RtI Handbook 2016 - sd25.org...1!!!!! RtIHandbook$ Department$of$ StudentServices$ Arlington$HeightsSchool$District$25$ 1200South$Dunton$Avenue,$Arlington$Heights,$Illinois$60005$

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RtI Handbook Department of

Student Services Arlington Heights School District 25 1200 South Dunton Avenue, Arlington Heights, Illinois 60005

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Table of Contents Section 1: Overview of the RtI Process ..................................................................................... 4 RtI Overview ............................................................................................................................................................... 5 RtI Tiered Support Snapshot ............................................................................................................................... 6 RtI Procedures and Decision Rules Overview ............................................................................................... 7 RtI Process Flowchart ............................................................................................................................................ 9 RtI Process Flowchart Guide ............................................................................................................................ 10 School-‐Level RtI Teams ...................................................................................................................................... 12 Grade Level Data Meetings for the Year ..................................................................................................... 13

Section 2: Data Day and Review Meetings ............................................................................ 14 Data Day Instructions ......................................................................................................................................... 15 Elementary Intervention Decision Rules Summary ............................................................................... 18 End-‐of-‐Cycle Review & Revision Meeting Instructions ......................................................................... 19 Tier 2 Decision Making Guidelines ................................................................................................................ 21 Tier 2 Decision Rules Summary ...................................................................................................................... 22 Tier 3 Decision Making Guidelines ................................................................................................................ 23 Tier 3 Decision Rules Summary ...................................................................................................................... 24

Section 3: Interventions and Progress Monitoring ........................................................... 25 Interventions ........................................................................................................................................................... 26 Progress Monitoring ............................................................................................................................................ 26 Goal Setting and Progress Monitoring ........................................................................................................ 27 Middle School Tier 2 Intervention Classes ................................................................................................. 31

Section 4: Individual Problem Solving .................................................................................... 33 Individual Problem Solving Team (iPST) Meetings ............................................................................... 34

Section 5: Special Education Eligibility ................................................................................. 36 Special Education Eligibility for Specific Learning Disability ........................................................... 37 Guidelines for Denied Consent for Evaluation or Provision of Special Education Services . 38

Section 6: Related Services and RtI .......................................................................................... 39 Occupational Therapy and RtI ........................................................................................................................ 40 Speech-‐Language Therapy and RtI ............................................................................................................... 42

Section 7: RtI for English Learners ......................................................................................... 43 Frequently Asked Questions ............................................................................................................................. 44 RtI for English Learners Flowchart ............................................................................................................... 45 Literacy Support for English Learners-‐ Kindergarten .......................................................................... 46 Literacy Support for English Learners-‐ 1st Grade ................................................................................... 47 Literacy Support or English Learners – 2nd/3rd Grade ...................................................................... 48 Literacy Support for English Learners – 4th/5th Grade ...................................................................... 49 Literacy Support for English Learners – Grades 6-‐8 ............................................................................ 50

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Appendix A ....................................................................................................................................... 51 Norms Tables .......................................................................................................................................................... 51

Letter Naming Fluency AIMSWeb National Norms ...................................................................... 52 Letter Sound Fluency AIMSWeb National Norms Table ............................................................. 53 Reading – Curriculum Based Measurement AIMSWeb National Norms ............................. 54 Mathematics – Computation AIMSWeb National Norms .......................................................... 56 Mathematics – Concepts and Applications AIMSWeb National Norms ............................... 58 Mathematics – Missing Number AIMSWeb National Norms .................................................... 60 Mathematics – Number Identification AIMSWeb National Norms ....................................... 61 Mathematics – Oral Counting AIMSWeb National Norms ........................................................ 62 Written Expression – Total Words Written AIMSWeb National Norms .............................. 63 Written Expression – Words Spelled Correct AIMSWeb National Norms ........................... 65

Fountas and Pinnell ............................................................................................................................................. 67 Instructional Level Expectations for Reading ................................................................................. 67

Appendix B ....................................................................................................................................... 68 Parent Forms .......................................................................................................................................................... 68

Parent Notification of Academic Intervention Support .............................................................. 69 Parent Notification of Academic Intervention Support in Middle School ........................... 70 Parent Notification of Discontinuation of Academic Intervention Support ...................... 71

Interpreting Progress Monitoring Graphs ................................................................................................. 72

Appendix C ....................................................................................................................................... 75 Intervention Attendance Log v2 ....................................................................................................................... 76 CAIU Administration Guidance ....................................................................................................................... 77

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Section 1: Overview of the RtI Process

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RtI Overview Response to Intervention (RtI) is a multi-‐tiered framework used within the general education system to promote student achievement, identify students at risk for poor learning outcomes and provide intervention supports to students using evidence-‐based programs and teaching strategies. RtI is a proactive, preventative framework, designed to increase overall achievement by identifying struggling learners as early as possible and providing supports to minimize long-‐term learning issues. Tier 1 is designed to serve all students with core instructional curriculum and school-‐wide programs. General education teachers implement core instruction that is intended to be proactive and preventative in nature. Instruction is differentiated to meet the needs of all students, from those who are at-‐risk to those who are exceeding grade-‐level expectations. All student participate in District-‐determined universal screening/benchmark assessments, per the District’s assessment calendar. Tier 2 interventions are provided to students who demonstrate the need for supports in addition to the core curriculum provided in Tier 1. Tier 3 interventions are provided to students who demonstrate a level of need beyond Tier 2. Tier 2 and Tier 3 interventions are typically provided in small group settings during the instructional day. Students receive interventions in 6-‐12 week blocks, referred to as “intervention cycles.” Student progress is routinely monitored and assessed to allow adjustments as needed throughout the school year. RtI is an essential component of the special education entitlement process. In Illinois, educational teams must use RtI as a component of the evaluation process when determining whether a student is eligible for special education due to a specific learning disability. Students may be identified as having a specific learning disability if they do not demonstrate appropriate growth over time in response to increased Tier 2 and Tier 3 intervention support, or if they require a high level of Tier 3 support in order to continue to make appropriate educational growth.

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RtI Tiered Support Snapshot TIER 1 TIER 2 TIER 3

Focus of Tier Designed for all students. Differentiation is on-‐going. Focus on alignment of instruction and instructional resources to Common Core.

Targeted interventions for students not meeting expectations, in addition to core instruction.

Group problem solving

Intensive and strategic interventions, in addition to core instruction. Focus on specific skill areas

Individualized problem solving

Population All students Some (less than 15%) Few (3-‐5%)

Assessments Universal screenings, assessments, benchmarks:

• MAP • PARCC • AIMSweb • F&P

Progress monitoring occurs bi-‐weekly or as appropriate to targeted skill area:

• CBMs • AIMSweb • Intervention-‐specific

Progress monitoring occurs weekly, based on target skills:

• CBMs • AIMSweb • Program-‐specific

Materials District core curriculum, whole school programs

Research-‐ or evidence-‐based curriculum, evidence-‐based strategies

Research-‐based curriculum, research-‐based strategies

Time English/Lang Arts: -‐60 mpd kdg -‐90 mpd 1-‐5 -‐80 mpd 6-‐8 Math: -‐30 mpd kdg -‐60 mpd 1-‐5 -‐40 mpd 6-‐8

Generally 20-‐30 minutes per day, 3-‐5 days per week.

Provided in addition to instruction at Tier 1

30-‐60 minutes per day, 5 days per week (may differ depending on requirements of specific intervention).

Provided in addition to instruction at Tier 1

Group Size Whole class and small group

Small groups: up to 5 students

Small groups: 2-‐3 students or one-‐on-‐one instruction

Location General education classroom

General education classroom, may be outside

of classroom

Outside of general education classroom

Personnel Classroom teacher Classroom teacher or other professionals (literacy teacher, SLP, etc)

Specialized staff (resource teacher, SLP, literacy, etc)

Implementation On-‐going Each cycle is at least 6-‐8 weeks, with at least 6 data points

Two cycles of T2 before consideration of T3.

Each cycle is at least 8-‐10 weeks, with at least 8 data points

Two cycles before referral to entitlement

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RtI Procedures and Decision Rules Overview The RtI team holds Data Day meetings to identify students with academic skills below the national 25th percentile, assign them to Tier 2 intervention groups, and clarify logistics and team roles. Each school can elect to provide Tier 2 intervention support for students between the national 25th and 40th percentiles using their existing resources. In these cases, RtI Teams are responsible for providing data to establish the need for Tier 2 intervention support and setting measurable goals/exit criteria for students based upon some form of assessment or data. In cases where CBM assessments are not the criteria for entering a student into Tier 2, the same assessments (i.e. entrance criteria) should be used to establish exit criteria. A system for documenting each student’s intervention history is created and maintained to include: student’s name, grade, school year, benchmarking period, start date, end date, support level (i.e., Tier 2/3), intervention program, intervention revisions, and rationale for changes in support. Students’ intervention history should be transferred when they move to a new school within the district. Tier 2 Minimum Requirements: At least one cycle of Tier 2 intervention support. A cycle is defined by 6-‐8 data points. Interventions should occur a minimum of 3 sessions per week for 20-‐30 minutes per session, unless specified otherwise by the intervention program curriculum (adjusted appropriately for kindergarten). Students should be progress monitored on a biweekly or weekly basis. For a student to progress from Tier 2 to Tier 3, the following criteria must be met:

• The student has a pattern of performance below the national 25th percentile on school-‐wide benchmarks/universal screeners

• The student has not made expected progress in response to two cycles of Tier 2 intervention support

• Documented evidence that the Tier 2 intervention was implemented with integrity • The team determines that the student requires more intensive intervention support

to meet their academic needs.

Tier 3 Minimum Requirements: At least one cycle of Tier 3 intervention support. A cycle is defined by 8-‐10 data points. Interventions should occur daily for at least 30 minutes per session, unless specified otherwise by the intervention program curriculum (adjusted appropriately for kindergarten). Students should be progress monitored on a weekly basis. A Problem Solving Team (iPST) meeting is held with the student’s parents when he or she enters Tier 3. The purpose of the meeting is to identify information necessary to determine how to individualize the student’s intervention to best support his/her learning and explain the RtI process, timelines, and educational implications of Tier 3 support to the parents.

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The team may elect to initiate a referral for a special education evaluation and hold a Domains meeting if a student is below the national 25th percentile and the team judges that the student cannot be adequately supported through RtI intervention supports. During the evaluation period, Tier 3 interventions may be provided to assist in determining whether or not the student is eligible for Special Education services and/or his or her intervention support needs. In most instances, when Domains are opened, a minimum of four standard evaluation questions are asked by the team:

• How discrepant is the student from national grade level norms? • If discrepant, what missing skills account for this? • How discrepant is the student’s progress from grade level norms while receiving

intervention support? • How are the student’s instructional needs different, in terms of materials, grouping

arrangements, instructional time, and intervention strategies, from what is available through the general education system (e.g., classroom and Tier 2 combined)?

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RtI Process Flowchart

Special Education Entitlement

Tier 1: General Education Curriculum & Instructions

School-‐Wide Benchmarking/Screening

Data Day

Tier 2 (Cycle 1)

Cycle Review

Tier 2 (Cycle 2)

Tier 3 (Cycle 1)

Tier 3 (Cycle 2)

Cycle Review

Cycle Review

Cycle Review iPST

Referral

Special Education Evaluation

Eligibility Meeting

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RtI Process Flowchart Guide Tier 1: General Education Curriculum and Instruction

• Tier 1 reflects high-‐quality classroom instruction provided by general education teachers to all students

• Tier 1 instruction is differentiated as needed in the general education classroom School-‐wide Benchmarking/Screening

• Students complete benchmark measures (e.g. CBM, MAP, F&P) three times a year to determine their current level of performance and growth

• See D25 Assessment Calendar Data Days

• Used to assess efficacy of instruction at Tier 1 across grade levels and within classrooms

• Schools use school-‐wide benchmarking data to identify students in need of targeted academic intervention support; what Tier 2 interventions will be implemented, and how staff will provide these interventions during the intervention cycle

Tier 2 Intervention Supports

• Classroom teachers and other school staff work together as part of the general education system to provide additional targeted instruction to small groups of students to support their academic needs

• Tier 2 instruction is implemented in addition to Tier 1 curriculum End of Cycle Review Meeting

• The RtI team reviews each student’s level of performance (discrepancy) and rate of improvement/growth (progress over time) to determine if the intervention should be discontinued, maintained, revised, or intensified

• If students are not demonstrating appropriate growth in response to Tier 2 intervention support, team considers modifying the current intervention or intensifying to reflect Tier 3 level support (for those that are below the 25th percentile)

• If students are not demonstrating appropriate growth in response to Tier 3 intervention supports, the team will consider referring the student for an evaluation to determine if special education entitlement is appropriate

Individual Problem Solving Team (iPST) Meeting

• Prior to a student entering Tier 3, an Individual Problem Solving Team (iPST) meeting is held with parents to review the student’s needs, identify specific skills to target through Tier 3 supports, and to explain the RtI process to include how it relates to the special education evaluation process and eligibility determination

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Tier 3 Intervention Supports

• Tier 3 instruction is provided to students who require assistance beyond Tier 2 to meet their academic and/or behavioral needs

• Tier 3 instruction is implemented in addition to Tier 1 instruction • In general, Tier 2 interventions will not continue once a student enters Tier 3

Special Education Referral and Evaluation Process

• Domains Meeting: A domains meeting is held with the parents to determine whether or not an evaluation for special education eligibility is appropriate – If so, the team identifies areas of need to be included in the student’s evaluation

• Evaluation Period: The Child Study Team (CST) has 60 school days to complete and review the evaluation

• Eligibility Meeting: The Child Study Team (CST) and parents meet to review the evaluation results and determine if the eligibility criteria or special education supports have been met

• Special Education Entitlement: If the student is found eligible, an Individualized Education Plan (IEP) is developed and implemented

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School-‐Level RtI Teams Each school should establish a school-‐level RtI team to implement and oversee the RtI process, assess the school’s level of RtI implementation, and develop and implement plans to support the RtI system. Purpose

• The School-‐Level RtI Team is responsible for: o Implementing and overseeing the RtI process as outlined in this manual o Assessing the school’s level of RtI implementation using the RtI

Implementation Checklist o Interfacing with the District RtI Leadership team to ensure consistent

practice and determine raining and support needs. Team Members

• Core Team Members: o Administrator, RtI Facilitator, Psychologist, Classroom teachers,

Interventionists

• Additional Team Members (as needed): o Special Education Teacher o Additional team members as determined by the principal to ensure a

balanced representation of school staff. Meeting Schedule

• School-‐Level RtI teams should meet at least three times per year – Data Days (Recommendation is that initially teams meet on a monthly basis)

• Grade level teams meet every 6-‐8 weeks for cycle review • Interim reviews to determine effectiveness of groups (won’t be required

initially)

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Grade Level Data Meetings for the Year Month Type of Meeting Purpose Time

May SIP Small Group Planning Instructional groups for fall planned based on spring benchmarking data. Group interventions to begin week of September 10, 2016

60-120 min

October SIP

Benchmark Data Review

Analyze benchmark data in relation to core instruction Modify small groups based on new data, create additional Tier 2 groups as needed Grade levels rotate through PST

60-90 min

Nov Interim Data Review

Review progress monitoring data and modify interventions based on need Should occur during grade level meeting

45 min

January Benchmark Data Review

Analyze benchmark data in relation to core instruction Modify small groups based on new data, modify Tier 2 based on group data

60-90 min

Mar Interim Data Review

Review progress monitoring data and modify interventions based on need Should occur during grade level meeting

45 min

May SIP Benchmark Data Review

Analyze benchmark data in relation to core instruction for next grade level Modify small groups for following school year based on new data

60-90 min

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Section 2: Data Day and Review Meetings

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Data Day Instructions During data days, schools use universal screening data to identify students in need of targeted academic intervention support, what Tier 2 interventions will be implemented, and how staff will provide these interventions during the intervention cycle. Data Day takes place three times a year. Teams are encouraged to use the spring Data Day to develop and organize intervention groups for the fall. Preparing For Data Day (Psychologist and Facilitator Responsibilities)

• Students’ universal benchmark scores (e.g., CBM, MAP, F&P, ACCESS) • Highlight MAP and CMB scores below the current national 25th as well as

students below benchmark on F&P • Email or provide teachers with access to universal screening scores for their

review prior to Data Day • Email teachers one week prior to Data Day to request that they bring tables of

student classroom grades/scores in reading and math, with students whose scores fall below 70% and are in the lowest 20% of the class highlighted in red o These two criteria are used to determine if 1) the student is discrepant from

peers in his or her class or 2) the class as a whole is performing below standards and needs to be addressed as a group

Review of Universal Screening Data • Students’ universal screening scores (e.g., CMB, MAP, F&P) are presented in a

spreadsheet/table format • Review includes confirmation that Tier 1 is sufficient

o Must demonstrate that at least 80% of students in grade level are meeting expectations

o If 80% of students are not meeting expectations across a grade level or classroom, problem solving should focus on improving core instruction

Students Scoring BELOW the national 25th percentile: • Students should demonstrate scores below the national 25th percentile on at

least two District measures OR • Students should demonstrate scores below the national 25th percentile across

two benchmarking periods • Place in Tier 2 Intervention for a cycle (6-‐8 data points) and review progress at

Cycle Review Meeting

Students Scoring BETWEEN the national 25th and 40th percentile: • School Teams can elect to provide Tier 2 supports to students who score

between the national 25th and 40th percentiles if at least two of the following five criteria are met: o The student has scored below the 25th percentile on CBM or MAP in two out

of last three administration periods

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o The student received a composite score of three or below on the PARCC one either math or language arts

o The student’s F&P instructional level is one to three levels below grade level expectations (see Fountas and Pinnell Instructional Level Expectations for Reading chart)

o The student has a pattern of grades/assessments below 70% that is also significantly below the class average

o Teacher provides evidence of concerns regarding classroom learning skills and/or behaviors

Students Who Score ABOVE the national 40th percentile: • If there are concerns regarding students’ academic performance and/or progress,

consider modifying core instruction with a differentiation plan to address the student’s needs

• If student scores in the “Approaches Expectations” on F&P, consider differentiation of classroom instruction.

Students who score BELOW the national 10th percentile: • Students demonstrate scores below the national 10th percentile on at least two

district measures • May also consider students who score more than two grade levels below on F&P • Refer to iPST for Tier 3 planning

Record Keeping

• RtI Facilitator creates and maintains a system for documenting each student’s intervention history to include: Student’s Name, Grade, School Year, Benchmarking Period, Start Date, End Date, Support Level (i.e., Tier 2/3), Intervention Program, Intervention Revisions, and Rationale for Changes in Support

o Classroom teachers are responsible for entering basic information, data from Tier 1, any data from classroom-‐based Tier 2

o RtI Facilitators are responsible for ensuring that documentation is complete o Interventionist is responsible for updating performance data

Goal Setting and Progress Monitoring for Students in Tier 2

• When CBM is used for progress monitoring a student in Tier 2, the student’s goal should be based upon the national 25th percentile in the spring/end of year

• Students are progress monitored on a biweekly or weekly basis • Students should be monitored on grade-‐level probes • All students must have a measurable goal BEFORE starting an intervention • Goals should be set for each Tier 2 intervention GROUP to ensure effectiveness of

intervention o 2/3 of students in group must benefit from intervention in order to

determine that it was effective

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Maximizing Effectiveness of Tier 2 Supports • To maintain the maximal effectiveness of Tier 2 supports teams should consider the

following factors: o Student groupings should be based upon students’ skill levels o Intervention providers should be matched with students based upon the

staff’s skill sets, training level, and students’ levels of need o Research-‐based, commercially available instructional

programs/interventions should be utilized whenever possible – In instances where such programs are NOT available, interventions must include 1) a clear, written outline of the practices and materials used, 2) an assessment tool to identity skills that are addressed, and 3) a clear reliance upon research-‐based instructional strategies

o When using commercially available instructional programs/interventions, the program’s manual should be followed as closely as possible for session length, frequency, and group size

• Whenever possible, Tier 2 supports should be provided by general education staff • 2/3 of students in each Tier 2 group must be meeting their targets

Informing Parents of the Student’s Participation in Tier 2 Interventions

• Classroom teachers mail the Parent Notification letters to the parents of students who are placed into or discontinued from Tier 2 interventions

• Copy of letter placed in student’s temporary file (see Appendix) • Copy of progress monitoring data sent home

Guidance on Scheduling Data Day

• One day, three times per year • Floating subs cover classroom teachers • Grade levels cycling through at an established time • To be scheduled ahead of time to allow for protected time • Focus on student data by groups, not individual needs

End of Year Data Day

• Create groups for fall • Place copy of final data in each student’s temporary file • End of year letter to parents (sent with report card) with status for Fall

Students Transitioning from 5th to 6th Grade

• RtI Facilitator maintains a list of students receiving Tier 2 and Tier 3 interventions • List will include recommendations for the following fall

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Elementary Intervention Decision Rules Summary

Level of Performance

Measures Decision

BELOW the national 25th Percentile

On at least two District measures

OR Across two

benchmarking periods

Place in Tier 2 Intervention for a cycle (6-‐8 data points) and review at end of cycle

BETWEEN the national 25th and 40th percentile

Below 40th percentile on CBM or MAP in 2 of 3 last

administrations AND

1 of the following:

Place in Tier 2 Intervention for a cycle (6-‐8 data points) and review at end of cycle

Score of 3 or below on PARCC

F&P score 1-‐3 levels below grade level expectations

Pattern of grades/assessments below 70%

Teacher evidence of classroom concerns

ABOVE the National 40th Percentile

If there are concerns regarding classroom performance/progress, consider modifying Tier 1 instruction with a differentiation plan

BELOW the national 10th percentile

On at least two District measures Refer to iPST for Tier 3 planning

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End-‐of-‐Cycle Review & Revision Meeting Instructions Overview and Purpose

• Each Tier 2 intervention cycle lasts long enough to collect 6-‐8 data points. At the conclusion of each intervention cycle, the RtI Team reviews each student’s level of performance (discrepancy) and rate of improvement (progress) to determine which of the following steps are appropriate:

o Maintain the current Tier 2 program for another Intervention Cycle o Revise the current Tier 2 intervention and implement the revised

intervention for another Intervention Cycle § There is no limit to the number of Tier 2 Intervention Cycles a student

can receive if the interventions are meeting the student’s needs o Discontinue or fade the Tier 2 intervention o Increase intervention intensity to reflect Tier 3 level support. Refer to iPST

to consider need (after two cycles Tier 2) for Tier 3 level of support • Share progress updates with parents • If less than 2/3 of students in a group have not met their goals, team needs to

problem solve for the group rather than each individual student Staff to Attend

§ Psychologist § RtI Facilitator § Classroom Teacher § Intervention Provider § Recommended but not required:

o Administrator o Student Services Coordinator must attend or be informed of meeting

decisions regarding use of Special Education Staff for Tier 3 Steps to Complete Prior to the End of Cycle Review and Revision Meeting For Tier 2 and Tier 3

§ An observation is conducted using the Intervention Checklist (IC) by an assigned staff member (hold for later)

§ One week prior to the End-‐of-‐Cycle Review &Revision Meeting, the RtI Facilitator will email each intervention provider, requesting them to:

o Ensure AIMSweb graphs are updated and are current prior to the Review & Revision Meeting

o Bring any available program-‐based assessment data o Bring Intervention Attendance Logs

§ RtI Facilitator brings students’ current Intervention History and the Intervention Checklist

§ Steps to complete following End of Cycle o Interventionist sends progress data and continuation/discontinue letter

home to parent

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o Interventionist places Tier 2 paperwork, including data graphs (may include F&P, AIMSweb, etc) printed in student’s temporary file

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Tier 2 Decision Making Guidelines (for students currently receiving Tier 2 intervention supports)

At or Above 25th Percentile & Equal or Greater than Expected Growth: the student’s level of performance is at or above the national 25th percentile and the student’s rate of improvement (ROI) is equal or greater than expected growth (i.e., student is performing in the average range and is predicted to continue to make progress without Tier 2 supports – the student has closed the performance gap relative to peers). When using a non-‐AIMSweb based progress-‐monitoring tool, see Progress Monitoring chart.

• DISCONTINUE or FADE the Tier 2 intervention

Below 25th Percentile & Greater than Expected Growth: The student’s level of performance is below the national 25th percentile and student’s rate of improvement (ROI) is greater than expected growth (i.e., student is performing in the below average range and is predicted to reach the average range if current intervention is continued – the student is closing the performance gap relative to peers)

• MAINTAIN the current Tier 2 program (unchanged) for another intervention cycle

Below 25th Percentile & Equal to Expected Growth: The student’s level of performance is below the national 25th percentile and the student’s rate of improvement (ROI) is greater than expected growth (i.e., the student is performing in the below average range and is not predicted to reach the average range if the current intervention is continued – the student is not closing the performance gap relative to peers)

• After one intervention cycle: o REVISE the Tier 2 intervention and implement for another intervention cycle

• After two intervention cycles: o Bring student to iPST o INCREASE intervention intensity to reflect Tier 3 level support for one

intervention cycle

Below 25th Percentile & Less than Expected Growth: The student’s level of performance is below the national 25th percentile and their rate of improvement (ROI) is less than expected growth (i.e., the student is performing in the below average range and is not predicted to reach the average range if the current intervention is continued – the student’s performance gap relative to peers is getting wider.

• Confirm that at least 2/3 of group is meeting expectations. If not, problem solve for the group

• After one intervention cycle: o REVISE the Tier 2 intervention for another intervention cycle

• After two intervention cycles: o Bring student to iPST o INCREASE intervention intensity to reflect Tier 3 level support for one

intervention cycle

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Tier 2 Decision Rules Summary


Rate of Improvement/Growth

Decision

At or Above National 25th Percentile

Equal or Greater than Expected Growth

Discontinue or fade Tier 2 intervention

Below National 25th Percentile

Greater than Expected Growth

Maintain the current Tier 2 intervention for another intervention cycle*

Equal to Expected Growth

-‐ After One Intervention Cycle: Revise the current Tier 2 intervention and implement for another intervention cycle -‐ After Two Intervention Cycles: Increase intervention intensity to reflect Tier 3 level supports and implement for another intervention cycle — iPST

Less than Expected Growth

-‐After One Intervention Cycle: Revise the current Tier 2 intervention -‐After Two Intervention Cycles: Increase intervention intensity to reflect Tier 3 level supports and implement for another intervention cycle — iPST

*There is no limit to the number of Tier 2 intervention cycles if the intervention is meeting the student’s needs Prerequisites for Tier 3 Support

• Completion of Fidelity Checklist • Before intensifying interventions to reflect Tier 3 level supports:

o Intervention Integrity is established through the use of the Intervention Checklist, completed by RtI team

o Tier 2 intervention was revised at least once and the changes were documented

o RtI team reviews student’s progress and determines that continued Tier 2 intervention support would not meet the student’s needs

o The individual Problem Solving Team (iPST) process is initiated • Schedule iPST meeting prior to student being placed in T3 Intervention

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Tier 3 Decision Making Guidelines (for students currently receiving Tier 3 intervention supports):

At or Above 25th Percentile & Equal or Greater than Expected Growth: The student’s level of performance is at or above the national 25th percentile and the student’s rate of improvement (ROI) is equal or greater than expected growth (i.e., student is performing in the average range and is predicted to continue to make progress with Tier 3 supports – the student has closed the performance gap relative to peers)

• FADE the Tier 3 intervention and consider Tier 2 supports

Below 25th Percentile & Greater than Expected Growth: The student’s level of performance is below the national 25th percentile and student’s rate of improvement (ROI) is greater than expected growth (i.e., student is performing in the below average range and is predicted to reach the average range if current intervention is continued – the student is closing the performance gap relative to peers)

• MAINTAIN the current Tier 3 intervention (unchanged) for one additional cycle

Below 25th Percentile & Equal to Expected Growth: The student’s level of performance is below the national 25th percentile AND the student’s rate of improvement (ROI) is equal to expected growth (i.e., the student is performing in the below average range and is not predicted to reach the average range if the current intervention is continued – the student is not closing the performance gap relative to peers)

• After one Intervention cycle: o MAINTAIN the current Tier 3 intervention (unchanged) for one additional

cycle • After two Intervention cycles:

o Meet with the parents to discuss the results of the intervention o Initiate a referral for a special education evaluation o Hold a domains meeting o (If prepared, the team may address all of the above at the same meeting)

Below 25th Percentile & Less than Expected Growth: The student’s level of performance is below the national 25th percentile and their rate of improvement (ROI) is less than expected growth (i.e. the student is performing in the below average range and is not predicted to reach to average range if the current intervention is continued – the student’s performance gap relative to peers is getting wider)

§ For small group intervention, confirm that at least 2/3 of group is meeting expectations. If not, problem solve for the group

§ After Intervention Cycle 1: o Change the intervention

§ After Intervention Cycle 2: o Meet with the parents to discuss the result of the intervention o Change the intervention or initiate a referral for a special education

evaluation o Hold a domains meeting o (If prepared, the team may address all of the above at the same meeting)

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Tier 3 Decision Rules Summary


Rate of Improvement/

Growth Decision


Equal or Greater than Expected

Growth

FADE the Tier 3 intervention and consider Tier 2 supports


Greater than

Expected Growth

Maintain the current Tier 3 intervention (unchanged for one additional cycle)

Equal to Expected Growth

-‐ After One Intervention Cycle: Maintain the current Tier 3 intervention (unchanged) for one additional cycle -‐ After Two Intervention Cycles: Meet with parents to discuss results of intervention; Initiate a referral for a special education evaluation; Hold a domains meeting


After One Intervention Cycle: Revise the current Tier 3 intervention and implement for an additional cycle After Two Intervention Cycles: Meet with parents to discuss results of intervention; Initiate a referral for a special education evaluation or change the intervention; Hold a domains meeting

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Section 3: Interventions and Progress Monitoring

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Interventions Intervention Selection

• RtI requires the use of research-‐based instructional practices • AHSD 25 has several commercially available, research-‐based intervention

programs/kits (see intervention lists) • If a commercial intervention program is not available or appropriate to address a

specific student’s needs, the team may develop and implement an intervention so long as it meets all of the following criteria

o Skills to be taught during the intervention are identified through some type of assessment

o A progress monitoring tool is developed and used to evaluate the students progress and response to the intervention over time

o Use of research-‐based strategies. Evidence-‐based practices can be utilized at Tier 2

Progress Monitoring

Progress Monitoring • Students in Tier 2 or Tier 3 interventions should be progress monitored on a weekly

or biweekly basis using reliable and valid measures • In instances when CBM measures are not appropriate for progress monitoring, a

pre/post-‐test method will be used to determine progress (see section on Evaluating Progress when CBM Assessments are Not Appropriate)

• Suggested Progress Monitoring tools: o Reading:

§ Early Literacy: Letter Naming, Letter Sound § Comprehension: CAIU (see administration directions in Appendix C) § General reading indicator: AIMSweb R-‐CBM

o Math: § Early Numeracy: Oral Counting, Missing Number § Computation: MCOMP § Concepts: MCAP

o Writing: § Total Words Written § Words Written Correctly § Writing rubric (administered to whole class or intervention group)

27

Goal Setting and Progress Monitoring Overview

• Students should be progress monitored on a weekly or biweekly basis • Progress monitoring graphs visually represent the student’s performance compared

to a standard (e.g. the national 25th percentile) and their growth over time • The preferred method for arranging a progress monitoring graph is to set the

aimline so that is represents the national 25th percentile (see black horizontal black line on graph below)

• Vertical phase lines are used to distinguish the student’s progress during each intervention cycle (see vertical black lines labeled “Cycle 1,” “Cycle 2,” “Cycle 3” on graph below)

o Phase lines ensure accurate representation and interpretation of growth for each individual intervention cycle by resetting the trend line at the start of each new intervention cycle

• While F&P and classroom assessments can be used for diagnostic purposes and instructional planning, they cannot be used for progress monitoring or goal setting

Goal Setting within AIMSweb/Curriculum-‐Based Measurements

1. The “Goal Start Date” should be set to align with the first benchmark data point of that year (data collected during 1st week of intervention or during first benchmarking period in September)

2. The “Goal Ending Date” should be set to June 1st of that year (or as close as possible) 3. When setting the Goal, the “Initial Corrects” entered should be the national 25th

percentile for the Fall and the “Goal Corrects” should be the national 25th percentile for the Spring

• Goals are set at 25th percentile as a default, but may require individualization based on student needs and professional judgment

4. Phase lines should be entered for the start dates of each intervention cycle that occurs during that school year – This ensures that the trend link is not affected by the “Initial Corrects” score and allows the trend line to be reset at the beginning of each cycle

• Click on the link (i.e. date) listed under the “Next Score” Column • Find the date where you want to enter a phase line • Click on the paper with paperclip icon • Enter the cycle (i.e., Cycle 1, Cycle 2, Cycle3) in the “Chart Label” field • Click “Add”

5. Progress monitoring data should only be entered after the start date of the intervention cycle

6. Benchmarking data should only be entered into progress monitoring graphs if the student was assessed no more than 2 weeks prior to the start of the intervention

• Although spring data is the criteria for forming intervention groups in the fall, that data is not utilized in progress monitoring

28

Understanding the Layout of Progress Monitoring Graphs • The red star on the far left of the graph represents the student’s baseline score • The black star on the far right of the graph represents the target score, typically the

national 25th percentile in the Spring • The aim line (black line) represents a close approximation of the national 25th

percentile across the course of the school year as well as expected growth for students at the national 25th percentile

• The red dots reflect a student’s score on individual progress monitoring assessments

• The trend line (red dotted line) reflects the student’s average rate of growth during that intervention cycle

• The phase lines (vertical black lines) indicate the approximate start dates for each intervention cycle or change in intervention

Interpreting Progress Monitoring Graphs

• Progress monitoring data graphs can only be interpreted when there are at least 6 data points present for the intervention cycle

• The more data points and the greater the stability of the data, the more confidence in using the data to make educational decisions

• The greater the variability in the data, the greater the need for more data to make educational decisions

• When reviewing progress monitoring graphs, the following information should be considered:

o The student’s level of performance: § Is the student performing at or above the national 25th percentile?

This would be the case when the median of the student’s three most recent data points is on or above the aim line

§ Is the student performing below the national 25th percentile? This would be the case when the median of the student’s three most recent data points is below the aim line

29

o The student’s rate of improvement/growth (ROI): § Student making expected growth-‐ the trend line and aim line are

parallel. Maintain intervention § Student making greater than expected growth—the trend line and

aim line are converging and expected to cross at any time in the future. Increase goal or begin to fade intervention

§ Student making less that expected growth—trend line and aim line are diverging and moving further apart from each other over time. Check fidelity/change intervention

§ Note: The rate of improvement information below the graph will only reflect the data entered during the most recent intervention cycle


Rate of Improvement/

Growth Decision Making



Trend line and aim line are diverging, moving further apart over time. Three most recent data points are below the aim line. Check fidelity of intervention implementation, change intervention.


Expected Growth

Trend line and aim line are parallel. Three most recent most recent data points are at or above the aim line. Maintain intervention.

Greater than Expected Growth

Trend line and aim line are converging and are expected to cross.

Three most recent most recent data points are at or above the aim line. Increase goal or begin to fade intervention.

30

Evaluating Progress When CBM Assessments Are Not Appropriate • Determine initial baseline discrepancy using at least two sources of data, one of

which must have national norms o Students in Tier 2 or Tier 3 interventions should be progress monitored on a

weekly or biweekly basis using reliable and valid measures • If weekly progress monitoring is not possible, the following two measures should be

used: o Pre and post-‐tests are administered at the beginning and end of the

intervention cycle o Criterion-‐based assessments at beginning, middle and end of intervention

§ Criterion assessment tools are any assessments that have an established performance criteria for mastery or proficiency

§ These may be developed by the RtI team or may come from an intervention program

§ Additional performance measures deemed appropriate by the team • F&P Benchmark Assessment System cannot be used for progress monitoring.

However the Instructional Level Expectations for Reading chart can be used to determine if a student is below or meeting expectations at various times throughout the year. This data complements other data collected for progress monitoring.

31

Middle School Tier 2 Intervention Classes Criteria for Placement

• Students who score below the 25th percentile should automatically be placed in a Tier 2 intervention in reading or math

• Students who score below the 40th percentile on MAP or other universal screenings may also be considered for a Tier 2 intervention in reading or math

• For students scoring between the 25th and 40th percentile: o Must be brought to formal problem solving team meeting o Classroom teachers should provide input into decision about placement


Measure Decision

Below National 25th Percentile Spring MAP Place in Tier 2 intervention for reading or math

Between the National 25th and 40th Percentile

2 or more MAP scores below the 40th percentile out

of last three administrations

Place in Tier 2 intervention for reading or math

MAP score below the 40th percentile and AIMSweb below the 40th percentile


MAP score below the 40th percentile and history of Tier 2

or Tier 3 intervention in same area


Decision Making

• Students demonstrating appropriate progress will continue in intervention until end of school year

• Students who have met their annual goal or exceeded 40th percentile on two measures by end of second quarter can return to regular class rotation

32

• Students who have not met target goals after full year of intervention should be brought to iPST for consideration of T3 or special education referral (in addition to T3 intervention)

33

Section 4: Individual Problem Solving

34

Individual Problem Solving Team (iPST) Meetings Overview

• Within the RtI process, the Individual Problem Solving Team (iPST) meets when: o A student is recommended for Tier 3 support OR o A student is below 10th percentile

Purpose

• Individualize the student’s intervention support plan and identify if additional information is necessary to best support their learning

• Notify and involve parents when developing individualized Tier 3 supports for their child

• The team will explain the RtI process, timelines, and structure of Tier 3 support to the parents

• When students are placed in Tier 3, data collected during that time may be used in a future evaluation for special education entitlement

Participants

• Principal, Psychologist, RtI Facilitator, Classroom Teacher, Interventionist, Parent(s), and others as needed

• The Principal may invite the school’s Coordinator if any special education-‐related questions are expected

Process

• Step 1: Review Prerequisites for Tier 3 Support o Confirm that Tier 2 is paperwork complete with progress monitoring data

uploaded o Student has completed two Tier 2 cycles with continued performance below

the 25th percentile nationally OR o Student is below the 10th percentile nationally, but has not participated in a

Tier 2 intervention

• Step 2: Schedule an iPST Meeting o RtI Facilitator will schedule an Individual Problem Solving Team (iPST)

meeting o Classroom teacher will invite the student’s parent(s)

• Step 3: Paperwork Completed Prior to Meeting

o The classroom teacher will complete the Problem Identification section of the PST form and completes the Data Gathering Form

§ Permanent, temporary and BDS files should be reviewed to support completion of paperwork

o RtI Facilitator ensures all Tier 2 paperwork is complete/updated to reflect previous interventions

35

o Interventionist ensures that all progress monitoring data from Tier 2 is uploaded and attached to PowerRtI

§ If data is available in a chart format, it does not have to be retyped into the paperwork

• Step 4: iPST Meeting

o RtI Facilitator brings permanent and temporary records to the meeting o Review the iPST form and any information gathered o Outline the student’s individualized Tier 3 support plan

§ Must include a measurable goal o RtI Facilitator completes Tier 3 paperwork during meeting o Discuss and identify timelines for review and follow-‐up

§ Internal review of progress and discussion of support o If parent does not attend meeting, classroom teacher contacts parent to

discuss plan o RtI Facilitator send copy of paperwork home o RtI Facilitator places copies of Tier 2 and Tier 3 paperwork in student’s

temporary file

36

Section 5: Special Education Eligibility

37

Special Education Eligibility for Specific Learning Disability Following two cycles of Tier 3: Teams may evaluate the student’s progress and response to the Tier 3 intervention Decision Rules: After the intervention period, determine the student’s level of performance and whether or not the student made appropriate growth towards the national average range and/or grad-‐level expectation. Note: Students are considered significantly discrepant if scores are below the national 25th percentile.

Student receiving Tier 3 Intervention Support:

o Use Tier 3 data as component of evaluation § Performance should be assessed using at least two District measures

o At or above the national 25th percentile & making greater than expected growth:

§ The student would NOT be found eligible for special education services based on intervention data

§ Discontinue Tier 3 intervention and consider Tier 2 intervention/supports

o At or below the national 25th percentile & making equal to expected growth:

§ The student MAY be found eligible for special education services if the team determines that the student will continue to require that high level of individualized support in order to continue to make growth

o Below the national 25th percentile & making less than expected growth: § The student WOULD be found eligible for special education services

38

Guidelines for Denied Consent for Evaluation or Provision of Special Education Services

When a parent denies consent for the evaluation or the initial provision of special education services:

• The student may continue to receive intervention support so long as it is entirely provided by the school’s general education system (within the general education class)

• The student cannot be placed in intervention groups that were designed for students who receive special education support for academics or in interventions that are provided by a special education teacher or related service provider (i.e. social worker, speech pathologist, occupational therapist)

If a student is found ineligible for special education services:

• The student may continue to receive intervention support indefinitely at Tier 2 or Tier 3 based upon their needs if determined appropriate by the school team

o This is most likely to occur when the team determines that the student’s learning difficulties are primarily accounted for by a lack of appropriate instruction, attendance issues, limited English proficiency, or cultural factors or economic disadvantage

39

Section 6: Related Services and RtI

40

Occupational Therapy and RtI

41

42

Speech-‐Language Therapy and RtI

43

Section 7: RtI for English Learners

44

Frequently Asked Questions

Q: Can EL students receive Tier 2 or Tier 3 interventions? A: Yes. The Multi-‐Tiered System of Support suggests that EL students receive interventions in addition to EL services. Q: Can an EL student receive literacy support? A: Yes. EL students that qualify to receive literacy support should be considered. The D25 Literacy Support for English Learners flowchart will guide in determining if a student has enough language proficiency to benefit from literacy support. Q: Can an EL teacher provide Tier 2 or Tier 3 intervention? A: Yes. An EL teacher can provide an intervention if it is in addition to required EL services. However, ELs should be considered to participate in school wide intervention groups. Q: If an EL student has an IEP, can they be exempt from EL support? A: Support for dual-‐serviced students need to be determined by a team that includes the EL teacher, SPED teacher, and any other teacher that may provide academic support. Currently, there are no mandated EL minutes for students with an IEP. Q: What norms do we use to make data driven decisions for ELs? A: There are no official quantitative norms for ELs. However, ELs should be compared to other ELs in the grade level with similar academic and/or language proficiency. Q: How do we know if an EL student is making adequate growth? A: All ELs are assessed annually for language proficiency through ACCESS. An EL student can be brought to Problem Solving Teams if there are concerns. Q: How do we rule out language as a factor in determining IEP eligibility? A: The Problem Solving Team, including an EL teacher, should plan and implement adequate support and/or interventions. The student should be progress monitored and the team should meet to discuss progress and determine needs. All cultural components should be considered; a native language assessment may be necessary to determine eligibility.

AHSD 25: RtI for English Learners

45

RtI for English Learners Flowchart

46

Literacy Support for English Learners-‐ Kindergarten

47

Literacy Support for English Learners-‐ 1st Grade

48

Literacy Support or English Learners – 2nd/3rd Grade

49

Literacy Support for English Learners – 4th/5th Grade

50

Literacy Support for English Learners – Grades 6-‐8

51

Appendix A

Norms Tables

52

Letter Naming Fluency AIMSWeb National Norms

Letter(Naming(Fluency(AIMSWeb(National(Norms(

!

!Num!=!Number!of!Students!LNC!=!Letter!Names!Correct!ROI!=!Rate!of!Improvement!

ROI!is!Spring!Score!Minus!Fall!Score!(or!Winter!Minus!Fall)!divided!by!36!Weeks!(or!18!weeks).!

( (

! Fall! Winter! Spring! !Grade! %ile! ! LNC! ! LNC! ! LNC! Group!ROI!

!!!K!

90! ! 44! ! 65! ! 75! 0.86!

75! 33! 55! 64! 0.86!

50! 21! 44! 52! 0.86!

40! 15! 40! 48! 0.92!

25! 7! 32! 41! 0.94!

10! 2! 19! 29! 0.75!

Mean! 22! 43! 52! 0.83!Std!Dev! 16! 17! 18! 0.06!

!!!1!

90! ! 67! ! 79! ! 86! 0.53!

75! 57! 68! 75! 0.50!

50! 47! 57! 63! 0.44!

40! 42! 52! 58! 0.44!

25! 36! 44! 50! 0.39!

10! 26! 30! 36! 0.28!

Mean! 46! 55! 61! 0.42!Std!Dev! 16! 19! 19! 0.08!

53

Letter Sound Fluency AIMSWeb National Norms Table

Letter(Sound(Fluency(AIMSWeb!National!Norms!Table!

!

!Num!=!Number!of!Students!LSC!=!Letter!Sounds!Correct!ROI!=!Rate!of!Improvement!


! !

! Fall! Winter! Spring! !Grade! %ile! ! LSC! ! LSC! ! LSC! Group!ROI!

!!!K!

90! ! 25! ! 49! ! 59! 0.94!

75! 15! 39! 49! 0.94!

50! 5! 27! 39! 0.94!

40! 3! 22! 36! 0.92!

25! 1! 15! 29! 0.78!

10! 0! 6! 18! 0.50!

Mean! 9! 28! 39! 0.83!Std!Dev! 10! 16! 16! 0.17!

!!!1!

90! ! 50! ! 72! ! 78! .78!

75! 41! 60! 67! 0.72!

50! 31! 48! 54! 0.64!

40! 27! 43! 49! 0.61!

25! 21! 36! 41! 0.56!

10! 13! 24! 31! 0.5!

Mean! 31! 47! 53! 0.61!Std!Dev! 15! 18! 18! 0.08!

54

Reading – Curriculum Based Measurement AIMSWeb National Norms

Reading(–(Curriculum(Based(Measurement(AIMSWeb!National!Norms!

!

!! !

! Fall! Winter! Spring! !Grade! %ile! ! WRC! ! WRC! ! WRC! Group!ROI!

!!!1!

90! ! 67! ! 100! ! 128! 1.69!75! 31! 68! 97! 1.83!50! 13! 36! 67! 1.50!40! 10! 27! 56! 1.28!25! 6! 19! 40! 0.94!10! 2! 11! 22! 0.56!

Mean! 24! 47! 71! 1.31!Std!Dev! 29! 36! 40! 0.31!

!!!2!

90! ! 115! ! 140! ! 156! 1.14!75! 88! 115! 131! 1.19!50! 62! 88! 106! 1.22!40! 53! 80! 96! 1.19!25! 35! 64! 82! 1.31!10! 17! 39! 59! 1.17!

Mean! 64! 90! 106! 1.17!Std!Dev! 37! 38! 38! 0.03!

!!!3!

90! ! 143! ! 162! ! 179! 1.00!75! 116! 139! 152! 1.00!50! 87! 111! 127! 1.11!40! 77! 101! 116! 1.08!25! 59! 84! 98! 1.08!10! 38! 56! 73! 0.97!

Mean! 89! 110! 125! 1.00!Std!Dev! 40! 41! 42! 0.06!

!!!4!

90! ! 160! ! 178! ! 196! 1.00!75! 134! 152! 168! 0.94!50! 107! 125! 139! 0.89!40! 100! 115! 128! 0.78!25! 84! 101! 112! 0.78!10! 61! 78! 90! 0.81!

Mean! 109! 126! 140! 0.86!Std!Dev! 39! 40! 42! 0.08!

55

!! Fall! Winter! Spring! !

Grade! %ile! ! WRC! ! WRC! ! WRC! Group!ROI!!!!5!

90! ! 176! ! 192! ! 205! 0.81!75! 150! 168! 181! 0.86!50! 121! 139! 153! 0.89!40! 110! 128! 143! 0.92!25! 94! 111! 123! 0.81!10! 74! 87! 98! 0.67!

Mean! 122! 139! 152! 0.83!Std!Dev! 40! 41! 42! 0.06!

!!!6!

90! ! 189! ! 204! ! 219! 0.83!75! 165! 179! 195! 0.83!50! ! 141! 155! 166! 0.69!40! 132! 146! 158! 0.72!25! 116! 131! 141! 0.69!10! 91! 106! 115! 0.67!

Mean! 140! 154! 166! 0.72!Std!Dev! 39! 40! 41! 0.06!

!!!7!

90! ! 188! ! 199! ! 213! 0.69!75! 167! 180! 190! 0.64!50! 144! 155! 167! 0.64!40! 134! 146! 158! 0.67!25! 119! 130! 141! 0.61!10! 97! 107! 118! 0.58!

Mean! 142! 154! 166! 0.67!Std!Dev! 37! 38! 38! 0.03!

!!!8!

90! ! 184! ! 194! ! 203! 0.53!75! 165! 175! 185! 0.56!50! 146! 155! 163! 0.47!40! 138! 148! 157! 0.53!25! 123! 132! 142! 0.53!10! 99! 109! 119! 0.56!

Mean! 143! 153! 162! 0.53!Std!Dev! 34! 34! 35! 0.03!

!Num!=!Number!of!Students!WRC!=!Words!Read!Correct!ROI!=!Rate!of!Improvement!

ROI!is!Spring!Score!Minus!Fall!Score!(or!Winter!Minus!Fall)!divided!by!36!Weeks!(or!18!weeks).!!

56

Mathematics – Computation AIMSWeb National Norms

MathematicsB(Computation(AIMSWeb!National!Norms!

!

!! !

! Fall! Winter! Spring! !Grade! %ile! ! pts! ! pts! ! pts! Group!ROI!

!!!1!

90! ! 25! ! 44! ! 48! 0.64!75! 16! 37! 45! 0.81!50! 9! 28! 39! 0.83!40! 7! 24! 36! 0.81!25! 4! 18! 30! 0.72!10! 2! 11! 21! 0.53!

Mean! 11! 27! 36! 0.69!Std!Dev! 10! 12! 10! 0.00!

!!!2!

90! ! 33! ! 44! ! 50! 0.47!75! 24! 39! 46! 0.61!50! 16! 32! 40! 0.67!40! 14! 29! 37! 0.64!25! 10! 23! 32! 0.61!10! 6! 14! 22! 0.44!

Mean! 18! 30! 37! 0.53!Std!Dev! 10! 11! 11! 0.03!

!!!3!

90! ! 46! ! 63! ! 68! 0.61!75! 33! 55! 64! 0.86!50! 22! 42! 56! 0.94!40! 19! 37! 50! 0.86!25! 14! 29! 40! 0.72!10! 8! 19! 26! 0.50!

Mean! 24! 41! 50! 0.72!Std!Dev! 14! 16! 16! 0.06!

!!!4!

90! ! 49! ! 65! ! 70! 0.58!75! 36! 56! 66! 0.83!50! 24! 44! 57! 0.92!40! 21! 40! 52! 0.86!25! 17! 32! 43! 0.72!10! 10! 22! 29! 0.53!

Mean! 27! 43! 53! 0.72!Std!Dev! 15! 16! 16! 0.03!

57


Grade! %ile! ! pts! ! pts! ! pts! Group!ROI!!!!5!

90! ! 33! ! 47! ! 61! 0.78!75! 22! 34! 47! 0.69!50! 14! 23! 32! 0.50!40! 11! 19! 28! 0.47!25! 8! 14! 21! 0.36!10! 5! 8! 12! 0.19!

Mean! 16! 25! 34! 0.50!Std!Dev! 12! 15! 18! 0.17!

!!!6!

90! ! 37! ! 49! ! 57! 0.56!75! 27! 38! 45! 0.50!50! ! 18! 26! 33! 0.42!40! 15! 23! 29! 0.39!25! 11! 18! 22! 0.31!10! 6! 11! 13! 0.19!

Mean! 20! 28! 34! 0.39!Std!Dev! 12! 14! 16! 0.11!

!!!7!

90! ! 40! ! 50! ! 56! 0.44!75! 29! 38! 46! 0.47!50! 19! 27! 32! 0.36!40! 16! 23! 27! 0.31!25! 12! 17! 19! 0.19!10! 7! 10! 11! 0.11!

Mean! 22! 28! 32! 0.28!Std!Dev! 13! 15! 17! 0.11!

!!!8!

90! ! 38! ! 42! ! 50! 0.33!75! 28! 32! 39! 0.31!50! 19! 23! 28! 0.25!40! 15! 20! 24! 0.25!25! 10! 15! 17! 0.19!10! 6! 9! 10! 0.11!

Mean! 20! 24! 29! 0.25!Std!Dev! 13! 13! 15! 0.06!

!Num!=!Number!of!Students!pts!=!Points!ROI!=!Rate!of!Improvement!

ROI!is!Spring!Score!Minus!Fall!Score!(or!Winter!Minus!Fall)!divided!by!36!Weeks!(or!18!weeks).!(( (

58

Mathematics – Concepts and Applications AIMSWeb National Norms

MathematicsB(Concepts(and(Applications(AIMSWeb!National!Norms!

!

!!! !

! Fall! Winter! Spring! !Grade! %ile! ! TS! ! TS! ! TS! Group!ROI!

!!!2!

90! ! 17! ! 31! ! 36! 0.53!75! 11! 24! 30! 0.53!50! 7! 16! 21! 0.39!40! 5! 14! 18! 0.36!25! 4! 11! 14! 0.28!10! 2! 6! 9! 0.19!

Mean! 8! 17! 22! 0.39!Std!Dev! 7! 9! 10! 0.08!

!!!3!

90! ! 13! ! 19! ! 28! 0.42!75! 10! 15! 21! 0.31!50! 7! 11! 15! 0.22!40! 6! 9! 14! 0.22!25! 4! 7! 11! 0.19!10! 3! 5! 8! 0.14!

Mean! 7! 11! 16! 0.25!Std!Dev! 5! 6! 8! 0.08!

!!!4!

90! ! 21! ! 27! ! 33! 0.33!75! 16! 21! 24! 0.22!50! 12! 16! 18! 0.17!40! 11! 14! 16! 0.14!25! 9! 12! 13! 0.11!10! 6! 9! 9! 0.08!

Mean! 13! 17! 19! 0.17!Std!Dev! 6! 7! 9! 0.08!

!!!5!

90! ! 15! ! 20! ! 21! 0.17!75! 11! 15! 15! 0.11!50! 8! 11! 11! 0.08!40! 7! 10! 9! 0.06!25! 6! 8! 7! 0.03!10! 4! 6! 5! 0.03!

Mean! 8! 12! 12! 0.11!Std!Dev! 5! 6! 7! 0.08!

59


Grade! %ile! ! TS! ! TS! ! TS! Group!ROI!!!!6!

90! ! 24! ! 31! ! 35! 0.31!75! 18! 24! 27! 0.25!50! 13! 17! 19! 0.17!40! 11! 15! 17! 0.17!25! 9! 12! 13! 0.11!10! 6! 9! 9! 0.08!

Mean! 14! 18! 20! 0.17!Std!Dev! 8! 9! 10! 0.06!

!!!7!

90! ! 19! ! 26! ! 30! 0.31!75! 14! 20! 24! 0.28!50! ! 10! 15! 18! 0.22!40! 9! 13! 16! 0.19!25! 7! 11! 13! 0.17!10! 4! 7! 9! 0.14!

Mean! 10! 16! 18! 0.22!Std!Dev! 6! 8! 8! 0.06!

!!!8!

90! ! 19! ! 23! ! 26! 0.19!75! 14! 17! 20! 0.17!50! 10! 12! 13! 0.08!40! 8! 10! 12! 0.11!25! 6! 7! 9! 0.08!10! 4! 4! 5! 0.03!

Mean! 10! 12! 14! 0.11!Std!Dev! 6! 7! 8! 0.06!

!Num!=!Number!of!Students!TS!=!Points!ROI!=!Rate!of!Improvement!


60

Mathematics – Missing Number AIMSWeb National Norms

MathematicsB(Missing(Number(AIMSWeb!National!Norms!

!

!Num!=!Number!of!Students!CMN!=!Correct!Missing!Number!ROI!=!Rate!of!Improvement!


(

! Fall! Winter! Spring! !Grade! %ile! ! CMN! ! CMN! ! CMN! Group!ROI!

!!!K!

90! ! 15! ! 21! ! P! 0.33!75! 10! 17! 20! 0.28!50! 5! 12! 16! 0.31!40! 3! 10! 14! .31!25! 1! 7! 11! 0.28!10! 0! 3! 7! 0.19!

Mean! 6! 11! 15! 0.25!Std!Dev! 6! 6! 6! 0.00!

!!!1!

90! ! 20! ! 26! ! 28! 0.22!75! 16! 22! 24! 0.22!50! 12! 18! 21! 0.25!40! 10! 17! 19! 0.25!25! 7! 14! 16! 0.25!10! 3! 10! 12! 0.25!

Mean! 12! 18! 20! 0.22!Std!Dev! 6! 6! 6! 0.00!

61

Mathematics – Number Identification AIMSWeb National Norms

MathematicsB(Number(Identification(AIMSWeb!National!Norms!

!

!Num!=!Number!of!Students!CNI!=!Correct!Number!Identifications!ROI!=!Rate!of!Improvement!ROI!is!Spring!Score!Minus!Fall!Score!(or!Winter!Minus!Fall)!divided!by!36!Weeks!(or!18!weeks).!

!

! !

! Fall! Winter! Spring! !Grade! %ile! ! CNI! ! CNI! ! CNI! Group!ROI!

!!!K!

90! ! 56! ! P! ! P! P!75! 47! 56! P! 0.50!50! 33! 52! 56! 0.64!40! 26! 46! 56! 0.83!25! 15! 39! 51! 1.00!10! 4! 25! 40! 1.00!

Mean! 31! 46! 52! 0.58!Std!Dev! 18! 13! 9! M0.25!

62

Mathematics – Oral Counting AIMSWeb National Norms

MathematicsB(Oral(Counting(AIMSWeb!National!Norms!

!

!

Num!=!Number!of!Students!COC!=!Words!Read!Correct!ROI!=!Rate!of!Improvement!ROI!is!Spring!Score!Minus!Fall!Score!(or!Winter!Minus!Fall)!divided!by!36!Weeks!(or!18!weeks).!

!!! !

! Fall! Winter! Spring! !

Grade! %ile! ! WRC! ! WRC! ! WRC! Group!ROI!

!

!

!

1!

90! ! 70! ! 91! ! 100! 0.83!75! 57! 78! 91! 0.94!50! 39! 64! 78! 1.08!40! 35! 59! 73! 1.08!25! 26! 49! 64! 1.06!10! 14! 36! 49! 0.97!

Mean! 41! 63! 76! 0.97!

Std!Dev! 21! 21! 19! M0.06!

63

Written Expression – Total Words Written AIMSWeb National Norms

Written(Expression(–(Total(Words(Written(AIMSWeb!National!Norms!

!

!!

!!!!!

! Fall! Winter! Spring! !Grade! %ile! ! WSC! ! WSC! ! WSC! Group!ROI!

!!!K!

90! ! 10! ! 16! ! 20! 0.28!75! 3! 10! 14! 0.31!50! 1! 5! 10! 0.25!40! 1! 4! 8! 0.19!25! 1! 2! 6! 0.14!10! 0! 1! 3! 0.08!

Mean! 3! 4! 7! 0.11!Std!Dev! 7! 7! 6! M0.03!

!!!1!

90! ! 17! ! 26! ! 35! 0.50!75! 12! 19! 28! 0.44!50! 7! 13! 20! 0.36!40! 6! 11! 18! 0.33!25! 4! 8! 14! 0.28!10! 2! 5! 9! 0.19!

Mean! 6! 11! 17! 0.31!Std!Dev! 6! 8! 11! 0.14!

!!!2!

90! ! 30! ! 42! ! 49! 0.53!75! 22! 34! 41! 0.53!50! 15! 25! 32! 0.47!40! 13! 23! 29! 0.44!25! 10! 18! 24! 0.39!10! 5! 11! 16! 0.31!

Mean! 12! 21! 25! 0.36!Std!Dev! 8! 12! 12! 0.11!

!!!3!

90! ! 44! ! 53! ! 59! 0.42!75! 35! 44! 49! 0.39!50! 26! 34! 39! 0.36!40! 24! 30! 36! 0.33!25! 19! 25! 30! 0.31!10! 13! 17! 23! 0.28!

Mean! 22! 28! 34! 0.33!Std!Dev! 12! 14! 15! 0.08!

64


!!!4!

90! ! 55! ! 60! ! 66! 0.31!75! 45! 51! 56! 0.31!50! 35! 41! 45! 0.28!40! 32! 38! 41! 0.25!25! 26! 31! 35! 0.25!10! 17! 22! 25! 0.22!

Mean! ! 31! 36! 35! 0.11!Std!Dev! ! 15! 16! 17! 0.06!

!!!5!

90! ! 60! ! 68! ! 74! 0.39!75! 51! 59! 63! 0.33!50! 41! 48! 51! 0.28!40! 37! 44! 47! 0.28!25! 30! 37! 41! 0.31!10! 21! 27! 31! 0.28!

Mean! 37! 41! 50! 0.36!Std!Dev! 16! 16! 19! 0.08!

!!!6!

90! ! 71! ! 78! ! 85! 0.39!75! 58! 66! 73! 0.42!50! 46! 55! 59! 0.36!40! 42! 50! 54! 0.33!25! 35! 43! 47! 0.33!10! 24! 33! 36! 0.33!

Mean! 44! 52! 55! 0.31!Std!Dev! 19! 19! 16! M0.08!

!!!7!

90! ! 79! ! 84! ! 87! 0.22!75! 67! 72! 74! 0.19!50! 53! 60! 61! 0.22!40! 49! 55! 56! 0.19!25! 42! 48! 48! 0.17!10! 32! 37! 37! 0.14!

Mean! 55! 52! 62! 0.19!Std!Dev! 23! 18! 17! M0.17!

!!!!8!

90! ! 90! ! 81! ! 90! 0.00!75! 78! 70! 79! 0.03!50! 63! 59! 69! 0.17!40! 58! 55! 65! 0.19!25! 50! 49! 58! 0.22!10! 38! 38! 47! 0.25!

Mean! 54! 59! 70! 0.44!Std!Dev! 19! 18! 17! M0.06!

!Num!=!Number!of!Students!WSC!=!Words!Spelled!Correct!ROI!=!Rate!of!Improvement!

ROI!is!Spring!Score!Minus!Fall!Score!(or!Winter!Minus!Fall)!divided!by!36!Weeks!(or!18!weeks)!

65

Written Expression – Words Spelled Correct AIMSWeb National Norms

Written(Expression(–(Words(Spelled(Correct(AIMSWeb!National!Norms!

!

!!

!!!!!


!!!K!

90! ! 17! ! 11! ! 16! P0.03!75! 3! 5! 10! 0.19!50! 1! 2! 6! 0.14!40! 1! 2! 5! 0.11!25! 0! 1! 3! 0.08!10! 0! 0! 1! 0.03!

Mean! 3! 4! 7! 0.11!Std!Dev! 7! 7! 6! M0.03!

!!!1!

90! ! 14! ! 22! ! 31! 0.47!75! 9! 15! 23! 0.39!50! 5! 10! 16! 0.31!40! 4! 8! 13! 0.25!25! 2! 5! 10! 0.22!10! 1! 2! 5! 0.11!

Mean! 6! 11! 17! 0.31!Std!Dev! 6! 8! 11! 0.14!

!!!2!

90! ! 23! ! 39! ! 42! 0.53!75! 16! 29! 33! 0.47!50! 10! 21! 24! 0.39!40! 9! 17! 21! 0.22!25! 6! 12! 17! 0.31!10! 3! 6! 11! 0.22!

Mean! 12! 21! 25! 0.36!Std!Dev! 8! 12! 12! 0.11!

!!!3!

90! ! 38! ! 47! ! 54! 0.44!75! 30! 38! 43! 0.36!50! 21! 28! 33! 0.33!40! 18! 24! 29! 0.31!25! 13! 18! 23! 0.28!10! 8! 11! 16! 0.22!

Mean! 22! 28! 34! 0.33!Std!Dev! 12! 14! 15! 0.08!

66


!!!4!

90! ! 51! ! 55! ! 57! 0.17!75! 41! 45! 46! 0.14!50! 30! 35! 35! 0.14!40! 26! 31! 31! 0.14!25! 21! 25! 25! 0.11!10! 13! 17! 17! 0.11!

Mean! ! 31! 36! 35! 0.11!Std!Dev! ! 15! 16! 17! 0.06!

!!!5!

90! ! 57! ! 63! ! 75! 0.50!75! 48! 51! 62! 0.39!50! ! 36! 40! 49! 0.36!40! 32! 36! 45! .36!25! 26! 29! 38! 0.33!10! 18! 20! 27! 0.25!

Mean! 37! 41! 50! 0.36!Std!Dev! 16! 16! 19! 0.08!

!!!6!

90! ! 68! ! 76! ! 76! 0.22!75! 57! 63! 66! 0.25!50! 44! 50! 56! 0.33!40! 39! 47! 51! 0.33!25! 32! 40! 45! 0.36!10! 20! 30! 35! 0.42!

Mean! 44! 52! 55! 0.31!Std!Dev! 19! 19! 16! M0.08!

!!!7!

90! ! 82! ! 72! ! 82! 0.00!75! 70! 63! 73! 0.08!50! 52! 52! 63! 0.31!40! 47! 47! 56! 0.25!25! 39! 40! 51! 0.33!10! 27! 30! 41! 0.39!

Mean! 55! 52! 62! 0.19!Std!Dev! 23! 18! 17! M0.17!

!!!!8!

90! ! 77! ! 83! ! 93! 0.44!75! 69! 72! 82! 0.36!50! 55! 60! 71! 0.44!40! 51! 54! 66! 0.42!25! 43! 48! 60! 0.47!10! 26! 36! 48! 0.61!

Mean! 54! 59! 70! 0.44!Std!Dev! 19! 18! 17! M0.06!

!Num!=!Number!of!Students!WSC!=!Words!Spelled!Correct!ROI!=!Rate!of!Improvement!

ROI!is!Spring!Score!Minus!Fall!Score!(or!Winter!Minus!Fall)!divided!by!36!Weeks!(or!18!weeks)!

67

Fountas and Pinnell Instructional Level Expectations for Reading

© Fountas, Irene C. & Pinnell, Gay Su and Heinemann, Portsmouth NH, 2012.

GradeK

Grade4

Grade1

Grade5

Grade2

Grade6

Grade3

Grade7

Grade8

K+ L+ M+ N+J K L MI J K LBelow I Below J Below K Below L

Q+ R+ S+ T+P Q R SO P Q RBelow O Below P Below Q Below R

W+ X+ Y+ ZV W X YU V W XBelow U Below V Below W Below X

E+ G+ I+ K+D F H JC E G IBelow C Below E Below G Below I

N+ O+ P+ Q+M N O PL M N OBelow L Below M Below N Below O

T+ U+ V+ W+S T U VR S T UBelow R Below S Below T Below U

Z Z Z+ Z+Y Y Z ZX X Y YBelow X Below X Below Y Below Y

Z+ Z+ Z+ Z+Z Z Z ZY Y Y YBelow Y Below Y Below Y Below Y

Beginning of Year

(Aug.–Sept.)

1st Interval of Year

(Nov.–Dec.)

2nd Interval of Year

(Feb.–Mar.)End of Year

(May–June)

C+ D+ E+ B C D A B C Below C

INSTRUCTIONAL LEVEL EXPECTATIONS FOR READINGFountas & Pinnell

Exceeds Expectations

Meets Expectations

Approaches Expectations:Needs Short-Term Intervention

Does Not Meet Expectations:Needs Intensive Intervention

K E Y

The Instructional Level Expectations for Reading chart is intended to provide general guidelines for grade level goals, which should be adjusted based on school/district requirements and professional teacher judgement.

5/11/12

68

Appendix B

Parent Forms

69

Parent Notification of Academic Intervention Support

Date:

Dear Parent/Guardian,

Arlington Heights School District 25 is committed to helping all students be successful learners. As part of that commitment, our district uses a system of supports known as Response to Intervention (RtI). This system provides students with a variety of academic supports based upon their specific learning needs. These supports are organized into three levels referred to as “Tiers.”

• Tier 1 is the high quality instruction provided by general education teachers that all students receive as part of their regular school day.

• Tier 2 interventions are provided when school assessments indicate that a student needs additional academic support. Classroom teachers and/or other school staff work together to provide this support to small groups of students. This support is provided in increments referred to as “intervention cycles” and occurs during a designated part of the school day.

• Tier 3 interventions are provided to students who require additional academic support beyond Tier 2. These supports are provided outside of the student’s general classroom during the school day, typically in a small group setting. These interventions are intensive, strategic and highly individualized.

Recently, a team including your child’s teacher and other staff met to review all students’ progress. The information reviewed by the team indicated that your child would benefit from additional academic support. Your child will participate in a small-‐group intervention that focuses on his/her specific learning needs. While receiving this academic support, your child’s progress will be carefully monitored and the results will be used to make adjustments to the supports as needed.

Your child will receive Tier intervention support in the area(s) of .

We are very proud of the variety of academic supports that we offer our students. Please feel free to contact your child’s classroom teacher if you have any questions or concerns. We look forward to continuing our work with you to support your child’s learning.

Sincerely,

Classroom Teacher

Cc: Student Temporary File

Arlington Heights School District 25

Administration Building • 1200 S. Dunton Avenue • Arlington Heights, IL 60005

(847) 758-4900 • Fax (847) 758-4907

70

Parent Notification of Academic Intervention Support in Middle School

Date:




• Tier 2 interventions are provided when school assessments indicate that a student needs additional academic support. In middle school, students may participate in either a math or literacy intervention in lieu of a foreign language.. A description of the middle school intervention programs is attached to this letter.

• Tier 3 interventions are provided to students who require additional academic support beyond Tier 2. These supports are provided outside of the student’s general classroom during the school day, in a small group setting. These interventions are highly intensive, strategic and highly individualized. Instruction is typically provided by a special education teacher.

Recently, a team including your child’s teacher and other staff met to review all students’ progress. The information reviewed by the team indicated that your child would benefit from additional academic support in middle school. Your child will participate in a small-‐group intervention that focuses on his/her specific learning needs in either literacy or math. This class will take the place of either a world language or creative arts period for at least one semester. While receiving this academic support, your child’s progress will be carefully monitored and the results will be used to make adjustments to the supports as needed.

Your child will receive Tier intervention support in the area(s) of during the 2016-‐17 school year.

We are very proud of the variety of academic supports that we offer our students. Please feel free to contact your child’s classroom teacher if you have any questions or concerns. We look forward to continuing our work with you to support your child’s learning.

Sincerely,

Classroom Teacher

Cc: Student Temp File



(847) 758-4900 • Fax (847) 758-4907

71

Parent Notification of Discontinuation of Academic Intervention Support

Date:




• Tier 2 interventions are provided when school assessments indicate that a student needs additional academic support. Classroom teachers and/or other school staff work together to provide this support to small groups of students. This support is provided in increments referred to as “intervention cycles” and occurs during a designated part of the school day.

• Tier 3 interventions are provided to students who require additional academic support beyond Tier 2. These supports are provided outside of the student’s general classroom during the school day, typically in a small group setting. These interventions are intensive, strategic and highly individualized.

Recently, a team including your child’s teacher and other staff met to review all students’ progress. The information reviewed by the team indicated that your child does not require additional academic support at this time. Please be sure to congratulate your child for his/her hard work and effort. We will continue to monitor your child’s progress and if further intervention is necessary, we will communicate with you.

Your child no longer requires Tier intervention support in the area(s) of .

Please feel free to contact your child’s classroom teacher if you have any questions or concerns. We look forward to continuing our work with you to support your child’s learning.

Sincerely,

Classroom Teacher

Cc: Student Temp File



(847) 758-4900 • Fax (847) 758-4907

72

Interpreting Progress Monitoring Graphs Reading This graph represents your child’s growth in the area of reading based on data that is collected on a weekly or biweekly basis. How is the data collected? Your child’s progress is measured approximately weekly through curriculum-‐based measurement (CBM). At each data collection point, your child reads a grade-‐level passage aloud to a staff member. A different passage is used each week. Your child reads the passage for one minute, while a staff member records the number of words missed and the types of errors made. Some students may also answer a series of ten questions after they have read the passage to assess their understanding of the passage.

How to interpret your child’s graph: • If the red dashed line is as steep or parallel to the black solid line, then he/she is

making adequate progress towards meeting his/her goal. • If the red dashed line is above or steeper than the black solid line, then he/she is

growing at a faster rate than expected to meet goal. • If the red dashed line is below or significantly less steep than the black solid line,

then he/she is growing at a slower rate than needed to meet his/her goal.

What does “words read correctly per minute” really tell me about my child’s reading progress? Curriculum-‐based measurement in reading, or “words read correctly per minute”, is a very powerful tool for measuring progress. It is like an academic thermometer for measuring reading performance. Research shows that it is a strong indicator of overall reading achievement, including phonics, fluency, and comprehension.

73

Math This graph represents your child’s growth in the area of math based on data that is collected on a weekly or biweekly basis. How is the data collected? Your child’s progress is measured approximately weekly through curriculum-‐based measurement (CBM). Each time data is collected your child completes a grade-‐level computational assessment. Although each math task is different, each one has approximately the same difficulty level. These tasks are timed and administered per the publisher’s instructions.

How to interpret your child’s graph:

• If the red dashed line is as steep or paralell to the black solid line, then he/she is making adequate progress towards meeting his/her goal.

• If the red dashed line is above or steeper than the black solid line, then he/she is growing at a faster rate than expected to meet goal.

• If the red dashed line is below or significantly less steep than the black solid line, then he/she is growing at a slower rate than needed to meet his/her goal.

What does “number of correct digits” really tell me about my child’s math progress? Curriculum-‐based measurement in math, or “number of correct digits”, is a very powerful tool for measuring progress. It is like an academic thermometer for measuring math computation performance. Research shows that computation with multi-‐digit numbers is an important part of developing mathematical proficiency and is critical for mathematics success (National Research Council, 2001).

74

Middle School Intervention Program Descriptions

Literacy The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-‐group, intervention program designed to provide explicit direct reading and writing instruction. LLI is designed to bring students up to grade-‐level competency using original high interest nonfiction and fiction titles, systematic vocabulary instruction, and writing activities. District 25 uses the LLI program in elementary and middle school. Math The math intervention class is broken into two different programs. Students who demonstrate gaps in their mathematical knowledge or require repeated instruction/additional time to learn concepts will participate in additional daily period of mathematics. These students will participate in a “parallel” class, which will follow the instruction in the core math class and assist students’ mastery of missing concepts, while providing additional repetition and instruction. Students who demonstrate significant gap areas in their mathematical knowledge will also receive an additional daily period of math instruction. These students will participate in the Scholastic Math 180 instructional program. The scope and sequence is built around a focused and coherent curriculum that enables students to progress quickly and effectively toward grade-‐level standards and algebra readiness.

75

Appendix C Additional Forms and Guidance

76

Intervention Attendance Log v2

Intervention Provider:

Intervention Program:

Intervention Session: Start Date: ___ / ___ / ___ End Date ___ / ___ / ___

Number of Sessions Per Week: Session Length: minutes

Code: + = Attended In Full, T = Tardy, A = Absent, C = Session Canceled, I = Incomplete Session

Student Names Session Dates

77

CAIU Administration Guidance Administration of CAIU Passages:

o If the student also has reading fluency goals, have student read the passage out loud to assess oral reading fluency first

o If the student does not have reading fluency needs, student may read the passage to themselves

o Read each comprehension question to the student and record the answer. The student should not have the passage available to them during administration of the CAIU assessment

o Teachers may choose to allow the student to repeat the assessment with passage available as a secondary assessment

Goal Setting with CAIU:

o Choose passages at the student’s instructional level o CAIU recommends setting goals at 90%, but AHSD will use an 80% (8/10) mastery o There are 10 standard types of questions included on each set. These types are:

Inference (I), Main Idea (MI), Fact (F), Vocabulary (V), and Cause/Effect (C/E), Evaluation (E), Sequential (SEQ)

o It is recommended that you track the types of questions and errors that your students are making in order to inform instruction.

Documents

RtI Handbook 2016 - sd25.org...1!!!!! RtIHandbook$ Department$of$ StudentServices$ Arlington$HeightsSchool$District$25$ 1200South$Dunton$Avenue,$Arlington$Heights,$Illinois$60005$