RESPONSE-TO-INTERVENTION
SUMMER TRAINING INSTITUTE

Sponsored by the Nebraska RtI Consortium

LARGE GROUP PRESENTATION

Decision Making with Progress Monitoring Data: Considerations in Determining Instructional Effectiveness
(Presentation files: PDF format, Powerpoint Presentation)
John Hintze, Ph.D., University of Massachusetts Amherst
Setting goals, gathering data, and determining instructional effectiveness represent key procedural steps in progress monitoring and formative assessment. This presentation will focus on a number of issues related to goal setting and evaluating time series data and how these affect decisionmaking in progress monitoring.

John M. Hintze is an associate professor of school psychology at the University of Massachusetts Amherst. He is a board member for both NASP and APA and is the treasurer of the Society for the Study of School Psychology (SSSP). As an associate editor for the School Psych Review he received the editorial appreciation award in 2001. He was also the 1999 recipient of Lightner Witmer Award, which recognizes outstanding early career research contributions. Dr. Hintze is a nationally recognized expert in RtI and serves as a consultant with the National Center for Progress Monitoring. His current research includes curriculum-based measurement (CBM), data-based decision-making, and school reform.

CONCURRENT BREAK-OUT AND SPECIAL SESSIONS

1) Putting the “R” in RtI: Assessing Student Responsiveness through Norming, Screening and Progress Monitoring (Presentation files: PDF format, Powerpoint Presentation)
Amanda Albertson, M.A., Courtney LeClair, M.A., Stephanie Schmitz, Ed.S., University of Nebraska – Lincoln
This presentation will provide training in the areas of assessment and data collection in an RtI framework, specifically focusing on how to develop local norms, conduct benchmarking procedures, and monitor student progress. Presenters will expand beyond background information to provide attendees with information that can be directly applicable in their schools or districts. Presenters will also provide case studies and examples to demonstrate applicability of procedures.

2) Identifying Scientifically-Based Assessments & Interventions
Todd Glover, Ph.D., University of Nebraska – Lincoln
This presentation will outline practical recommendations for selecting scientifically-based assessments and interventions for RtI. The presentation will be useful for those interested in identifying assessments and interventions that match school needs. Criteria for evaluating the utility and appropriateness of individual assessment and instructional tools will be provided.

3) Response to Intervention...Reacción a la Intervención
Barry McFarland, Principal - Morton Elementary, Lexington,NE
Sandy Doss, Reading Specialist/RtI Coordinator - Morton Elementary, Lexington, NE
RtI is an effective problem solving approach for English Language Learners in helping them become successful in the classroom. Morton Elementary is using this approach and will be presenting strategies and examples of how to use RtI in working with diverse learners.

4) RtI: How Does this Piece fit into the Puzzle? (Presentation files: PDF format, Powerpoint Presentation)
Marnie Zabel, Ed.S and Lynn Wallasky, Belmont Elementary School
Presenters will discuss the integration of current initiatives with RtI. Specifically, participants will learn how Professional Learning Communities can incorporate data for the purpose of developing and achieving School Improvement Plan goals and making Annual Yearly Progress for every child.

5) Data Based Decisions/RTI in Lincoln Public Schools
(Presentation files: PDF format, Powerpoint Presentation)
Marilyn Bechtel, Ph.D., Elliott Elementary School
RtI implementation requires the collection and consideration of data for several purposes: local norming, intervention planning, goal-setting and verification determination. This session will explain the LPS procedures for each of these (in reading fluency) through case presentations. ELL student examples are included.

6) From Screening to Special Education Verification: Case Studies from Westside Community Schools
(Presentation files: PDF format, Powerpoint Presentation, Multidiciplinary Team Meeting Summary)
Jolene Johnson, Ed.S. and Monica McKevitt, Ed.S., School Psychologists Westside Community Schools
The presentation will focus on 3 pieces of Westside’s Response to Intervention Program: screening, identifying students who need intervention and verifying students for special education services. Case studies of several students will be presented along with our development of local norms and our decision rules for each step of the RTI process. Each step of the special education verification process will be presented in depth with case studies.

7) RtI Applications for Early Childhood (Presentation files: PDF format, Powerpoint Presentation)
Lisa Kelly-Vance, Ph.D., University of Nebraska - Omaha
Kristy Feden, Ed.S., Papillion LaVista School District
This session will provide a model for applying the principles of RtI to early childhood settings. The model is in the development stage and participants will learn of the plans to apply it to several different types of early childhood settings. There will be an opportunity to discuss ideas for applying the model across the state.

8) SLP's Role in the RTI Process: What Can We Bring to the Table?
(Presentation file: PDF format)
Marcy Krolikowski, M.S., CCC-SLP, and Denise Wolfe, M.A. CCC-SLP, Grand Island Public Schools
This presentation will focus on how speech language pathologists can become actively involved in the RTI model. The areas of reading, writing, vocabulary, language and articulation will be discussed. We will highlight the link between language and literacy standards including actual interventions.

9) It CAN be Done! RtI in Small Schools (Presentation files: PDF format, Powerpoint Presentation)
Ellen Stokebrand, Ed.S., Special Education Director, ESU 4, Sandy Peterson, M.A.,Special Education Director, ESU 3, and Kris Elmshaeuser, M.A., Special Education Director, ESU 16
This session will provide suggestions for beginning the RtI process in your school, no matter what the size. Possible starting points and tips for gaining consensus will be reviewed. Districts will be invited to share things they've already been doing as they prepare to implement the RtI process and/or its components.

LARGE GROUP PRESENTATIONS

Functional Academic Intervention (Presentation files: PDF format, Powerpoint Presentation)
Ed Daly, Ph.D., University of Nebraska – Lincoln
Sorting through the wide variety of interventions available for students experiencing academic difficulties can be difficult. The challenge is to identify not just any empirically supported intervention, but the right intervention that works for a particular child. The purpose of this presentation will be to present a model for selecting academic interventions that emphasizes how to select components of instructional delivery that have been shown in the research to improve students’ academic performance.

Quality Indicators: Implementing and Monitoring Quality RTI Procedures
(Presentation file: PDF format, Powerpoint Presentation)
Rose Dymacek, Ph.D., Nebraska Department of Education
Ed Daly, Ph.D., University of Nebraska-Lincoln
This presentation will describe how to develop, implement, and refine RtI in schools.It will describe the Quality Indicators that schools need to address in any complete RtI model, how to assure a valid process for students, how to monitor procedural integrity, and how to build it developmentally and refine it over time. The Quality Indicators have been endorsed by the Nebraska Department of Education as they key ingredients to high quality implementation of RtI.

CONCURRENT BREAK-OUT AND SPECIAL SESSIONS

1) Generalization of RtI Procedures to Written Language
(Presentation files: PDF format, Powerpoint Presentation)
Merilee McCurdy, Ph.D., University of Nebraska – Lincoln
As schools begin to implement RtI procedures, it is important to realize that RtI procedures can be used with all academic areas, including writing and mathematics. This presentation will review writing assessment issues such as norming writing skills, universal screening procedures, and progress monitoring techniques. In addition, writing interventions that can be used within RtI frameworks will be identified for each writing skills area.

2) Using a Response-to-Intervention Process to Address Behavior Concerns
(Presentation files: PDF format, Powerpoint Presentation)
Brian McKevitt, Ph.D., University of Nebraska – Omaha
Jerry Harrenstein, Ed.S., Lincoln Public Schools
This presentation will discuss how RtI may be used to support student behavior in schools. Components of school-wide positive support will be presented as elements of a core curriculum for social behavior. Intervention examples for students needing supplemental and intensive behavior support will be provided, along with methods for using data to make decisions about students’ behavioral needs. As part of the presentation, implementation examples from a school district using RtI for behavior will be shared.

3) Assessing Reading Difficulties in the Classroom using Research Based Intervention Strategies
(Presentation files: PDF format, Powerpoint Presentation)
April Turner, M.A., Melissa Andersen, M.A., Sara Kupzyk, M.A., University of Nebraska–Lincoln
This presentation will provide participants with practical research-based reading intervention strategies that can be applied in the classroom. The presenters will discuss a functional approach to reading difficulties, intervention selection, and intervention implementation. Participants will also receive materials and examples of the intervention strategies discussed in the presentation.

4) Expanding RtI Procedures to Math (Presentation files: PDF format, Procedural Checklist for RtI)
Kathy Johnson, Ph.D., Julie Ramel, Ed.S., Troy Baker, Ed.S, School Psychologists- Lincoln Public Schools
RtI procedures can also be applied to mathematics. This presentation will review math assessment issues such as probe selection (or development), norming, universal screening and progress monitoring. Some math intervention strategies will also be shared, to address the needs of students who struggle in math.

5) Tiers of Intervention and Academic Task Analysis at the Secondary Level
(Presentation files: PDF format, Powerpoint Presentation)
Liz Carey, Ed.S., and Kelly O’Toole, Ed.S., Millard Public Schools
This presentation will outline Tiers of Intervention used at two MPS high schools. Task analysis of basic academic areas and interventions will be outlined, along with case studies.

6) Reading Interventions at Westside Community Schools
(Presentation file: PDF format)
Jenelle Strecker, Reading Interventionist and Teri Williams, Reading Coordinator, Westside Community Schools
Participants will receive information on the Special Reading intervention in Westside Community Schools. The session will focus on phonic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension.We will also cover how student progress is monitored and how instruction is adjusted based on data and daily lesson observations.

7) Using the RtI process to develop individualized positive behavior support plans.
(Presentation files: PDF format, Powerpoint Presentation)
Susan G. Lindblad, Ph.D., and Molly Elge, Behavioral Consultant, Grand Island Public Schools
The implementation of the RtI process has allowed the Grand Island Public School District to support students for whom a learning and/or behavior problem is suspected, using a decision-making problem-solving process with accountability. The presentation will follow the use of the RtI process for students whose behavior has interfered with their own as well as classroom learning. Discussion will include how functional behavioral assessments are completed and utilized, tracking students through a multi-tier RtI process.

8) Designing Reading Interventions Using Data (Presentation files: PDF format, Powerpoint Presentation)
Colleen Street, Educational Consultant and Deb Hehnke, Educational Consultant, Grand Island Public Schools
This session is an overview of using data to make decisions concerningspecific interventions for students with reading skills deficits. Participants will learn how to use data to determine a student’s deficit area, determine a student’s aim-line for progress towards a set benchmark and decide possible interventions/programs that may address the deficit area. A summary of scientific-based researched reading programs will be discussed.

9) Read, Write, and Learn! (Presentation files: PDF format, Powerpoint Presentation, Handout File)
Kim Larson, M.A., Nebraska Department of Education
What are the components of an effective reading program? Attend this session and learn current research related to reading and writing instruction. Research-based strategies and activities will be presented that can help your students comprehend text and understand the concepts you are teaching.