Student Assistance Teams and Response

to Intervention2009-2010

Farmington Municipal Schools Early Intervening Services

November 2009

I’m sure the new SAT/RtI manual says to build it

like this??

“An RtI Framework has many complex parts and procedures. Implementing it fully and with fidelity takes time – perhaps 3 to 5 years.”-New Mexico Public Education Department

It is important to remember that SAT is a GENERAL EDUCATION responsibility. The main purpose of our Student Assistance Teams should be to keep students out of Special Education.

Tier I teaching is differentiated to make core program content accessible to all students.

Tier II and III teaching is focused on helping specific students succeed in Tier I.

TIER I:Core Program Instruction

[95% of Students Included,80% at Grade Level]

TIER II:Supplemental Instruction

[15%]

TIER IIIIndividualized Instruction

[5%]

3 TIERS WORKING TOGETHER

The Student Assistance Team (SAT)

and the Three-Tier Model of

Student InterventionA Guidance and Resource Manual for New

Mexico’s Response to Intervention (RtI) Framework

•There are many new forms for your orange SAT binders. Please make sure that you exchange the new ones for the old ones.

•We are still in the process of making all SAT forms available on-line. The forms will be posted on FirstClass in a “plaza” titled SAT/RtI.

Tier 1

Tier 1 is designed to be preventative and proactive. So, the goal is for themajority (80%) of students in a school to respond successfully in the regulareducation classroom to appropriate core instruction based on state and districtstandards. If less than 80% of students lack mastery of the core program, the key tenet is that the curriculum, fidelity of instruction, and/or professional development needs are evaluated and adjusted. Through data analysis, the school must also determine if the proficiency problem is school-wide, grade, or classroom specific. Therefore, struggling students first receive assistance in Tier 1 through the teacher altering instructional components (see page 97) or utilizing universal interventions within the classroom or grade-level generally associated with differentiated instruction and/or high-yield instructional strategies. That is, remedial strategies, classroom/behavior management strategies, smaller group

instruction, flexible grouping, tiered assignments or lessons, curriculumcompacting, and/or more instructional time when needed. These interventions are determined by the classroom teacher, grade-level teams, and/or school leadership. The 80% service target for Tier 1 may not be possible in all cases, so showing growth in the 50–70% range, over time, is considered to be a sign of progress.

Differentiated instruction in the regular education

classroom should be a priority training topic for

any school starting to implement their local

plan of the RtI framework.

State Statutes

Courses of instruction, Subject areas: Subsection B of 22-13-1 NMSA 1978 and Subsection B (3) 6.29.1.11 NMACThis state statute and rules requires that allstudents in kindergarten and first grade shall be screened and monitored for progress in reading and language arts skills and students in second grade shall take diagnostic tests on reading and language arts skills.

Tier 2

Data should bring kids to

SAT, not personal feelings,

opinions, etc.

How do Next-Step Plans required for high school students in New Mexico fitwith Tier 2 interventions?State statute at 22-13-1.1 NMSA 1978 requires that each student at the end of grades 8 to 11 will develop (in collaboration with the student’s parents, the school counselor, or other schoolOfficials charged with coursework planning for the student) a Next-Step Plan that sets forth the student’s personal post-secondary goals and high school coursework to achieve those goals. In the case of a high school student who has been referred to the SAT or is alreadyreceiving SAT, the team needs to consider the following:• The student’s Next-Step Plan should be part of the review of student data inStep 1 of the SAT meeting and should include a review of any college and workplace readiness assessments.• The school may determine that its SAT serves as the “school officials who arecharged with coursework planning” for this student” and work together withthe student and parents to develop the Next-Step Plan, along with any othernecessary SAT interventions to create one cohesive plan.• Next-Step Plans should be developed or revised to include any interventionclasses prescribed by the SAT.• Regardless of what school officials serve the student to develop his or herNext-Step Plan, the SAT needs to ensure that the student’s SAT InterventionPlan and the Next-Step Plan are either combined into one cohesive plan orthat the two plans are aligned and complement each other.

Tier 2 Implementations Considerations for English LanguageLearners (ELLs)Even though students are already being served in English as a SecondLanguage (ESL) programs, they can be referred to the SAT for supplementalsupport.However, a SAT referral for an student identified as an ELL presumes that heor she has had an adequate opportunity to learn through receiving culturallyand linguistically responsive quality instruction in Tier 1, and stilldemonstrates low literacy skills in both L1 and L2. It is not feasible orappropriate to serve all the school’s ELL students in Tier 2 services.

Interventions should be provided in the student’s native language inconjunction with English interventions.

Tier 2 interventions for students identified as ELL may need to last for aconsiderable period as significant gains take time.

Progress monitoring, data collection, and documentation are critical components of Tier 2.

Where performance is measured,performance improves.

THE PURPOSES OFPROGRESS MONITORING

•To determine in the short term whether students are learning•To determine if Tier II and III interventions are working or need to be changed •To determine when students need more or less support (movement between tiers)•To implement a data-driven system of instruction based on the PDSA model

Interventions

What is an Intervention?Under an RtI framework, an intervention is a change in a classroomcomponent to increase the intensity of instruction. Changes can be made in the areas of program, frequency, duration, group size, instructional complexity, or instructor quality, or in one of the alterable components. (See page 97.) An intervention is different from an accommodation which is any change made to provide access to buildings, curriculum, and assessments. Interventions are provided for any student for whom the core academic program and/or behavioral system is not sufficient. Interventions are most effective when they are researched based and implemented with fidelity. Interventions are adapted or intensified as indicated by a review of school-wide, grade-level, classroom, or individual data from universal screening and student progress monitoring.

Universal Interventions (Tier 1)Intervention starts in the regular education classroom with universal interventions tothe core program that consist of school-wide positive behavioral supports anddifferentiated instruction by way of differentiating the content/topic, theprocess/activity, the learning product, or the learning environment. Thus, the basicTier 1 academic universal intervention is differentiated instruction. Examples:

•Modified assignments•Tiered instruction, student products and tasks (the term not to be confused with the term three-tier model)•Curriculum compacting•Team teaching•Verbal and tangible reinforcement/feedback•Learning centers•Learning contracts•Flexible grouping within the class or grade level•Student-centered projects or demonstrations•Questioning, student response, and discussion activities at different levels•Graphic organizers

As no two learners are alike, differentiated instruction provides a teacher with theability to maximize learning by finding pathways to reach small groups of studentswith different learning styles, skills, and interests. (Differentiated instruction is not thesame as individualization.)

An intervention is not any of the following as they do not change the nature or theintensity of the instruction:

•Preferential seating•Shortened assignments•Books on tape•A basal reader•Advise and consultation that are not targeted to specific academic or behavioral concerns•Retention•Suspension•More of the same instruction, assignments, or homework

Alterable Instructional ComponentsThe list below is an example of a continuum of alterable instructional componentscomposed of five categories associated with student achievement. Intensity can beachieved by altering the variables up or down in one or more categories.

Opportunities to Learn• Increase attendance• Provide instruction daily• Increase opportunities to respond• Vary schedule of easy/hard tasks/skills• Add another instructional periodProgram Efficacy• Pre-teach components of core program• Use extensions of the core program• Supplement core with appropriate materials• Replace current core program• Curriculum compacting• Implement specially-designed programProgram Implementation• Model delivery of lesson• Monitor implementation frequently• Provide coaching and ongoing support• Provide additional staff development• Vary Program/lesson schedule

Grouping for Instruction• Check group placement• Reduce group size• Increase teacher-led instruction• Provide individual instruction• Change instructorCoordination of Instruction• Clarify instructional priorities• Establish concurrent reading periods• Provide complementary reading instruction across periods• Establish communication across instructors• Meet frequently to examine progress

Alterable Instructional Components

The Importance of Fidelity

Fidelity of implementation refers to how closely the prescribed instruction and/or intervention are followed. Implementing instruction with high fidelity means that the teacher is following the implementation protocol established by the relevant researchdesign. Publishers provide teacher guides that establish this protocol and provide professional development with regard to appropriate implementation of the protocol. It is then the responsibility of the teacher and administrator to ensure that the curriculum is implemented with a high degree of fidelity in the classroom in a sustained manner. Otherwise, the program may not have the desired effect of improving student proficiency towards the standards.

•Glossary of Related Terms - Pages 123-130

•Dual Discrepancy - Pages 134-139

If you would like an abridged version of the new SAT/RtI manual, please email me. My condensed version has 80 pages compared to the original 200 page version released by NMPED.

A few reminders:

Any student that was retained or promoted via a parental waiver from the 2008-2009 school year must have an improvement plan in place whether it is a SIP, an AIP, or a Next Step Plan. If the student is not making progress, they should be referred to your SAT.

Any student that is a retention candidate at semester must go through SAT and parental notification must take place.

Start now!!

During the months of December and January, I will be checking on the progress of all current FMS EIS students (approximately 250). I will be available to assist with additional intervention ideas if necessary. Please let me know if you need a list of the names of the EIS students in your building.

As always, please contact me if you have any questions or need any assistance.Marsha Peter330-0962324-9840 Ext. 1544

I hope you have a safe and peaceful Thanksgiving!!