Response to Intervention (RTI)
Rio Salado CollegeChristine Argenzio-Burke M.Ed
Rio Salado College Background about Rio:Rio Salado College is a community college headquartered in
Tempe, Arizona. It is accredited by The Higher Learning Commission of the North Central Association of Colleges. We were founded in 1978. But, 15 years ago Rio Salado College started providing online courses and certificate programs. We are serving more than 40,000 students, predominantly working adults, Rio Salado offers extensive online learning, dozens of collaborative workforce development partnerships, accelerated formats and frequent start dates (every Monday). In 2001, our online Post-Baccalaureate Teacher Education was introduced; program later expanded into comprehensive Teacher Education Programs with partnerships leading to baccalaureate, masters and doctoral degrees. We currently employ 1300 adjunct faculty to teach our online, hybrid, in-person and print-based classes.
Types of programs offered online: Accounting Addictions and Substance Use Disorders Adolescent Development Adult Development and Aging Advanced Computer Usage and Applications Community Dental Health Coordination Child and Family Organizations Management and Administration Child and Family Professional Development (AC) Computer Technology Computer Usage and Applications Creative Writing (AC) Dental Assisting Dental Hygiene (In-Person) Dental Office Management Digital Design Early Childhood Administration and Management Early Learning and Development Energy Systems Technology Entrepreneurial Studies eLearning Design eLearning Design for K-12 Family Child Care Management Family Engagement Specialist Family Life Education General Business
Types of programs offered online: Infant Toddler Development Language/Literary Culture of the USA (AC) Language Studies (AC) Law Enforcement Technology Military Leadership Networking: Design and System Support Organizational Management Paralegal Parent Education Post-Baccalaureate Teacher Education Programs Programming Professional Addictions Counseling Public Administration Quality Customer Service Retail Management Small Business Start-Up Spanish & Spanish Culture Sustainability and Ecological Literacy Sustainable Food Systems Teacher Education Teacher Endorsements Teacher-in-Residence Programs Undergraduate Pathway: Bachelor of Education ( B.Ed) Teacher Certificate Undergraduate Pathway: Early Childhood Administration Web Design: User Interface
Teacher Education Preparation Programs at Rio TIR: The Teacher-In-Residence Intern
Undergraduate:
Post baccalaureate:
Professional Development programs (endorsements): Or for recertification hours
What is RTI?Response to Intervention is a three tier
process implemented in the teacher preparation programs to assist with student success.
We were seeing a trend in “F” reports and struggling students and failing in more than one course.
We wanted to be proactive with our approachProvide assistance/interventions prior to
failureModel adopted from the K-12 model
implemented after IDEA 2004 and NCLB.
Why did Rio Salado implement RTI?
Data collected from struggling students noted a clear pattern and need for support
Our student population is unique: ONLINE
Concern with academics, progress and behavior
RTI Roles and Responsibilities Instructors –are expected to assist with interventions and remediation at the course level. The Rio Salado
Instructional team can provide additional support, resources and accommodations as needed to promote student success. Instructors can request resubmission of assignments, provide specific feedback and strategies, as well as short term course extensions. Primary responsibilities of an instructor is to provide support at the course level.
Instructional Liaison – The instructional liaison is the core of the team. These are the experts in their specific program. We have an instructional liaison who supports courses and instructors in each certification area. Expert in course, provide instructor support, track students who are struggling, coach instructors and provide training to instructors in regards to school wide and program wide updates. They also oversee the interventions at the Tier 1 level. They work directly with instructor’s to provide interventions at the Tier 1 and Tier 2 level. These experts also help make informed decisions on whether students move up and down the pendulum of the three tier process.
Student Success Coach – Provides exceptional customer service to currently enrolled students by executing all elements of proactive student progress monitoring sheets and goals including face to face meetings and presentations, phone conversations and emails. Includes accountability for attaining student goals and tracking of student performance at Tier 2 and Tier 3 of the Response to Intervention process.
Operations Team –This team consists of the Faculty Chair of Education, Director, Undergraduate Studies and Operations of Teacher Education Department and Director of Teacher Education Innovations & Initiatives . This team decides when students are placed in tier 3, or considered “ Out of Program” due to 2 or more “F”s in coursework and whether students warrant a readmission to the program and escalated tier 3 consideration.
Student- Student is responsible for keeping in contact and responding to timeframe associated with progress monitoring sheets and ILP plan. Students are to keep in direct correspondence with instructor and the Student Success Coach if escalated to a Tier 2 and 3 level of assistance/intervention.
RTI Levels of Support
Tier IIIIntensive
Tier IITargeted
Tier IUniversal
TIER I - UNIVERSALInstructors are expected to assist with interventions and remediation at the course level. The Rio Salado Instructional team can provide additional support, resources and accommodations as needed to promote student success.
Tier I interventions may be initiated for:
Lack of academic progress Lack of professional behavior Course Failure Notification
Interventions on this level include but are not limited to:
Resubmission of assignments
Specific feedback and strategies
Additional communication with Rio Salado College (RSC) Staff
Short term course extensions (at Instructor discretion)
Tier IIIIntensive
Tier IITargeted
Tier IUniversal
TIER II - TARGETEDIf the student is not responsive to interventions provided at the course/instructor level they will be referred to the appropriate EDU Instructional Liaison for review. The Success Coach will work with the team to develop an intervention plan for Tier II students.
Students who are placed in Tier II will receive additional and more individualized assistance/support to further reduce the likelihood for reoccurrence .
Tier II interventions may be initiated for reoccurrence of:
Lack of academic progress Lack of professional behavior Concerns associated with Field
Experience and/or Student Teaching
Tier II Interventions on this level include but are not limited to:
Review of Tier I interventions, if applicable
Progress monitoring by assigned RSC Staff
Development of goals and specific deadlines
Interview with EDU Staff
Tier IIIIntensive
Tier IITargeted
Tier IUniversal
TIER III - INTENSIVE
Tier IIIIntensive
Tier IITargeted
Tier IUniversal
Tier III interventions are limited to a small portion of the teacher education student population, less than 5%, and are initiated for insufficient progress or the severity of an identified concern. Tier III support will intensify on an individualized basis. Tier III interventions may be initiated due to escalation in frequency or intensity of identified behavior(s) professionally and/or academically including, but not limited to:Lack of growth in the identified area(s) of
needLack of academic progress Lack of professional behaviorconcerns associated with Field
Experience and/or Student Teaching
Interventions at Tier III will include an interview with EDU Staff member(s) to determine continuation in the program and may include but is not limited to:Program RemovalDevelopment of an Individualized Action
Plan (IAP)
Gradebook example:
Instructor Role:Monitoring of course progressProgress: 1st checkpoint – 3rd week (from individual start
date)Email student and copy and paste note into “notes
section” (instructor notes & student notes) of gradebook.
Example screenshot from gradebook for concerns with progress in course:
2nd checkpoint – 4th week (if student has not responded and/or submitted assignments up to date)
Phone call to student (if no response, leave a message.)
Continued progress checkpoints:3rd check – 5th week
If no response, or work is not submitted, after 1st and 2nd checkpoint, complete Occurrence Report instructional liaison.
The Occurrence Report will be discussed at
the Instructional Team meeting and your Liaison will contact you regarding the required actions and/or next steps within the RTI process. Instructor continues to monitor and provide support as needed.
Academic/Behavioral Concerns
In addition to submitting ORs for lack of progress, instructors are encouraged to report the following:
Academic/Content knowledge Student is exhibiting concerns in spelling, grammar and
does not seem to have a solid grasp on understanding the content related to course:
“IDEA is a government regulated program that helps all students”.
Behavioral Emails and correspondence is not of an appropriate tone or
response. “ I need a response immediately, my issue is urgent and I
need on assignment #3 today.
Example Occurrence report:
Progress Monitoring Sheet example:
WHAT WE LEARNED?RTI IMPLEMENTATION
SEMESTER – FALL, 2014
TIR TIR/TFA Noyce PostBacc UnderGrad0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
31
1
6
3 2
9
7
2
4
1
9
3
2
Reports by Program and Student Des-ignation
Special EducationSecondaryElementaryEarly ChildhoodArts
Program Designation
Nu
mb
er
of
Stu
den
ts R
epo
rted
28
13
2
7
1
Occurrence Reports by Program
55%
27%
18%
Elementary Education
TIRTIR/TFAPost BaccUndergrad
75%
17%
8%
Special Education
TIRTIR/TFAPost BaccUnderGrad
75%
25%
Arts Education
TIRTIR/TFAPost BaccUndergrad
39%
30%
17%
9%
4%
Secondary Education
TIRTIR/TFAPost BaccNoyceUndergrad
Occurrence Report by Area of Concern6%
4%
90%
AcademicBehavorialProgress
How did Rio EDU use this data?RTI team reviewed all OCRs submitted at end
of semester to determine which students were successful given tiered support
Based on level of success students were placed at appropriate tier for Spring 2015 semester
RTI Team Recommendations for Spring 2015
38%
50%
13%
TIR Tiered Level of Support
Level ILevel IILevel III
RTI Team Recommendations for Spring 2015
58%
33%
8%
PostBacc/UG Level of Support
Level ILevel IILevel III
Rio’s Next Steps
Moving forward with RTIHaberman results: We want to continue to include the
Haberman as a pre screener and also notify students of their results from this to help us organize data and track student success.
Where will Rio Salado be with RTI in 2016?Continue to work on ensuring we are providing
interventions, track success of interventions and reflect on what works and what we can improve upon to assist with student long term success in our programs.
Cheat sheets: Help review the process and helps ensure that everyone is on the same page of the process.
Example cheat sheet:ILT RTI Process Cheat Sheet
Step IL SC
Instructor generates OR Sends notification email to appropriate IL including:-Course name-Instructor-TIR/PB/UG-Issue (A,B, P)-Status update (all courses)-Tier ?
Agenda Updates If TIER I - IL will determine from SC info. And further investigation if student needs to be placed on ILT agenda
TIER II & III – SC investigates and determines whether or not student needs to be placed on Agenda. Discuss student’s status and next steps at ILT meeting.
RTI Notification to Student Will email TIER I student with OR notification and CC instructor. Email instructor individually if additional information needs to shared or gathered.
Notification to student (dependent on ILT discussion outcome)
RTI Follow Up with Instructor Follow-up with instructor to ensure TIER I interventions are being followed:-Extra feedback-Notes in gradebook-Phone calls-Resubmission of assignments (scoring 3 or less)
Follow-up with instructor to ensure TIER II interventions are being followed:-Extra feedback-Notes in gradebook-Phone calls-Resubmission of assignments (scoring 3 or less)-Keep SC informed
Monitoring Students -Maintain student progress monitoring sheets-Bring to attention of ILT as needed
Maintaining OR -Weekly maintenance of OR to documents action taken and current student progress-Take student off active OR when determined by ILT
ILT RTI Process Cheat Sheet
How can RTI be part of your Teacher Prep program?
Questions to answer while in group?
1) What are some methods your school currently utilizes to track student progress and success?
2) What areas do you feel your college needs to focus on with students: progress, academics, behavior?
3) Does your team seem common student issues within each one of your education departments?
4) What are the pros and cons to its implementation at the community college level?
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