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RTI - Cumberland County Schools 1
Response to Intervention
Development/Revision Team—District Cabinet, School RTI Teams, School Administrators, Teachers
The Cumberland County Board of Education is dedicated to meeting the needs of all students. Schools in
Cumberland County will provide response to intervention services identified as needing additional services to
struggling students.
What is response to intervention?
Response to Intervention (RTI) refers to a process that monitors how well students respond to changes in
instruction. This process provides assistance to students before they fail. The goal is to quickly identify those in
need of help, provide interventions that have been shown to be effective with other students, and then monitor
their progress to determine if the interventions are working. If an intervention is not working, then a different
intervention needs to be used and monitored for effectiveness.
The primary purpose of Response to Intervention is to provide an appropriate intervention before any
consideration of a disability. In addition, there is a requirement to use a scientific, research-based interventions,
which simply means we need credible evidence to indicate that the intervention has been effective. Data is
gathered frequently to determine if an intervention is working for each student in the RTI process. If an
intervention is shown to be ineffective, a new intervention is initiated.
Response to Intervention Teams A team is formed at each school and meets regularly. It should include
administrators, the counselors, regular education teachers, a special education teacher, and FRYSC personnel.
They will determine the 15% of the students to be served and will periodically reassess students’ participation
based on student progress. This process will be used to identify Tier II, move students into Tier III, exit the
intervention process or be referred to special education. All decisions shall be based on analysis of all available
data, including teacher referral.
It is recommended that each school will identify no more than 15% of student population for Tier II. This
includes academic and behavior intervention. Intervention will then be planned for students based on need and
availability of services at the school level. Academic referrals can be made at any time, but (except when new
RTI - Cumberland County Schools 2
students arrive) tiers will only be established at the six-week intervals. Behavior referrals can be made at any
time, and would take effect immediately.
There should be parent communication with all parents of students participating in the Response to Intervention
process. Parent information should include: notification of students entering Tier II or III, periodic progress
reports, etc.
Behavior Problems It is recommended that each school establish a mentoring program to address behavior
issues, truancy and other non-academic problems. This process should pair adults with struggling students in
order to build positive relationships. There should be processes put into place to monitor the progress of
students involved in this mentor program.
Academic Problems All available data should be analyzed to determine if academic intervention is required
and the level of academic intervention (Tier II or III) needed. Academic data may include, but is not limited to:
KCCT, PAS, A+ Learning, teacher unit assessments, quantile scores, lexile scores, GRADE, GMADE,
Study Island, Lexia, SRA, STAR reading and math assessments, DIBELS, PLAN, EXPLORE, ACT,
grades, attendance.
Progress should be monitored and feedback given to the team and parent periodically, using the same measures
as described above.
Interventions will be determined based on student need and available resources at each school (see attached
pyramid of services). Interventions should be implemented at 6 week periods. Beginning and ending dates will
be documented (in the RTI tab in Infinite Campus).
Core components of the RTI process:
School-Wide Screening
All students are assessed with reliable, valid, time-efficient measures of academic skills to identify those
who are “at-risk.”
Early Intervention
Early interventions are the most efficient and effective.
Research-based Interventions
School staffs implement specific, research-based interventions to address the student’s difficulties.
Fidelity of program must be applied to each intervention.
Specific Interventions Address Learner Needs
Specific interventions match learner deficiencies. (For example, if a student has a deficiency in the area
of phonemic awareness, intervention should be phonemic awareness activity/learning strategy, not
fluency or comprehension, etc.)
Frequent Review of Student Progress
Student progress is assessed frequently so that progress can be examined and changes made if necessary.
Increasing Intensity of Interventions
Skills are monitored; if desired progress not obtained, intervention intensity increases.
Data Based Decisions
A student’s performance is assessed with the data obtained during the interventions and decisions are
made by the Team based on that data.
RTI - Cumberland County Schools 3
RTI represents a fundamental shift in how schools will go about identifying and responding to students’
academic difficulties. Therefore, it is important to understand what RTI is and what it is not. RTI is more about
what will be done than where it will be done. Also, it is more about how the job will get done and less about
who will get it done. RTI requires educators to change how they view student difficulties and disabilities. RTI
procedures turn attention away from identifying deficits within the student (e.g., processing difficulties) and
toward evaluating child progress over time on the basis of age-based comparisons and rates of learning.
Therefore, students’ academic performance is compared to the performance of other students in their school or
district and student learning is evaluated based on how quickly that student acquires instructed material. The
effect of this shift is that it forces educators to focus on how much and what types of instruction students need,
which increases accountability for student learning.
RTI is… RTI is not…
About instruction Just about interventions
An initiative that supports general
education school improvement goals
A pre-referral system for
special education
A method to unify general and special
education in order to benefit students
through greater continuity of services
An individual teacher,
classroom, or class period
Focused primarily on effective instruction
to enhance student growth
Focused primarily on
disability determination and
documented through a
checklist
A system to provide instructional
intervention immediately upon student
need
A method for just increasing
or decreasing special
education numbers
The three RTI tiers described below sum up the process for Cumberland County students:
Tier 1 is the regular education program and is designed to meet the needs of a majority of the school
population. There are four critical elements in Tier 1: a) an effective core academic program, b) testing of
students at least three times a year to help determine their instructional needs, and c) the documentation of
interventions by the classroom teacher to address any learning difficulties, and d) other classroom
documentation pertinent to the area of concern (weekly skills tests, unit tests, class/homework grades). When a
teacher is unable to resolve an academic or behavioral problem in consultation with parent and colleagues, a
more structured approach needs to be implemented. Using the documentation gathered in Tier I, the teacher will
complete the Referral Form. This form will become a referral to the School RTI Team when submitted to the
designated school administrator. Upon receipt of this form, the designated school administrator will schedule a
Team meeting for the student.
RTI - Cumberland County Schools 4
At Tier 1, the teacher will:
At first sign of a struggle, implement interventions within regular classroom for specific skills/concepts.
Collect baseline data in area of concern(s).
Keep detailed documentation of student work and assessments (make copies).
Review effectiveness of intervention after four weeks.
Complete referral form for SST if needed.
The School RTI Team will meet to review the information prepared by the teacher (referral form, along with
any additional documentation strategies/interventions/modifications that have been implemented with the
student and measured results). Following review of implementation of intervention as well as student
motivation, they will utilize data to further define the problem, and recommend one of the following options:
A. Discontinue intervention
B. Redesign or modify intervention
C. Remain in Tier 1
D. Move student to Tier 2
Tier 2 includes standards-aligned instruction with supplemental, small group instruction, which may include
specialized materials. Tier 2 services are generally provided inside the regular classroom. However, in some
cases this may not be appropriate. Tier 2 is provided in addition to Tier 1. In other words, students still attend
and complete the work from the regular class. The interventions that are selected are provided in addition to
the regular class. Tier 2 is for students who are falling behind on basic academic skills and need additional
support to meet grade-level expectations. Students in Tier 2 receive at least 30 minutes of additional instruction
3 days per week in the area of difficulty in addition to the core academic instruction. Students are tested once
weekly to monitor the improvement of skills.
At Tier 2, the School RTI Team will-
Re-check the problem area to further define problem
Check baseline data and review progress monitoring
Develop Tier 2 Intervention Plan
Adjust student schedule to allow for additional intervention
At the time determined by School RTI team will review student motivation and evaluate the
effectiveness/fidelity of the intervention and the results of each strategy implemented. At this time, one of the
following decisions will be made:
A. Discontinue intervention
B. Redesign intervention or change intervention
C. Remain in Tier 2
D. Move student to Tier 3
RTI - Cumberland County Schools 5
Tier 3 is also in addition to Tiers 1 and 2. Therefore, a student who receives Tier 3 interventions/support also
receives Tier 1 support (everything that occurs in the regular class).
It should be noted that some students may always require Tier 2 or Tier 3 interventions to be successful in the
core program and meet expected benchmarks. These students are not otherwise identified as receiving special
education services, given that special education is reserved for those who have disabilities.
Tier 3 is designed for students who still have considerable difficulty mastering necessary academic skills, even
after Tier 1 and Tier 2 interventions. Students in Tier 3 receive at least 30 minutes of instruction per day.
Students are tested once weekly to monitor the improvement of skills.
At Tier 3 the Student Support Team will-
Re-check the problem area to further define problem
Check baseline data and review progress monitoring
Develop Tier 3 intervention plan
Adjust student schedule to allow for additional intervention
**AFTER TIER 3 HAS PROGRESSED THROUGH A CYCLE AND IT IS DETERMINED THAT MORE
ASSISTANCE (OTHER THAN RTI) IS NECESSARY, THE TEAM MAY THEN PROCEED INTO THE
SPECIAL EDUCATION REFERRAL PROCESS; THE SCHOOL’S RTI TEAM MUST ENSURE THE
SPECIAL EDUCATION REFERRAL IS FILLED OUT IN A REASONABLE TIME FRAME, WITH THE
SPECIAL EDUCATION TEACHER ON THE TEAM TAKING THE LEAD.
RTI Database
An RTI database will be established in an effort to compile and manage data effectively. This database will be
managed by school administrators and/or designees. Data will be entered as soon as it becomes available.
Information that should be kept in the database should include: all assessment data, tier status, date (beginning
and ending) of intervention and type of intervention. Attendance data, failure of coursework and retention
information should be added at the end of the year only. (RTI Teams may use attendance data and grades
pulled from Infinite Campus.) Data will be accessible from year to year and a copy of all student data collected
for that year should be printed and placed in the permanent record folder. The end of the year report will be
printed and filed to safeguard record keeping procedures.
Starting in January 2014, data will also be entered into Infinite Campus under an intervention tab. This will
track student entry/exit into RTI, as well as more details.
RTI - Cumberland County Schools 6
Task Responsible Party Timeline
Establish & monitor school
level RTI Team (to identify
Tier 2 & 3 students)
Principal or Assistant
Principal
Shall meet at 6-to-9 week
intervals
Maintain database with
current data
School RTI Team
members
On-going, shall establish a
system for regular
collection of teacher data
Maintain technical support
for RTI database
Instructional Supervisor &
Technology Department
On-going, as needed
Parent communication
(documented)
School administration &
staff
When a student enters or
exits Tier 2 or Tier 3
Providing a variety of
strategies to increase
student success
Teachers (implement) &
Administrators (monitor)
On-going
Document strategies used,
duration of strategies and
outcome
Teachers (implement) &
Administrators (monitor)
On-going
End of year reporting &
documentation into
permanent record
Counselor or Assistant
Principal
End of school year
Ensure all students
participate in a universal
screening (reading and
math required)
Instructional Supervisor,
School Administrators,
Intervention Specialist
Shall be conducted at least
3 times per year, including
first 2 weeks of school
Ensure Tier II or III
students participate in
diagnostic assessment
Principal or Assistant
Principal
As needed
Teams will meet to discuss
and/or adapt plans.
Intervention Specialist,
School Teams
At least 3 times per year
Revised 1-11-12
RTI - Cumberland County Schools 7
INITIAL RTI MEETING AGENDA I. Introductions
a. Appoint a record keeper
b. Appoint a meeting Chairperson
II. Establish an end time for the meeting
III. Meeting purpose
a. Describe academic/behavior problem
b. Present data for each area
IV. Discuss the appropriate academic/behavior grade level expectation
V. Discuss any other contributing factors to problems (social, home, etc.)
VI. Develop strategies
a. Identify reasonable short term goal to reach standard
b. Review research-based interventions available
c. Select intervention(s)
d. Determine intervention schedule
e. Determine who is responsible for conducting intervention
f. Determine how progress will be assessed (progress monitoring)
VII. Schedule a follow-up meeting—date and time, if possible
VIII. Adjourn
RTI - Cumberland County Schools 8
FOLLOW-UP RTI MEETING AGENDA I. Introductions
a. Appoint a record keeper
b. Appoint a meeting Chairperson
II. Establish an end time for the meeting
III. Meeting purpose
a. Review target academic/behavior problem
b. Review baseline data for each area from previous meeting
c. Provide data collected since the last meeting
IV. Discuss the appropriate academic/behavior grade level expectation
V. Determine if previous short term goal was met
a. If goal WAS met: continue and increase the goal OR dismiss from Tier
b. If goal WAS NOT met: change intervention or goal (tier 3 referral form may be necessary)
i. Identify a reasonable short term goal
ii. Review interventions available
iii. Identify intervention to be used
iv. Determine intervention schedule
v. Determine who is responsible for conducting intervention
vi. Determine how progress will be assessed (progress monitoring)
VI. Schedule a follow-up meeting—date and time, if possible
VII. Adjourn
RTI - Cumberland County Schools 9
Initial RTI Meeting Activities
Invite the parent, teacher and at least one RTI School Team member
Complete and review background information with parent
Review concerns regarding academic, behavioral, social or emotional progress
Determine specific area of need (identify the problem)
Establish needed interventions
Determine progress monitoring schedule and who will be responsible for conducting probes
(must be at least weekly monitoring)
Record all of the information
Second RTI Meeting Activities
Invite the parent, teacher and at least one RTI School Team member
Review the data collection of the past 6-9 weeks
Determine if the student is making progress toward meeting the expectations
Either continue with the interventions OR select new interventions (if not responding to initial
interventions); remember that a referral for Tier 3 interventions will be necessary if such a
move is made.
Determine progress monitoring schedule and who will be responsible for conducting probes
(must be at least two times weekly monitoring)
Record all of the information
Third RTI Meeting Activities
Invite the parent, teacher and at least one RTI School Team member
Review the data collection of the past 6-9 weeks, testing information, background information
Determine if the student is making progress toward meeting the expectations
Either continue with the interventions OR complete ESS referral OR complete special education
referral (if at that point)
If continuing with interventions, determine progress monitoring schedule and who will be
responsible for conducting probes (must be at least two times weekly monitoring)
Record all of the information
RTI - Cumberland County Schools 10
TEACHER RECOMMENDATION FOR TIER 2 SERVICES Student Name: _______________________________________ Age: ______
Teacher Name: _______________________________________ Grade: ____
Today’s Date: ____________________
Area(s) of Concern:
__________________________________________________________________________________________
________________________________________________________________________________
Student Strengths:
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________________________________
Classroom Observations:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________
Tier 1 Interventions to date:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________
PLEASE ATTACH ASSESSMENT INFORMATION
For RTI Team Member Only 1. Assessments attached? ___ YES ___ NO
2. Tier 2 recommendation? _________________________________________________________
3. Tier 2 entry date (if applicable): __________________________
RTI - Cumberland County Schools 11
TEACHER RECOMMENDATION FOR TIER 3 SERVICES Student Name: _______________________________________ Age: ______
Teacher Name: _______________________________________ Grade: ____
Today’s Date: ____________________
Area(s) of Concern:
__________________________________________________________________________________________
________________________________________________________________________________
Student Strengths:
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________________________________
Classroom Observations:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________
Tier 2 Interventions to date:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________
PLEASE ATTACH ASSESSMENT INFORMATION
For RTI Team Member Only 1. Assessments attached? ___ YES ___ NO
2. Tier 3 recommendation? _________________________________________________________
3. Tier 3 entry date (if applicable): __________________________
RTI - Cumberland County Schools 12
TIER 3 Alternative Placement
Home Visits Adanta Counseling
Behavior Plan One-to-One Tutoring
Parent Volunteer Help
TIER 2 Daytime ESS Help
After School Tutoring Small Group Tutoring Intervention Classes
A+ Lessons Adanta/Outside agency Individual Counseling Transitional Courses
Formative Assessment (small group)
TIER 1 Core Curriculum
Formative Assessment A+ Learning Core Content
Learning Targets Differentiation
Technology Resources Drill/Practice
Data Analysis/Monitoring/Reteaching PLCs(Teacher Collaboration)
Parent Communication and Involvement Engagement/Student-centered Work
Higher-Order Thinking Health Screening
Professional Development Extracurricular Activities Classroom Counseling
Special Education Referral