It is easier to build strong children than to repair broken men.”
Frederick Douglass

RtI Overview

The initials RtI represent Response-to-Intervention. RtI is not a program, and it is not a department. Because it involves academics and behavior, the RtI process impacts all facets of the educational environment from the classroom to the lunchroom to the bus stop and through technology, may even reach into the home setting. When the latest revision of the IDEA [the federal law governing special education] passed in 2004, the law provided states with the opportunity to use RtI as a method for identifying students with learning disabilities. Georgia’s state department of education responded to this opportunity by mandating implementation of the RtI process in all schools in Georgia, and required that interventions be provided to students prior to identifying students as having a disability as defined by most of the disabilities served by special education.

In the Ware County School System, interventions begin in the classroom through differentiated instruction and teacher-directed interventions. This level is Tier 1. All students are screened in the fall, and the data from these screenings as well as data from state-mandated tests is reviewed by school-level teams, which include the RtI interventionist and classroom teachers at a minimum. Those students who need more help than what classrooms typically provide are placed in RtI labs, where more intense and individualized instruction is provided at Tier 2. Some students are referred to small group with direct instruction by a teacher who specializes in the area of student difficulty. Progress monitoring is maintained by interventionists to track student progress. The data review teams meet again to review each student’s progress, and if sufficient progress is not made, parents are invited to the meetings and students are sometimes referred for even more intense interventions at the Tier 3 level. Students who show improvement may return to Tier 2 or Tier 1, depending upon their level of improvement. Students who continue to demonstrate difficulty after the most intense level of intervention may be referred for a comprehensive evaluation to determine if a disability is present, and if so, the student may be referred for special education services at Tier 4.

In Ware County, we are excited about the possibilities offered to our students through RtI, and we have been encouraged by the continuous improvement in overall student achievement as we challenge ourselves and our students to reach the highest levels of performance.

The Basics of RtI

What is Response to Intervention?

Response to intervention (RTI) is an education model that promotes early identification of students who may be at risk for learning difficulties. For students who are identified as struggling, the RTI process includes a multi-step approach for providing services and interventions at increasing levels of intensity. Federal laws (No Child Left Behind and Individuals with Disabilities Education Improvement Act of 2004) emphasize the importance of providing high-quality, scientifically based instruction and interventions for all students, as well as those who are struggling to meet grade-level standards. RTI is a method for measuring how students respond to academic and behavior interventions in regular education prior to identifying a disability.

What are some of the words used to talk about RtI?

Response to Intervention (RtI)—addressed through federal and state law and refers to a tiered approach to instruction. Students who do not make adequate academic progress and who are at risk for difficulties in reading, math, written expression, and/or behavior receive increasingly intensive instructional and behavioral interventions.

Differentiation of Instruction—instruction tailored to meet the needs of diverse learners in the general education classroom.

Progress Monitoring—is a scientifically based practice of assessing students' performance on a regular basis. Progress monitoring helps school teams make decisions about instruction. In Ware County, progress monitoring is done every week, every other week, or once per month, depending upon the area addressed through RtI.

Universal Screening—is a step taken by school personnel early in the school year to determine which students are at risk for not meeting grade level standards. Universal screenings are conducted by administering an academic screening test to all children in a given grade level. Students whose test scores fall below a certain cutoff may be identified as needing more specialized academic interventions. Information from the screening as well as classroom performance and previous CRCT scores are reviewed by the school-level RtI Data Team to determine the level and type of intervention the student should receive.

Scientific, Research-Based Instruction—specific curriculum, educational, and behavioral interventions that have been proven to be effective through scientific peer-reviewed journals.

Data Review Team—a group of individuals knowledgeable about the student, curriculum, and/or interventions who meet to review student needs and develop a plan for assistance. Typical members include classroom teachers, interventionists, parents, school psychologists, school guidance counselors, building and system-level administrators, and additional staff, such as the ESOL teacher, special education teacher, personnel such as mental health counselors outside the school system, etc.

Aimline—Also called the “Goal Line.” It represents the expected rate of a student’s progress over a specified amount of time.

Trend Line—A line on a graph that represents a line of best fit through the student’s data points. The trend line can be compared to the aimline to help inform responsiveness to intervention and to customize a student’s instructional program.

Standard Protocol model for intervention-the student is placed in a prescribed intervention standard for anyone with similar weaknesses

Problem-Solving Process—the team considers a variety of factors to determine the needs of the student and subsequent placement in interventions

Standards-based intervention—intervention aimed at improving a student’s performance on the standards, typically used for students who have gaps in knowledge. Most of these students are served in Tiers 1 or 2.

Skills-based intervention—intervention aimed at improving performance on basic skills. After intense intervention, lack of improvement in basic skills may indicate the need for an evaluation for special education services at Tier 4.

Formative assessments—assessments conducted along with the way to help identify weaknesses that need to be addressed- results of these assessments should help “form” the instruction that follows the assessment. Scores earned on formative assessments may or may not be recorded as a grade since they are usually given to determine instructional needs in preparation for summative assessments.

Summative assessments—assessments conducted at the end of period of time typically resulting in a grade or score that shows what the student as retained. Scores for these assessments are typically recorded as a grade for the student, or may be earned on a state-wide assessment such as the CRCT.

Math Matters—weekly fluency practice provided in the regular classroom in Ware County. More information about Math Matters may be obtained from the Math Curriculum Specialist at Ware County, Lynn Downs (ldowns@ware.k12.ga.us).

Parent's Role in RTI:

v Work with your child at home on particular skills identified through screenings.

v If concerns arise, request a parent conference with your child's teacher or the administration.

v Be involved and proactive in the education of your child.

v Feel free to request to visit your child's classroom and ask for ways to assist your child to improve his or her performance.

What are the essential elements of RtI?

v Universal screenings of academics and behavior in order to determine which students need closer monitoring or additional interventions;

v Differentiation of instruction and use of scientific, research-based instruction and interventions;

v Multiple tiers of increasingly intense scientific, research-based interventions that are matched to student needs;

v Monitoring student progress in response to the instruction and interventions

v Use of progress-monitoring data to shape instruction and make educational decisions;

v Parent involvement throughout the entire process.

How is RtI being implemented in Georgia?

In Georgia, a four-tier RtI model has been adopted for early intervention and to determine the student's response as required by the Georgia Department of Education regulations for special education (160-4-7). Students receive instruction based on their needs and may move within the pyramid as data supports.

What are the four tiers of instruction or intervention?

Tier 1 consists of a standards-based classroom with all students participating in instruction that is differentiated, research-based, and guided by progress monitoring and balanced assessments.

Students who are identified as struggling participate in Tier 1 and Tier 2 instruction, which consists of needs-based instruction with standard intervention protocols. Tier 2 uses established intervention protocols such as research-based reading or math programs, which provide enhanced opportunities for extended learning, using computer-based interventions in an RtI lab as well as flexible, small groups. Tier 2 includes more frequent progress monitoring.

Students who are found to be in need of more intense instruction continue to participate in Tier 2 interventions in addition to Tier 3. Tier 3 includes individual assessments, tailored interventions to respond to their needs, frequent formative assessments, and consideration for specially designed instruction when data indicates a need. Tier 3 is the Student Support Team (SST) level of intervention and is a highly individualized, problem-solving layer of support. SST was a permanent commitment by the state of Georgia to federal district court as a result of Marshall vs. Georgia, 1984. The SST is a regular education, problem-solving process in every Georgia school. Its purpose is to provide support to both students and teachers with the outcome of improved student performance.

If a student appears to be in need of specially designed instruction through the special education program, the student is referred to the School Psychologist and possibly to other specialists, such as the Speech-Language Pathologist, Occupational Therapist, or Physical Therapist, for a comprehensive psycho-educational evaluation. In Ware County, all referrals for comprehensive evaluation are reviewed by the System-Level RtI Team to ensure every resource has been exhausted and that the data confirms that the student’s response to intervention has not been adequate prior to testing. Results of this evaluation are reflected in Georgia’s Special Education Eligibility form, and the Eligibility Team, which includes the parents, meets to review the information to determine if the student is eligible for special education services through one of the thirteen categories served by special education. Although a parent may request a comprehensive evaluation at any point, Georgia rules regarding eligibility for special education services require scientific research-based interventions and progress monitoring prior to placement in special education for most areas of disability. Some areas, such as Traumatic Brain Injury, Deaf/Hard-of-Hearing and Visually Impaired, may be excluded from this requirement, depending upon the circumstances.

Students who are determined to have a disability by the Eligibility Team and who qualify for specially designed instruction may participate in Tier 4 if the parent gives consent for special education services. These specialized programs provide support to the student through implementation of adapted content, methodology, and/or instructional delivery with access to Common Core Georgia Performance Standards.

It is important to note that students with a Section 504 Plan or ESOL plan are considered to be Tier 4 students in Georgia. Georgia also uses RtI to aid in the identification of students who are gifted. For more information about how these processes work, refer to the links for POI-A, POI-E, and POI-H immediately below this section.

RtI Flow Chart

POI-A	POI-B	POI-E	POI-H
Academic RtI Pyramid	Behavior RtI Pyramid	Pyramid for students in EL	Pyramid for High achieving students

POI-1 Preschool RtI Referral	POI-9 Referral to Tier 4 Checklist	POI-21 Referral to Counselor	POI-40 Speech/Language Assessment Checklist
POI-2 Data Review	POI-9A Directions for Forms in POI-9	POI-22 Behavior Screening & Monitoring Tool
POI-3 Student Profile	POI-10 Summary of Intervention Checklist POI-10E (example)	POI-23 ABC Checklist	POI-50 Tier Placement Sheet and Log
POI-3A Referral to Tier 4	POI-12 Authorization to Release Information	POI-23A ABC Checklist Summary	POI-51 Grouped Student Data Review
POI-5 Universal Meeting Notes	POI-13 Doctor’s Report	POI-25 FAST (Functional Behavioral Assessment)	POI-60 Referral to Tier 4 Procedures
POI-5Notes Addendum to Meeting Notes	POI-14 Parent Permission to Screen	POI-26 Forced Choice Reinforcement Survey	POI-61 Behavior RtI Process
POI-5Data Progress monitoring data	POI-15 Letter- Vision/Hearing	POI-27 Behavior Intervention Plan	POI-62 Preschool RtI Process
POI-5A Intervention Plan for Reading & Math	POI-16 Parent Notification	POI-27G Guide for Behavior Intervention Plan	POI-63 Guide for Speech Referrals in Preschool
POI-5B Intervention Plan for Writing & Behavior	POI-17 Parent Invitation		POI-64 Guide for Home & Community-Based Preschool Referrals
POI-5C Intervention Plan Speech/Language & Development	POI-18 Student Background form	POI-30 Transition Process for End-of-Year (PK4/5, 5^th, and 8^th grades)	POI-65 RtI Guide and Checklist for EL Students

Personnel-System Level

Academic Achievement Lance Brantley, Ed.D. Director of Student Achievement and Assistant Superintendent lbrantley@ware.k12.ga.us	Behavior Pyramid Theresa Martin, Ed.D. Director of Student and Community Services tmartin@ware.k12.ga.us
K-5 RtI System Coordinator Lisa Fesperman, Ed.S. School Psychologist lfesperman@ware.k12.ga.us	Pre-K, Middle, and High School RtI System Coordinator Donna McClain, Ed.D. School Psychologist dmcclain@ware.k12.ga.us

Personnel- System Level- Behavior RtI

Deborah “Debi” Jones, M.S.W., ACSW School Social Work Coordinator Homeless Liason djones@ware.k12.ga.us

Sandy Osburn, M.S.W. School Social Worker sosburn@ware.k12.ga.us

Personnel- System Level- ESOL RtI

ESOL RtI Pyramid

Carolina Faust, Ed.D.

Curriculum/Professional Learning Specialist

cfaust@ware.k12.ga.us

Personnel-School Level-Academic RtI

Personnel- School Level- Behavior RtI

Reginna Germano, M.Ed. Guidance Counselor rgermano@ware.k12.ga.us Williams Heights	Kim Callahan, Ed.D. Guidance Counselor kcallahan@ware.k12.ga.us WACONA	Ellen Lide, M.Ed. Guidance Counselor/SST Coordinator elide@ware.k12.ga.us Waresboro
Rebecca Herrin, Ed.S. Guidance Counselor, RtI Coordinator-Grades 2 and 3, 504 Coordinator rherrin@ware.k12.ga.us Memorial Drive	Beulah D. Jacobs-Evans, M.A. Guidance Counselor bevans@ware.k12.ga.us Center Elementary	Lisa Crosby, M.Ed. Guidance Counselor lcrosby@ware.k12.ga.us Ruskin Elementary
Mark Dewitt, M.Ed. Guidance Counselor mdewitt@ware.k12.ga.us Ware County Middle	Tiffany Warren, M.Ed. Guidance Counselor twarren@ware.k12.ga.us Waycross Middle	Sharon Barrow, M.Ed. Guidance Counselor sbarrow@ware.k12.ga.us Ware County High Class of 2016
Dorrie Jones, M.Ed. Guidance Counselor dorriejones@ware.k12.ga.us Ware County High Class of 2015	Jewel Sharpe, M.Ed. Guidance Counselor jsharpe@ware.k12.ga.us Ware County High Class of 2014	Loretta Coar, M.S.W. Guidance Counselor lcoar@ware.k12.ga.us Ware County High Class of 2017

Personnel-School Level-Gifted Pyramid of Interventions

Lindsay Hopkins Gifted Teacher lhopkins@ware.k12.ga.us Williams Heights	Pam Fields Gifted Teacher/ Coordinator pfields@ware.k12.ga.us WACONA	Lisa Thrift Teacher of Gifted K-5 Gifted Review Coordinator lthrift@ware.k12.ga.us Waresboro	Tammy Gardner Gifted Teacher/ Coordinator tgardner@ware.k12.ga.us Ruskin Elementary	Stacie Smallwood Gifted Coordinator ssmallwood@ware.k12.ga.us Ware County High
Susan Shepard Gifted Teacher sshepard@ware.k12.ga.us Williams Heights	Shelley Cox Gifted Teacher/ Coordinator scox@ware.k12.ga.us Center Elementary	Leslie Wheeler Gifted Teacher/ Coordinator lwheeler@ware.k12.ga.us Memorial Drive	Kay W. Cook Gifted Coordinator Math Department Head Master Teacher Valdosta State University  B.S. Middle School Education Troy University Masters B.S. kcook@ware.k12.ga.us Waycross Middle	Ricky Bridges Gifted Coordinator rbridges@ware.k12.ga.us Ware County Middle

SSTAGE* Presentations and Awards

*Student Support Team for Georgia Educators (www.sstage.org)

Waresboro Elementary School SSTAGE Presenters January 2014: [left to right] Ellen Lide [School Counselor], Melissa Shields [Interventionist- Writing/Reading], Susan Newman [Principal, Waresboro Elementary], Lisa Fesperman [School Psychologist], Natasha Musgrove [RtI Coordinator and Interventionist].

Ware County High School SSTAGE Presenters January 2013: [left to right] Susan Zeigler [Assistant principal, Cornerstone Academy], Dr. Susan Barrow [Reading Interventionist], Dr. Tim Dixon [Principal, Ware County High School], Ms. Ronzie Patterson [Math Interventionist], Dr. Joseph Barrow [Ware County School System Superintendent].

Waresboro Elementary School SSTAGE Presentation January 2013

Ms. Melissa Shields [Interventionist, standing back left], Ms. Tina Goble [Interventionist, standing back middle], Ms. Lisa Fesperman [School Psychologist and System RtI Coordinator for elementary schools, standing back right], Ms. Susan Newman [Principal, seated left], Ms. Natasha Musgrove [Interventionist, seated right]

Soaring to Success (PowerPoint)

Presented by Waresboro Elementary RtI Team

@ SSTAGE Winter Conference

1.16.2013

Ware County High School SSTAGE Award Winners 2010: [left to right back] Mr. David Hitt [Assistant Principal, Cornerstone Academy], Ms. Lisa Fesperman [School Psychologist], Dr. Joseph Barrow [Superintendent], Mr. Joe Brasfield [Principal], [left to right front row] Dr. Donna McClain [School Psychologist], Dr. Theresa Martin [System RtI Coordinator], Dr. Lisa Hinely [Assistant Superintendent and Director of Student Achievement], Dr. Susan Barrow [Reading Interventionist], Dr. Carolina Faust [System Testing Coordinator], and Ms. Ronzie Patterson [Math Interventionist]

Additional Presentations:

Georgia Council of Math Supervisors

Jekyll Island

February 5, 2014

RtI for Math: Tiers 1 through 4

(PowerPoint with Prezi)

Presenters: Theresa Alonso (Math Interventionist, Waycross Middle School); Lynn Downs (Curriculum Specialist for Math, Central Office); Mary Beth Fort (Math Interventionist, Ware County Middle School); Melanie Helms (Assistant Principal, Waycross Middle School); Dr. Donna McClain (RtI Coordinator PK, Middle/High School & School Psychologist, Central Office); Brittany Peacock (Math Interventionist, Ware County High School); Jonathan Pounds (Renaissance Learning).

Computer-Based Interventions Available in Ware County School System

Renaissance Learning Products

Accelerated Math Live

http://www.renlearn.com/am/

Math Facts in a Flash

http://www.renlearn.com/success/mf.aspx

Accelerated Reader

http://www.renlearn.com/success/ar.aspx

English in a Flash

http://www.renlearn.com/success/ef.aspx

Autoskills Products

Academy of Math®

http://www.ware.k12.ga.us/it/RTI_Videos/RTI_Videos.html

http://eps.schoolspecialty.com/products/details.cfm?series=acadmath

http://www.edtechpartners.com/products/autoskill

Academy of Reading®

http://www.ware.k12.ga.us/it/RTI_Videos/RTI_Videos.html

https://eps.schoolspecialty.com/products/details.cfm?series=acadread

http://www.edtechpartners.com/products/autoskill

Scientific Learning Products

Fast ForWord

http://www.ware.k12.ga.us/it/RTI_Videos/RTI_Videos.html

http://www.scilearn.com/products/

Reading Assistant

http://www.scilearn.com/products/reading-assistant/

Additional Interventions:

Study Island

http://www.studyisland.com/

Khan Academy

https://www.khanacademy.org/mission/math

http://www.youtube.com/user/khanacademy

IXL Math

http://www.ixl.com/math/

Reading Eggs

http://readingeggs.com/

Math Seeds

http://mathseeds.com/

SRA Reading Mastery

http://www.mcgraw-hill.co.uk/sra/readingmastery.htm

SRA NumberWorlds

http://www.sranumberworlds.com/

Stepping Stones to Literacy

http://ies.ed.gov/ncee/wwc/InterventionReport.aspx?sid=484

Road to the Code

http://lizditz.typepad.com/files/road_code.pdf

Six Minute Solution

http://www.soprislearning.com/literacy/six-minute-solution

http://bcschoolscurriculum.weebly.com/uploads/8/7/1/0/8710340/six_minute_solution--lee_kidwell_berry.pdf

http://denver.co.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=1824

Writing in School Everyday (WISE)

http://vtext.valdosta.edu:8080/xmlui/bitstream/handle/10428/1211/barnes-jenny_2013.pdf?sequence=1

http://www.scilearn.com/blog/5-reasons-students-should-write-every-day.php

Interventions & Assessment for Behavior

Behavior Intervention Guide

Good Behavior Game

Check-in/Check-out

Individual and Group Counseling

Measuring Behavior- A Guide from the IRIS Center

Additional Forms/Tools available at:

http://www.behaviordoctor.org/formstools.html

Universal Screening Schedule for Ware County Schools

WARE COUNTY SCHOOL SYSTEM

Universal Screening Protocol

2013-2014

Revised 8.21.13

PRE-KINDERGARTEN
DESCRIPTION	FALL	WINTER	SPRING
Ware County Preschool Screener for Speech & Language	X	n/a	n/a
KINDERGARTEN
Explanation for all numbers below “X”: First number = Benchmark/ Second number = cut-off score for at-risk
DESCRIPTION	FALL	WINTER	SPRING
Letter Naming Fluency [LNF] (DIBELS Next)	X 29/21	X-Partial 52/41 (screen only those students who did not make benchmark at Fall screening)	X-Partial 62/50 (screen only those students who did not make benchmark at Winter screening.)
First Sound Fluency [FSF] (DIBELS Next)	X 23/12	X-Partial 52/42 (screen only those students who did not make benchmark Fall screening)
Phoneme Segmentation Fluency [PSF] (DIBELS Next)		X 51/41	X-Partial n/a (Continue to screen/monitor until a score of 51 is maintained.)
Ware County End-of-Year Assessment for Reading (must be administered 1^st for winter screening to determine which students may bypass other screenings)		X-Administer First (Use score on Bedtime Story Fun passage as the benchmark screen for students reading 30+ Words Correct Per Minute on grade-level passages.)	X (locally developed - no norms) GA Standards= 30 sight words per minute Local Standard= 80 of 108 sight words
*Nonsense Word Fluency –CLS [NWF-CLS] (DIBELS Next)		X-Partial 34/24 *Do not give NWF-CLS to students reading 30+ Words Correct Per Minute.	X-Partial 44/34 *Do not give NWF-CLS to students reading 30+ Words Correct Per Minute.
Test of Early Numeracy- Oral Counting (AIMSweb)	X 39/26	X 64/49	X 78/64 GA Standards= count to 100 (not timed)
1^st GRADE
Explanation for all numbers below “X”: First number = Benchmark/ Second number = cut-off score for at-risk
DESCRIPTION	FALL	WINTER	SPRING
Nonsense Word Fluency –CLS [Correct Letter Sounds] (DIBELS Next)*	X-Partial 42/30	X-Partial 70/49	X-Partial 96/62
Nonsense Word Fluency –WWR [Whole Words Read] (DIBELS Next)*	X-Partial 7/2	X-Partial 21/12	X-Partial 30/17
ORF-WRC [Oral Reading Fluency-Words Read Correct] (DIBELS Next)	Give DIBELS Next Fall Screening passages in Benchmark booklet to students reading 30+ words correct per minute.**	X 54/20	X 69/36
ORF-A [Oral Reading Fluency-Accuracy] (DIBELS Next)		X 86%/72%	X 98%/87%
STAR Enterprise Math***	X	X	X
*Do not administer NWF if student is reading at benchmark (50^th%tile) for NWF AND/OR if student is reading 30+ words correctly per minute. **Review Kindergarten data from spring to determine which children should be screened via ORF using a leveled reading passage. ***Norms for STAR Math provided by program; however, percentile scores between 25 and 75 are considered to be within normal ranges.
2^nd GRADE through 5^th GRADE
Explanation for number bands below “X”: SRI ranges 25^th to 75^th percentiles
DESCRIPTION	FALL	WINTER	SPRING
SRI Lexile®*	X 115-520 [2^nd] 360-715 [3^rd] 470-835 [4^th] 610-945 [5^th]	X	X 275-645 [2^nd] 390-755 [3^rd] 505-865 [4^th] 630-970 [5^th]
ORF-Academy of Reading	X 44/71/99 25^th/50^th/75^th THIRD Grade Only- ALL STUDENTS	Partial- administer only to following students: 1. Fall benchmark score was below 50^th%tile (3^rd grade), 2. Placed in RtI due to low SRI, OR 3. Teacher/parent expresses concern about reading.	Partial- administer only to following students: 1. Winter ORF was below 50^th%tile, 2.Placed in RtI due to low SRI, OR 3. Teacher/parent expresses concern about reading.
AIMSweb Maze	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern
STAR Enterprise Math**	X	X	X
Academy of Math Placement Test	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern
*If student is placed in RtI as a result of low SRI score, the ORF should be administered. **Norms for STAR Math provided by program; however, percentile scores between 25 and 75 are considered to be within normal ranges.
MIDDLE SCHOOL - 6^th through 8^th GRADE
Explanation for number bands below “X”: SRI ranges 25^th to 75^th percentiles
DESCRIPTION	FALL	WINTER	SPRING
SRI Lexile®*	X 670-985 [6^th] 760-1050 [7^th] 815-1105 [8^th]	X	X 700-1035 [6^TH] 780-1095 [7^TH] 835-1145 [8^TH]
ORF-Academy of Reading [Oral Reading Fluency]	X 98/127/153 25^th/50^th/75^th SIXTH Grade Only- ALL STUDENTS	Partial- administer only to students in RtI if Fall Score falls below benchmark (50%tile), Lexile® is low, or Parent/Teacher has concerns	Partial- administer only to students in RtI if Winter Score falls below benchmark (50%tile), Lexile® is low, or Parent/Teacher has concerns
AutoSkill Maze	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern
STAR Enterprise Math**	X	X	X
Ware County Middle Schools Math Probe	X (Score <4)	None	None
Academy of Math Placement Test	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern
*If student is placed in RtI as a result of low SRI score, the ORF should be administered at any grade level. **Norms for STAR Math provided by program; however, percentile scores between 25 and 75 are considered to be within normal ranges.
HIGH SCHOOL- 9^th through 12^th GRADE
Explanation for number bands below “X”: SRI ranges 25^th to 75^th percentiles
DESCRIPTION	FALL	WINTER	SPRING
SRI Lexile®	X-Partial* 865-1150		X-Partial* 880-1180
Academy of Math Placement Test	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern	Partial- administer only to students in RtI if this is area of concern
STAR Enterprise Math**	Administer only to students in RtI for Math as needed
*SRI Lexile® is performed for students receiving interventions only if needed. A measure of ORF should also be administered through Academy of Reading. **Norms for STAR Math provided by program; however, percentile scores between 25 and 75 are considered to be within normal ranges.

Universal Screening & Progress Monitoring Tools used in Ware County Schools

Scholastic Reading Inventory

http://teacher.scholastic.com/products/sri_reading_assessment/index.htm

DIBELS Next

https://dibels.org/next/index.php

Pathdriver for Reading

https://eps.schoolspecialty.com/products/details.cfm?seriesonly=PDR

STAR Math Enterprise

http://www.renlearn.com/sm/

AIMSweb Test of Early Numeracy

http://www.aimsweb.com/products/features/assessments/test-of-early-numeracy

Ware County Preschool Screener for Speech & Language

TEACHER RESOURCES

Training Videos and PowerPoints:

Handwriting without Tears (Video)

Presented by Ms. Leslie Holland, Occupational Therapist, Ware County Schools

2.26.2013

Reading Assistant (PPT & Materials)

Presented by Ms. Karen Kennedy, Scientific Learning

2.21.2013

Effective Mathematics Instruction for Students with Diverse Needs

Presented by Dr. Paul Riccomini

https://www.georgiastandards.org/resources/Pages/Videos/Effective-Mathematics-Instruction-for-Students-with-Diverse-Needs.aspx

http://www.youtube.com/playlist?list=PLUTUiI1uIQyqMi_FW2ZUxjtiVfejXirse

RtI and Improved Math Achievement

Presented by Dr. David Allsop

May 2008

https://www.youtube.com/watch?v=cGJ2gggTptA

Lexile® Grade Equivalent Chart

https://www.lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/

Understanding Oral Reading Fluency with Suggested Interventions

http://www.maketaketeach.com/wp-content/uploads/2010/09/Oral-Reading-Fluency-Teacher.pdf

http://www.scilearn.com/blog/developing-oral-reading-fluency.php

http://www.readingrockets.org/teaching/reading101/fluency

http://www.readingrockets.org/helping/target/fluency

Understanding Phonological and Phonemic Awareness with Suggested Interventions

http://www.readingrockets.org/article/408

http://www.readingrockets.org/helping/target/phonologicalphonemic

http://www.readingrockets.org/teaching/reading101/phonemic

Understanding Reading Comprehension with Suggested Interventions

http://www.k12reader.com/what-is-reading-comprehension/

http://www.readingrockets.org/article/3479

http://www.pbs.org/launchingreaders/readingformeaning/helpfularticles_1.html

http://www.scholastic.com/parents/resources/article/developing-reading-skills/improve-reading-comprehension

Understanding Reading Comprehension with Suggested Interventions

http://www.k12reader.com/what-is-reading-comprehension/

http://www.readingrockets.org/article/3479

http://www.pbs.org/launchingreaders/readingformeaning/helpfularticles_1.html

http://www.scholastic.com/parents/resources/article/developing-reading-skills/improve-reading-comprehension

Understanding Math Computational Fluency with Suggested Interventions

http://www.skillstutor.com/files/content/sites/skillstutor/files/PDFs/MFF_WhitePaper_Online.pdf

https://sites.google.com/site/mathfluencysite/definition

http://investigations.terc.edu/library/bookpapers/comp_fluency.cfm

http://www.region10ct.org/math/region10mathsitefaq/whatiscomputatinalfluency.html

http://schubertcenter.case.edu/synapseweb46/documents/en-US/Thompson_conversation_Yoak_handout_3-15-11.pdf

Understanding Math Reasoning with Suggested Interventions

http://www.learner.org/courses/teachingmath/gradesk_2/session_04/section_03_a.html

http://dimacs.rutgers.edu/nj_math_coalition/framework/ch01-04/ch01-04_s4.html

http://www.youtube.com/watch?v=GDPpaU5j8bo

Links to additional resources:

Georgia State Department of Education RtI Link:

http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Response-to-Intervention.aspx

Student Support Team Resource Manual (2011):

http://archives.gadoe.org/DMGetDocument.aspx/SST%20Guidelines%20Final%209-16-11.pdf?p=6CC6799F8C1371F62BDB7AD6F76A3052D9E5ABE36C978EDD135479A5CF0628D1

Student Support Team rule (160-4-2-.32):

http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE%20Rules/160-4-2-.32.pdf

SSTAGE:

www.sstage.org

Scientific Learning:

www.myscilearn.org

The IRIS Center (Vanderbilt University)

http://iris.peabody.vanderbilt.edu/

RtI Action Network:

http://www.rtinetwork.org/

Florida Center for Reading Research:

http://www.fcrr.org/

National Center for Response-to-Intervention:

http://www.rti4success.org/

Center for Response-to-Intervention in Early Childhood:

http://www.crtiec.org/

Intervention Central:

http://www.interventioncentral.org/

Positive Behavioral Interventions and Supports:

http://www.pbis.org/

The Behavior Doctor

http://www.behaviordoctor.org/

Lexile® Framework for Reading

http://www.ware.k12.ga.us/system_videos/Lexile.html#

http://www.lexile.com/about-lexile/lexile-overview/

Center on Teaching and Learning: 2009 Conference Follow-Up: Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Schools

http://ctl.uoregon.edu/pd/cf09/strands/math_rti

Disproportionality in Special Education:

http://www.nccrest.org/Briefs/students_in_SPED_Brief.pdf

http://www.freepatentsonline.com/article/Exceptional-Children/6372383.html

http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1411&context=doctoral

http://rodneytrice.com/sfbb/articles/Overrepresentation.pdf