WIN (“What I Need”) to
better reflect the purpose of the program. The primary purpose of Response To
intervention (WIN) is to provide high quality instruction to all students and early
intervention to individuals who are struggling, with the goal of bringing them up to grade
level. Interventions in WIN/RTI are to be provided in addition to regular classroom
instruction and will focus on the identified need(s) of the student. WIN/RTI is part of a
federally mandated initiative designed to ensure that every child receives the instruction
they need to be successful in school.
Rationale
The purpose and goals of WIN/RTI parallel the mission of our district and our individual
schools, which focus on student learning. The RTI Program also supports the mission
of the state testing system, the Race to the Top initiative and Senate Bill 1 (SB1).
Overview
The target areas for 2015-2016 are Reading and Math and Behavior, though other
areas may be addressed as well (written expression and/or social/emotional). All
students take a Universal Screener (Measure of Academic Progress) 3 times during the
year to identify needs and monitor progress. The RTI Program is organized by tiers:
Tier 3
Intense
Interventions
Tier 2
Targeted
Interventions
Tier 1
Classroom Instruction
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Procedures
 Universal Screener – This is a type of assessment that is characterized by the
administration of a repeatable assessment for age-appropriate skills to all
students. It will be used to determine the effectiveness of curriculum, instruction
and school organization. It will also be used to determine students’ level of
growth and proficiency in essential academic areas.
Screening data will be organized in a format that allows for the inspection of both
group performance and individual student performance on specific skills.
The school will be able to gain 2 valuable pieces of information from the universal
screener:
1. Curriculum and Instruction – It is expected that 80% of students will show
adequate progress through the year. If this goal is not reached, steps will be
taken to review the core curriculum and instruction. In addition, the results
will be used by school principals as the basis for their Quarterly Curriculum
Checks.
2. Student Learning – The universal screener will help to identify those students
who are not making acceptable progress in the core curriculum. It allows for
students to be targeted for an early intervention, instead of waiting for them to
fail.
The Measures of Academic Progress (MAP) assessment will be used as the
screener in grades K – 11. The MAP will be administered 3 times each year.
 Identification – Students who are struggling in any area (academic, social or
behavioral) may be targeted for intervention. However, the primary focus will be
on Reading and Math using the screener results and teacher data. Other areas
(e.g. social/behavior, written expression), may also be addressed through
WIN/RTI.
 Intervention - Identified students will receive a specific researchbased/scientifically-designed intervention that targets the appropriate Reading
and/or Math sub-skill(s) as identified by the screening instrument. Intervention(s)
will be provided at a minimum of 30 minutes/3 times per week.
 Progress Monitoring - This is an ongoing, systematic process for gathering data
to measure the academic, social or behavioral performance of a student.
Additionally, it is a procedure that uses data to monitor the effectiveness of the
curricular/instructional program.
In addition, progress monitoring provides a fast, inexpensive and school-friendly
approach that allows teachers to continuously monitor student performance and
growth. It can also be used to determine the student’s rate of growth in
performance and to provide objective data about the curriculum to determine if
classroom instruction is providing benefits to all students. It is this type of
formative data that allows the school to make changes in interventions efficiently,
rather than waiting for the end of the year summative results.
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Identified students will be monitored bi-weekly using one of the following:
 AIMSweb (required for Tier 3)
 Program-Specific Probe (where available, i.e. SRA, etc…)
 Other
 Tier Review - A Tier Review will be conducted by the WIN/RTI Team every 4 – 9
weeks. A school psychologist will be in attendance at either the Tier 3 Review
Meetings or at a follow-up meeting with the school WIN/RTI Coordinator.
Available data (MAP, AIMSweb, Program-Specific Probes, classroom
performance and/or anecdotal information) will be used to determine next steps,
which may include one or more of the following decisions:
 Continue Intervention
 Discontinue Intervention
 Increase Frequency of Intervention
 Increase Duration of Intervention
 Change Intervention
 Initiate additional intervention
 Change tier status (up or down) – all documentation and data must be
submitted for review by the WIN/RTI Team and approved before changing
tier status.
 Fidelity Checks – The proper implementation of each intervention is critical to
the program to ensure student progress and validate performance data. Staff
members who provide interventions will be required to sign a ‘statement of
fidelity’ during each Tier Review. Additionally, the principal and/or district
coordinator may request a formal review.
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Tier System
All students will be classified in a specific tier or level. The Universal Screener will be
used as the primary identification/monitoring instrument, but other data (AIMSweb,
program specific assessments, classroom assessments, state mandated assessments,
grades and anecdotal information) may be used as well.
 Tier 1 – This area represents the regular classroom, where instruction and
differentiation is provided by the teacher. Generally, 80 -90% of the students will
experience success in this area. If less than 80% of the students are scoring
at the Proficient level, than there may need to be adjustments in the
curricular/instructional program.
 Tier 2 – Students who are not meeting standards in the general curriculum will
be targeted for an intervention that matches their identified need. A plan will be
developed that focuses on the identified need(s) of the student and will include
an appropriate intervention, provided a minimum of 30 minutes/3 times per week.
 Tier 3 – Students who do not make adequate progress in Tier 2 will be targeted
for Tier 3. Their plan will be reviewed regularly and appropriate
changes/revisions will be approved by the committee. Interventions at Tier 3
must also be provided a minimum of 30 minutes/3 times per week.
Parent Involvement
A letter will be sent to parents of students enrolled in the WIN/RTI program following
each Tier Review Meeting. The letter will report on the student’s enrollment,
performance and/or progress in the program. A conference may also be requested if
the Tier Review Committee determines a need to discuss the child’s
progress/performance.
ECE
If the Tier Review Committee determines that an ECE referral is appropriate, then a
formal notification should take place per district guidelines. An ARC can be scheduled
at any time by the parent or the school to discuss a possible referral.
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School Overviews
 Spencer County Elementary School- Students are identified for reading and
math from MAP scores and supporting teacher data. The majority of Tier 2
intervention is provided by the classroom teacher with support from
interventionists. Student progress is monitored every other week. Tier 3
interventions is provided by Moby Max (3 times per week for 30 minutes), in
addition to Tier 2 instruction. The areas of written expression and social/behavior
are identified by teacher data with specific interventions developed based on
individual need.
RTI/WIN Behavior is monitored by classroom teachers and building
administrators. Students that need additional intervention will be given a
Behavior Intervention Plan specific to the needs of that student with a focus on
positive behaviors. Additional Tier 2 interventions include small group sessions
with the counselor (friendship, anger management, etc.) The teacher has
ongoing dialogue with building administrators to discuss progress or changes
needed. Currently students are referred by the classroom teacher for behavior
RTI, a universal screener is in the process of being developed.
 Taylorsville Elementary School - The WIN/RTI program provides interventions
for grades K-5 in the areas of mathematics, reading, writing, and behavior (see
page 21 for details). Determination for which students will participate in the
program is based on a universal screener (MAP/behavior screener), other
assessment data (K-Prep, STAR, etc.), and classroom performance. A Tier
Review Committee meets at the beginning of the year and then again after each
round of MAP testing to discuss concerns and progress made. All students
receive intervention services during a designated RTI block for each grade level.
 Spencer County Middle School - Spencer County Middle School- Students
are being served through Language Arts, Math and Behavior interventions.
RTI/WIN Math and Reading teachers use classroom data, K-PREP and MAP
results to determine student need. Interventions for Tier 3 Math and Reading are
provided during student elective blocks; Tier 2 Math is provided during the
elective blocks; and Tier 2 Reading is provided during the school-wide
reading/leadership block. The focus of RTI/WIN is not to re-teach concepts not
mastered in the regular classroom, but to teach prerequisite skills necessary to
become successful in the regular classroom. Placement is flexible and students
move in and out of RTI/WIN as needed on a quarterly, semester, or yearly basis.
RTI/WIN Behavior is monitored by classroom teachers and building
administrators. Students that don't respond to classroom interventions will be
placed in small groups based on indicators (grief, anger, self-harm, divorce,
etc…) and may be placed on a Behavior Improvement Plan (BIP) to be filled out
hourly and reviewed by the behavior committee weekly, bi-weekly or monthly as
decided.
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 Spencer County High School – The areas of reading and math will be targeted
again this year in the WIN/RTI Program at the high school. A Tier Review
Committee will be established that will include the District RTI Coordinator,
School RTI Coordinator, ECE Department chairperson, school counselor(s)
school psychologist (when available). A daily intervention/enrichment block has
been instituted for all students. Services and activities are targeted on an
individual basis based on MAP, EPAS, EOC diagnostics and other assessment
data. See Appendix A for an overview of the school program and interventions.
Behavior WIN/RTI - The area of behavior is in the process of being implemented
in the RTI Program at the high school this year with full implementation to
happen in the 2016-17 year. A Tier Review Committee will be established that
will include the District RTI Coordinator, School RTI Coordinator, ECE
Department chairperson, school counselor(s) school psychologist (when
available). A universal screener will be used to determine identified students.
(This screener is currently under review.) Services and activities will be targeted
on an individual basis based on screener results.
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WIN/RTI Plan
Spencer County Elementary School
2015-2016
Reading Interventions
Tier 3
 Moby Max
 SRA
Tier 2
 Guided Reading
Groups
 SRA
 RTA
 Individualized and
targeted skill work /
concept development
through online sources
such as Study Island
 Day Time ESS Waiver
Intervention
Tier 1
 Core Curriculum
 Classroom
Interventions
(e.g. Tutoring)
9
Math Interventions
n
Tier 3
Intense
Interventions
5-10%
Tier 2
Targeted
Interventions
10-15%
Tier 1
Regular Classroom Instruction
100%
Tier 3
 Math Intervention
Groups
 Moby Max
Tier 2
 Math Intervention
Groups
 Individualized and
targeted skill work /
concept development
through online
sources such as
Study Island, Moby
Math
 Day Time ESS Waiver
Intervention
Tier 1
 Core Curriculum
 Classroom
Interventions
(e.g. Tutoring)
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NOTES:
 Universal Screener – MAP (administered to all students 3x per year)
 Identification
 Teacher Recommendation – using available data
 MAP (after 1st administration)
 Anecdotal Information
- Grades
- Daily Progress
 Target Areas
 Reading
 Math
 Written expression
 Behavior/social
 Progress Monitoring
 Students will be monitored bi-weekly (tier 2) and weekly (tier 3) using AIMSweb probes
 RTI Review Team (District RTI Coordinator, School RTI Coordinator and School Psychologist) will meet with teachers a
minimum of 4x yearly (after each MAP assessment and at the end of the year)
 Team will review data and make recommendations.
 Other - Other areas may also be addressed through RTI (e.g. Writing, Motivation, etc…) with individual plans.
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WIN/RTI Plan
Taylorsville Elementary
2015-2016
Reading Interventions
Math Interventions
Tier 3





Barton
Reading Recovery
CIM
SRA
MobyMax
Tier 2





Barton
Reading Recovery
CIM
SRA
Moby
Tier 1




n
Tier 3
Intense
Interventions
5-10%
Tier 2
Targeted
Interventions
10-15%
Quality Core Curriculum
Classroom Interventions
RIT Band Instruction
Guided Reading
Tier 1
Regular Classroom Instruction
100%
11
Tier 3
 AddVantage
 DreamBox
Tier 2
 AddVantage
 DreamBox
Tier 1
 Quality Core
Curriculum
 Classroom
Interventions
 RIT Band Instruction
7/13/2017
NOTES:
 Universal Screener – MAP and Behavior Inventory (administered to all students 3x per year)
 Identification




MAP and/or current tier status of students.
Teacher Recommendation (grades K-5) – using available data (e.g. grades, formative assessments, K-PREP, STAR, DRA)
Parent Request
Anecdotal Information
- Grades
- Daily Progress/Formative Assessment
 Progress Monitoring
 Tier 2 students are monitored bi-weekly using AimsWeb probes
 Tier 3 students are monitored weekly using AimsWeb probes
 RTI Review Team (School RTI Coordinator, School Counselor, Interventionist(s), and School Psychologist) will meet with
teachers at the beginning of the year and again after each round of MAP testing.
 Team will review data and make recommendations.
 Interventions
 See attached page
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WIN/RTI Plan
Spencer County Middle School
2015-2016
Reading Interventions
Tier 3





SRA Reading Success (A)
MOBY Reading
MOBY Vocabulary
Small Group/Individual
Instruction
Reading Rewards
Tier 2





SRA Reading Success (B)
Small Group Instruction
MOBY Reading
MOBY Vocabulary
Scholastic ACTION;
Reading Skill Improvement
Writing:
 Kansas Writing Strategies
 One-on-One Instruction
Tier 1
 Ready Common Core
 RIT-Band Placement
(Reading Block)
13
Math Interventions
n
Tier 3
Intense
Interventions
5-10%
Tier 2
Targeted
Interventions
10-15%
Tier 1
Regular Classroom Instruction
80-95%
Tier 3




SRA Algebra Readiness
ALEKS Math
Moby Math
Small Group/Individual
Instruction
Tier 2
 MOBY Math
 Scholastic MATH; Skill
Improvement
 ALEKS Math
 EdGenuity
Tier 1
 RIT-Band Placement
(Math Classes)
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NOTES:
 Universal Screener – MAP (administered to all students 3x per year)
 Identification Evidence/Data







MAP (after 1st administration)
ALEKS
STAR
Moby Reading and Math
Teacher Recommendation – using available data (e.g. Placement Exams, grades)
Parent Recommendation
Anecdotal Information

Reading (Tier 2 & 3)
Math (Tier 2 & 3)
Other areas may also be addressed through RTI (e.g. Writing, Motivation, etc…) with individual plans.
Progress Monitoring



14
Daily Progress
Target Areas




Grades
Students will be monitored bi-weekly using probes.
RTI Review Team (School RTI Coordinator and School Psychologist) will meet with teachers every 6-8 weeks
Team will review data and make recommendations.
7/13/2017
WIN/RTI Plan
Spencer County High School
2015-2016
Reading Interventions
Tier 3





Edgenuity
WIN Learning
Targeted Instruction
Credit Recovery
Summer School
Tier 2
 Edgenuity
 WIN Learning
 Targeted Instruction
Tier 1
 Quality Core
Curriculum
 Classroom
Interventions
 Intervention/Enrichmen
t
 Academic Individual
Goal Setting and Self
Assessment
 Needs Based
Placement in Math and
15
Reading
 Schoolwide 7 Habits
Math Interventions
Tier 3
Intense
Interventions
5-10%
Tier 3





Edgenuity
WIN Learning
Targeted Instruction
Credit Recovery
Summer School
Tier 2
Targeted
Interventions
10-15%
Tier 2




Edgenuity
WIN Learning
Targeted Instruction
Integrated Math
n
Tier 1
Regular Classroom Instruction
100%
Tier 1
 Quality Core
Curriculum
 Math Automaticity
 Classroom
Interventions
 Intervention/Enrichme
nt
 Academic Individual
Goal Setting and Self
Assessment
 Needs Based
Placement in Math
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NOTES:
 Universal Screener – MAP (administered to all students 3x per year)/EPAS (Explore, Plan, ACT)
 Identification




MAP and/or current tier status of students.
EPAS
Teacher Recommendation – using available data (e.g. End of Course Exams, EPAS scores, grades)
Anecdotal Information
-




Daily Progress
Target Areas



Reading




All students monitored twice per month using Quality Core and/or Automaticity.



Edgenuity
Progress monitoring/data collection also built into both Edgenuity and WIN Learning programs.
RTI Review Team (District RTI Coordinator, School RTI Coordinator and School Psychologist) will meet with teachers periodically.
Team will review data and make recommendations.
Interventions
WIN Learning
Targeted Instruction – provided by certified instructor through Integrated Math classes
Other Interventions
Credit Recovery
Summer School
After-School Tutoring
RTI


16
Math
Other areas may also be addressed through RTI (e.g. Writing, Motivation, etc…) with individual plans.
Progress Monitoring




Grades
1 interventionist working full-time in a designated classroom providing Targeted Instruction for Reading and Math.
Numbers: 10-15 per period/100-120 total
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Interventions
Spencer County Elementary School
Reading
Intervention
Tier
Grades
Focus
Guided Reading
Groups
1/2
K-5
SRA
2/3
3-5
RTA
2
1
Moby Max
3
K-5
Earobics
2/3
K–4
EdMark
2/3
1-2
Fundations
2/3
K-1
Study Island
1/2
K-8
Leveled Texts for
Science; Leveled
Texts for Social
Studies
1/2
1-7
Addresses the needs of students by providing
targeted assistance to struggling readers outside the
regular reading/ language block using the classroom
basal series (Houghton Mifflin).
Focus on word identification/vocabulary,
comprehension and fluency.
www.sraonline.com/
Fosters success in phonemic awareness,
Phonics, vocabulary, comprehension and fluency
through shared reading, read-alouds and guided
reading.
An online program providing differentiated
instruction and extensive real-time progress
monitoring and reporting for reading and math. An
online diagnostic placement test is used to place
students into differentiated instruction based on their
individual skills.
Focus on sound discrimination; phonemic awareness
and phonics.
http://www.earobics.com/solutions/rtisolutions.php
Teaches basic reading skills through the recognition
and comprehension of words.
http://www.donjohnston.com/products/edmark/
A method of multisensory instruction that builds a
foundation for reading and writing skills.
Lessons are aligned to the Kentucky Core Academic
Standards (KCAS). If students do not master the
learning target, it drops down instructional grade
levels and builds students back up to the standard.
www.studyisland.com
Teacher classroom resource which is developed in a
series format that contains 15 specific content topics
which have been leveled to four distinct reading
levels. The distinct reading levels provide
differentiated reading passages that allow the
students to focus on the same content.
www.shelleducation.com
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Spencer County Elementary School (continued)
Math
Intervention
Tier
Grades
Math Intervention
Groups
Moby Max
2/3
K–2
2/3
K-8
Study Island
1/2
K-8
Leveled Texts for
Mathematics
1/2
1-7
18
Focus
This program focuses on ‘number sense.’
An online program providing differentiated instruction
and progress monitoring on basic math skills, grades
K-8. Students take a diagnostic placement and
receive instruction and practice on the grade level in
which they were placed.
www.mobymath.com
Lessons are aligned to the Kentucky Core Academic
Standards (KCAS). If students do not master the
learning target, it drops down instructional grade
levels and builds students back up to the standard.
www.studyisland.com
Teacher classroom resource which is developed in a
series format that contains 15 specific content topics
which have been leveled to four distinct reading
levels. The distinct reading levels provide
differentiated reading passages that allow the
students to focus on the same content.
www.shelleducation.com
7/13/2017
Taylorsville Elementary 2015-2016
Reading
Intervention
Tier
Grade
s
Focus
Barton Reading
2/3
K-5
School has a license for
levels 1-4.
Comprehensive
Intervention
Model (CIM)
2/3
K-1
Earobics
2/3
K-4
EdMark
2/3
1-2
Reading and spelling System
for students with dyslexia.
www.bartonreading.com
Literacy-based system based
on the Reading Recovery
Model. Individual and smallgroup instruction with a focus
on guided reading, assisted
writing and word study.
http://www.readingrecovery.or
g/reading_recovery/facts/index
.asp
Focus on sound
discrimination; phonemic
awareness and phonics.
http://www.earobics.com/soluti
ons/rtisolutions.php
Teaches basic reading skills
through the recognition and
comprehension of words.
http://www.donjohnston.com/pr
oducts/edmark/
Explode the
Code
2/3
K-4
Intense intervention for
phonological awareness,
decoding, vocabulary,
comprehension, fluency, and
spelling.
Bought with ECE funds and
available for use by ECE
teachers as interventionists
Fundations
2/3
K-1
Bought with ECE funds and
available for use by ECE
teachers as interventionists
Headsprout
Early Reading
2/3
K-1
A method of multisensory
instruction that builds a
foundation for reading and
writing skills.
Children learn through direct
positive experience that letters
and sounds go together to
make words, words go
together to make sentences,
and sentences make stories.
The basic component skills
and strategies necessary for
reading, such as phonemic
awareness (the sounds within
words), print awareness,
phonics, sounding out,
segmenting and blending, are
explicitly mastered in a fun,
self-directed manner. The
second half of the program
focuses more on reading
vocabulary, fluency, and
comprehension, while still
teaching more sounds and
sight words
19
Availability
Used with Kindergarten and
1st grade students –
administered by Reading
Specialist only
Bought with ECE funds and
available for use by ECE
teachers as interventionists
Bought with ECE funds and
available for use by ECE
teachers as interventionists
Bought with ECE funds and
available for use by ECE
teachers as interventionists
7/13/2017
Marie Carbo
Method
2/3
1-5
MobyMax
2/3
K-5
Quick Reads
2/3
2-5
Reading
Recovery
2/3
1
SRA
2/3
2-5
Tier
Grade
s
Focus
AddVantage
2/3
K-5
DreamBox
2/3
K-5
Research-based math
program focusing on fluency
and comprehension of math
concepts such as number
structure, place value, and
operations.
http://www.mathrecovery.org/a
ddvantage
A research and standardsbased online program that
adapts to the individual
student. Videos, tutorials, and
interactive tools are used to
strengthen math
comprehension.
http://www.dreambox.com/
Math
Intervention
20
Word identification/vocabulary,
comprehension and fluency.
http://www.nrsi.com
This is a computer-based
program that helps students
practice comprehension skills
after reading a story.
http://www.mobymax.com/
A research-based system of
direct instruction using
content-based passages that
helps students read with
increased fluency and
comprehension and builds a
background knowledge that
will help them succeed in their
content-area social studies.
Provides intense (1 on 1)
reading intervention to 1st
grades students, with a focus
on vocabulary,
comprehension, phonemic
awareness/phonics and
fluency.
www.readingrecovery.org
Focus on word
identification/vocabulary,
comprehension and fluency.
www.sraonline.com/
Bought with ECE funds and
available for use by ECE
teachers as interventionists
Available for use with all RTI
students grades K-5
Bought with ECE funds and
available for use by ECE
teachers as interventionists
Used with 1st grade students
– administered by Reading
Specialist only
Available for use with all RTI
students grades 2-5
Availability
Available for use with all RTI
students grades K-5
Available for use with all RTI
students grades K-5
7/13/2017
Spencer County Middle School
Reading
Intervention
Tier
Grades
SRA: Reading
Success Levels
Foundations (3)
A(2) & B(2)
Moby Reading
2-3
6-8
Effective comprehension strategies are taught, practiced
repeatedly, and assessed. The book focuses on
comprehension.
2-3
6-8
WIN Learning
2-3
7-8
Scholastic ACTION
- Reading Skill
Improvement
2
6-8
Vocabulary
Workshop
2
6-8
2-3
6-8
An online program providing differentiated instruction and
progress monitoring on basic reading skills, grades K-8.
Students take a diagnostic placement test and receive
instruction and practice on the grade level in which they
were placed.
WIN Learning is an online college and career tool that
allows students to improve math, reading, & writing skill in
the area of career they find most interesting. The software
gives students a realistic idea of the skill level they need to
pursue a career in their interest area and provides
practice, remediation, and goal setting. (Applies to math &
reading)
www.ovec.winlearning.com
ACTION Magazine is a subscription that provides high
interest-read ability articles for our struggling readers. The
magazine focuses on reading comprehension, vocabulary
development, writing skill, fluency improvement, & many
teacher resources.
This vocabulary-centered resource provides units of 20
grade-level words. The units teach students how to use
the words through reading and writing skill activity. RTI
classes will provide support for students who are not on
grade-level and need support to master these challenging
words.
Groups of 5-7 students at the same ability level will
receive instruction on key reading strategies.
Small Group/
Individual
Instruction
Math
Intervention
Focus
Tier
Grades
Focus
SRA: Algebra
Readiness
Moby Math
2-3
6-8
2/3
K-8
WINN Learning
2-3
6-8
2
6-8
This program allows teachers to re-teach and correct math
concepts not mastered in the younger grades.
An online program providing differentiated instruction and
progress monitoring on basic math skills, grades K-8.
Students take a diagnostic placement test and receive
instruction and practice on the grade level in which they
were placed. www.mobymath.com
WIN Learning is an online college and career tool that
allows students to improve math, reading, & writing skill in
the area of career they find most interesting. The software
gives students a realistic idea of the skill level they need to
pursue a career in their interest area and provides
practice, remediation, and goal setting. (Applies to math &
reading)
www.ovec.winlearning.com
Scholastic Math is a subscription that provides
remediation and everyday math skills in a high-interest
format. The magazine provides various real world math
opportunities and math related career information, and it
gives teachers many resources.
Scholastic Math Skill Improvement
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7/13/2017
Small Group/
Individual
Instruction
2-3
6-8
Groups of 5-7 students at the same ability level will
receive instruction on key reading strategies.
Spencer County High School
Reading and Math
Intervention
Tier
Grades
Focus
EdGenuity
2/3
9-12
An online program providing differentiated instruction
and progress monitoring. The program is self-paced
with both written explanation and materials and also
online lectures and opportunities to contact
instructors with questions. Students and teachers
can access progress reports and other monitoring
data which is updated on a daily basis.
http://student.education2020.com
WIN Learning
2/3
9-12
An online program providing differentiated instruction
and progress monitoring in Career Readiness,
College Readiness and Soft Skills (Communicating
Effectively, Thinking Critically….). The program is
self-paced and prepares students to be more
successful on the Career and College Readiness
assessments such as ACT, COMPASS, KYOTE,
KOSSA and WORKKEYS.
www.ovec.winlearning.com
SMART LEARNING
(Students
Manifesting
Achievement
through Research
Based Technology)
2/3
9-12
A small group program using Ipads and Apple TV,
based on LDC model for Reading and Writing. Math
small groups are based on student’s specific area(s)
of need.
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7/13/2017
Behavior RTI
Beginning in the 2015-2016 school-year Spencer County will be implementing a more
formalize approach to Behavior WIN/RTI. (The following information was pulled from
the KDE Handbook on Systems for Interventions, which addresses behavior.)
Tier 1:
For the behavior arena,
 An intervention team may meet at least three times a year to formally review and
analyze cumulative school wide and classroom behavioral data from the previous
timeframe to date (e.g., Aug – Oct, every other month, each semester or grading
period, etc.).
 The team reviews all school wide student behavioral data around key indicators
(e.g., number of office discipline referrals per student, in-school suspensions,
attendance and tardiness records, counselor/mental health referrals, failing
grades, detentions, etc.) over the entire period.
 Classroom behavioral data could also be summarized by teachers at these
intervals to ‘flag’ for review only those students who consistently fail to meet
behavioral standards and expectations in the classroom or those students who
feel frustrated by the slow pace of classroom instruction (as indicated by student
performance in instructionally based classroom behavioral monitoring systems)
over a period of time.
 Students who significantly exceed normative behavioral threshold levels in a
school are given consideration for additional diagnostic assessment to determine
their need for behavioral/social skill instruction or intervention.
Tier 2:
Questions to Consider
 Are the academic and behavioral interventions evidence-based?
 How does the school implement a balanced assessment system as a method of
academic and behavioral data collection?
 Which diagnostic assessments for learning and behavioral/social skills will the
school use?
 Who monitors student performance after diagnostic assessments for instruction
and behavior are given?
 How is the academic and behavioral data maintained?
 How frequently is student data reviewed?
 Is communication between school and home regarding student academic and
behavioral progress consistent, organized and meaningful?
 How will the intervention plan be communicated to the student and how will the
student be involved in the process?
 How is the data shared among the different providers?
Tier 3 - Students who continue to have difficulty in acquiring necessary academic or
behavioral skills require instruction that is more explicit, more intensive and
comprehensive, and specifically designed to meet their individual needs. Tier 3 is
designed for students with low-content area skills and/or a sustained lack of adequate
progress when provided with primary and secondary interventions. Intervention at this
level is more intensive and includes more explicit instruction that is designed to meet
the individual needs of a struggling student. Instruction is tailored to specific individual
student learning targets or goals, and the duration of daily instruction is longer”
(McCook, 2006).
23
7/13/2017
Elements of Tier 3 include:
 Access to highly effective, evidence-based instructional interventions for
academic or behavioral skill needs or strengths for identified students.
 Increased frequency of formative assessments to analyze academic and
behavioral student responses to instructional intervention(s).
 Support for professional learning opportunities focused on knowledge and
understanding of the school’s Tier 3 instruction, especially for the teacher(s)
implementing Tier 3.
Strategies for Family and Community Engagement for Students in Tier 3
 Tiers 1 and 2 academic or behavioral strategies are continued for struggling
students.
 For high ability students, acceleration options are explained and provided.
 Families are informed on any changes in interventions along with the expected
outcomes.
 Families are continually informed of their child’s progress or any lack of progress.
Questions to Consider
 Are the academic and behavioral interventions evidence-based?
 Does the progress monitoring provide adequate data for decision making?
 Is the progress monitoring sensitive to small increments of academic or
behavioral learning growth over time and sensitive to the great leaps that high
ability learners can make?
 Is this progress monitoring sensitive to discrepancies between performance and
ability that may be reflected by high ability students as underachievement or
twice exceptional?
 Does the data from the progress monitoring assist schools in the development of
instructional strategies for academics and behavior and use of appropriate
curriculum for the student’s area of need?
 For the high ability child, are these factors reflected on the child’s GSSP?
 How does the school implement a balanced academic and behavioral
assessment system as a method of data collection?
 Which diagnostic assessments for academic and behavioral learning will the
school use?
 Will off-level testing be provided to determine the appropriate academic ceiling
for advanced learners?
 Who monitors student academic and behavioral performance after diagnostic
 assessments for instruction are given?
 How is the academic and behavioral data maintained?
 How frequently are students re-evaluated?
 Is communication between school and home regarding student academic and
behavioral progress consistent, organized and meaningful?
 Have relevant appropriate interventions for academics and behavior been
exhausted?
24
7/13/2017
Behavior RTI System for TES
Tier 1
PBIS Expectations are taught by all teachers first week of school.
School wide Pledge is known by all and repeated each morning for GREAT
expectations.
School wide Behavior System of using Tiger Paw Sheets –Rewarding with Pawsitive
Punches – Using ‘Choose Two’ And ‘Reporting Rules’ in Classrooms
Guidance Lessons from School Counselor (Bullying / Drug Awareness / Social Skills
/etc.) bi-weekly Aug – Jan.
Universal Screener will be completed by homeroom teachers August / December / April
*When a teacher has a concern they may report the student name to School Counselor
by completing a Tier 2 Referral Form (attaching any office referrals and parent
contacts).
*Behavioral Support Team will meet bi-monthly (September / November / January /
March / May) to review information provided through SWIS office referrals and from
teachers (2-3 office referrals will be watch list / 4 office referrals or more will require
observation). The team will determine which students will require an observation
*For students requiring an observation a rating scale may also be given to homeroom
teacher. Once BST has information required, they will meet again including the teacher
to develop a behavior contract/plan for Tier Interventions.
*Parent Letter will go home notifying of Tier 2 status and offering parent conference.
Tier 2
Behavior Contract/Plan (may include one of the following)
Check In/Check Out (incorporate reward system for earning their goal).
Increase personal accountability for signing agendas/paw sheets.
Small Group Instruction (6 weekly sessions)
*BST will review progress data on Contracts after 6-8 weeks to determine who should
continue Tier 2 status and who should go into Tier 3.
*Parent Letter will go home notifying of Tier 3 status and requesting parent conference.
Tier 3
Continue a Behavior Contract/Plan (though may be amended)
Adding one of the following as additional interventions
Small Group Instruction
Personal Mentor
Seven Counties
Impact
‘Reality Check’ by visiting Court House
Check In/ Check Out
*BST will review progress data on Contracts again after 6-8 weeks to determine who
should move back to Tier 1, continue Tier, or go forward with an ECE referral (with
parent notice). PASS program notification MAY be made, but only in extreme
situations.
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7/13/2017
TES – UNIVERSAL SCREENER for BEHAVIOR
Circle one: AUGUST / DECEMBER / APRIL
RATING SCALE:
School Year: 20___
Leave Blank
1
NEVER
<MONTHLY
2
WEEKLY
3
DAILY
4
HOURLY
26
Poor Peer
Relationshi
ps
Poor
Emotional
Adjustment
Defiant
Disruptive
Fill in rating # as it applies for each student in the four areas.
NAME
Other Concerns?
7/13/2017
SCMS Behavior RTI
Tier II



Cloud Document-Universal Screener and progress monitoring
PLC’s as teams/grade levels to identify strategies for students
Teacher/Administrator input
Student success small group counseling


Cloud Document-Universal Screener and progress monitoring
Behavior Improvement Plan-3 to 5 specific behavior goals monitored 7
periods a day, 7 days a week. Reward system for 80% mastery
consecutively.
Student success small group counseling.
Tier III-

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7/13/2017
SCMS Behavior Screener
2015-2016
Rating Scale:
(Circle One)
Date:
(Circle One)
0
1
2
3
4
Never
Monthly
Weekly
Daily
Hourly
Fall
Winter
Spring
Directions - Fill in the rating as it applies for each student in the four areas:
Last Name
28
First Name
Not
Following
Code of
Conduct
Defiance
of
Authority
Poor Peer
Relationships
Not On
Time/
Prepared
for Class
Other
7/13/2017
SCMS Behavior Intervention Plan
Name: ____________
Date: ____________
1st Period: ____________
7th Period: ____________
Goal: ____________
Rewards:
1. After two consecutive weeks of meeting 90% of your goals, you get a Blizzard of your choice
from Dairy Queen.
2. After 3 consecutive weeks of meeting 90% of your goals, you get lunch from McDonalds.
3. After 4 weeks of meeting 90% of your goals, we will meet as a team to discuss Completion of
this Program.
Consequences:
1. If you don’t meet 90% of your goals two days in a row or 3 days in a week, you will be assigned
3D.
2. If the behavior continues, a parent conference may take place.
3. If the behavior continues, we will discuss alternate placement.
Class
Remain
Period seated at all
&
times
Initial
1st
Complete all
class
assignments
Prepared for
Class (Pencil,
Appropriate
Behavior
Paper, Agenda,
Binder, PE
Equipment)
(talking, aggravating
others)
2nd
3rd
4th
5th
6th
7th
Total:
Total:
Total:
Total:
_______/28
___%
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7/13/2017
SCMS Behavior Monitoring Checklist
Name: ____________
1st Period: ____________
7th Period: ____________
Date: ____________
Goal: ____________
Rewards:
1. Week One and Two (must go two weeks of no incident(s) of meeting goals all week; Reward from
front office.
2. After 3 consecutive weeks of meeting all goals, you get lunch from McDonalds or Dairy Queen.
3. After 4 weeks of meeting your goal, we will meet as a team to discuss dismissal from the
behavior log.
Consequences:
1. If you do not meet your goal two days in a row or 3 days in a week, you will receive 3-D.
2. If the behavior continues, we will have a parent conference.
3. If the behavior continues, we will discuss alternate placement.
Class
Period
and
Initial
Honesty and
Responsibility
Stay on Task in class and
complete all work
No 3-D (complying with
SCC)
1st
2nd
3rd
4th
5th
6th
7th
Total
_______/21______%
30