Rt i training module.ppt nelson


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Rt i training module.ppt nelson

  1. 1. Response to Intervention RtI Rich Township High School District 227 Rich Central High School Rich East High School Rich South High School
  2. 2. Acknowledgements <ul><li>A heartfelt thank you goes to the District RtI Leadership Team for their commitment to the academic success of the students of D227. Your dedication to the successful implementation of the RtI process as well as your time and hard work is applauded and appreciated! </li></ul><ul><li>Rich Central Rich East Rich South District Office </li></ul><ul><li>Xavier Owens Sherri Birts Bridget Imoukhuede Celeste Nelson </li></ul><ul><li>Sherry Stokes Traci Toth Jennifer Bednarczyk </li></ul><ul><li>Debra Witt Bonnie Dickey Martha Rago </li></ul><ul><li>Yvonne Lavin Amy Pequette Tracey Murray </li></ul><ul><li>David Evans Sherrie Towery Susan Douglass </li></ul><ul><li> Cathy Urbonas Amy Baio </li></ul><ul><li> Laura Crabb </li></ul><ul><li>Thank you to Dr. Donna Simpson-Leak and Marda Cotton-Ramey for their continued support of the RtI Initiative in District 227. </li></ul>
  3. 3. What is Response to Intervention? (RtI) <ul><li>Practice of providing high quality instruction and interventions matched to student need, </li></ul><ul><li>monitoring progress frequently to make changes in </li></ul><ul><ul><li>instruction or goals, and </li></ul></ul><ul><ul><li>applying child response data to important </li></ul></ul><ul><ul><li>educational decisions . </li></ul></ul><ul><ul><li>From: Response to Intervention: Key Terms and Acronyms, 11/2007 </li></ul></ul>
  4. 4. What is RtI? <ul><ul><li>Approximately two-thirds of 8 th grade and 12 th grade students read at less than the “proficient” level as described by the National Institute for Literacy (2006) </li></ul></ul><ul><ul><li>A full 70% of the US middle and high school students require differentiated instruction (Alliance for Excellent Education for the Carnegie Corporation of New York) </li></ul></ul><ul><ul><li>More than 8 million students in grades 4 – 12 are struggling readers (US DOE, 2003) </li></ul></ul><ul><ul><li>Students in the lowest 25 percent of their class in reading are 20 times more likely to drop out than students not in this group </li></ul></ul><ul><ul><li>IDEA 2004: …”early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children…” </li></ul></ul><ul><ul><li>“ Implementing RtI is a 3 to 5 year effort. Your staff needs to believe that RtI is here to stay and is not the ‘idea du jour. ’” </li></ul></ul><ul><ul><li>(Hall, 2008, p. 42) </li></ul></ul>
  5. 5. What RtI is NOT: (Shinn, 2008) <ul><li>It’s NOT about Special Education (SpEd) eligibility with a new label (e.g., Pre-Referral Intervention, Old Team – New Name) </li></ul><ul><li>It’s NOT about SpEd “Business as Usual” with programs that meet the needs of adults more than students </li></ul><ul><li>Expecting General Education Teachers to manage 180 different student intervention plans </li></ul>
  6. 6. <ul><li>To the man who has only a hammer </li></ul><ul><li>in the toolkit… </li></ul><ul><li>every problem begins to look like a nail.. </li></ul><ul><li> Abraham Maslow, American Psychologist </li></ul>
  7. 7. The Purpose of RtI in Secondary School: What Students Should It Serve? <ul><li>Early Identification </li></ul><ul><li>As students begin to show need for academic support, the RtI model proactively </li></ul><ul><li>supports them with early interventions to close the skill or performance gap with peers. </li></ul><ul><li>Chronically At-Risk </li></ul><ul><li>Students whose school performance is marginal across the school years but who do not qualify for special education services are identified by the RtI Team and provided with ongoing intervention support. </li></ul><ul><li>Special Education </li></ul><ul><li>Students who fail to respond to scientifically valid general-education interventions implemented with integrity are classified as ‘non-responders’ and found eligible for special education. </li></ul>
  8. 8. Response to Intervention <ul><li>Desired Student Outcomes </li></ul><ul><li>Academic achievement </li></ul><ul><li>Social skill development (character education) </li></ul><ul><li>Self-control & self-management </li></ul><ul><li>Indicators of Maximized Student Outcomes </li></ul><ul><li>High rates of active engagement </li></ul><ul><li>High rates of correct responding </li></ul><ul><li>High number of opportunities to respond </li></ul><ul><li>High rates of task & socially appropriate behavior </li></ul><ul><li>Indicators of Good Teaching </li></ul><ul><li>Instructional Management Behavior Management </li></ul><ul><li>--Outcome based --Expected behavior & routines taught & practiced </li></ul><ul><li>--Evidence-based curriculum --High rates of acknowledgements for rule following </li></ul><ul><li>--Well designed lessons behavior </li></ul><ul><li>--Expert presentation of lessons --High rates of positive & active supervision </li></ul><ul><li>--On going progress monitoring -- Good instructional teaching </li></ul><ul><li>--Good behavior management </li></ul><ul><li>Adapted from: Kathy Lockard, klockard@aes14.k12.ia.us </li></ul>
  9. 9. Essential Components of RtI: <ul><li>High quality classroom instruction </li></ul><ul><li>Research-based instruction </li></ul><ul><li>Universal assessment in critical areas such as literacy </li></ul><ul><li>Core curriculum that is successful for 85% of the student population </li></ul><ul><li>Data-driven interventions that are provided with integrity </li></ul><ul><li>Continual progress monitoring during intervention </li></ul><ul><li>Ongoing review of interventions to ensure they are implemented with fidelity </li></ul><ul><li>Use of a multi-tier model of service delivery </li></ul>
  10. 10. Response to Intervention Key Terms <ul><li>Accommodation </li></ul><ul><li>Intended to help the student to fully access and participate in the general education curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). It is intended to remove barriers to learning while still expecting that students will master the same instructional content as their typical peers. Ex. Unmotivated students may receive larger assignments broken into smaller ‘chunks’ and provide students with performance feedback and praise for each completed ‘chunk’ of assigned work </li></ul><ul><li>Collaborating (as an instructional improvement strategy) </li></ul><ul><li>A collegial process wherein two or more colleagues share expertise with each other; to implement instructional or behavior strategies to benefit student learning </li></ul><ul><li>Consulting (as an instructional improvement strategy) </li></ul><ul><li>A collegial process wherein a colleague shares expertise with another to address an identified need </li></ul><ul><li>Core Instruction </li></ul><ul><li>Those instructional strategies that are used routinely with all students in a general education setting. HQ instruction forms the foundation of RtI academic support. NOTE: these routine practices do not ‘count’ as individual student interventions </li></ul>
  11. 11. Response to Intervention Key Terms <ul><li>Co-teaching (as an instructional improvement strategy) </li></ul><ul><li>A collegial process wherein two colleagues share responsibility for instruction, assessment, and student progress for a particular classroom of students </li></ul><ul><li>Curriculum Based Measurement (CBM) </li></ul><ul><li>Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics and written language </li></ul><ul><li>Data Points </li></ul><ul><li>Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences; differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials. </li></ul><ul><li>Fidelity of Implementation </li></ul><ul><li>Implementation of an intervention, program, or curriculum according to research finds and /or on developers’ specifications </li></ul>
  12. 12. Response to Intervention Key Terms <ul><li>Formative /Assessment/Evaluation </li></ul><ul><li>Classroom/curriculum measures of student progress; monitors progress made towards achieving learning outcomes; informs instructional decision making </li></ul><ul><li>Intervention </li></ul><ul><li>An instructional change that is implemented with the goal of improving student performance and increasing academic or behavioral success. Intervention always includes instruction. </li></ul><ul><li>Key practices in RtI </li></ul><ul><li>Practices necessary for RtI processes to be effective: </li></ul><ul><li>Using research-based, scientifically validated instruction and interventions </li></ul><ul><li>Monitoring of student progress to inform instruction </li></ul><ul><li>Making decisions based on data </li></ul><ul><li>Using assessments for universal screening, progress monitoring, and diagnostics </li></ul>
  13. 13. Response to Intervention Key Terms <ul><li>Modification </li></ul><ul><li>A modification changes the expectations of what a student is expected to know or do – typically by lowering the academic standards against which the student is to be evaluated. Ex., a student received 5 math computation problems for practice instead of the 20 problems assigned the rest of the class; letting the student consult course notes during a test when peers are not permitted to do so; and allowing a student to select a much easier book for a book report than would be allowed to the other students. Instructional modifications are essential elements on the IEP’s or Section 504 Plans of students with special needs. </li></ul><ul><li>Problem-Solving Approach to RtI </li></ul><ul><li>Assumes that no given intervention will be effective for all students; generally has four stages </li></ul><ul><li>(problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions </li></ul><ul><li>Progress Monitoring </li></ul><ul><li>Collecting curriculum-based data (CBM) regularly to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. </li></ul>
  14. 14. Response to Intervention Key Terms <ul><li>Summative Assessment/Evaluation </li></ul><ul><li>Comprehensive in nature, provides accountability and is used to check the level of learning at the end of a unit of study </li></ul><ul><li>Universal Screening </li></ul><ul><li>A process of reviewing student performance through formal/informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards </li></ul><ul><li>RTI Glossary of Terms </li></ul><ul><li>IDEA Partnership @ NASDSE 2007 </li></ul>
  15. 15. Benefits of RtI <ul><li>Provides critical information about the instructional needs of the students, which can be used to create effective educational interventions. </li></ul><ul><li>Reduces the time a student waits before receiving more intensive instructional assistance. </li></ul><ul><li>Ensures that students receive appropriate instruction, particularly in core subjects, prior to labeling a student as having a disability. </li></ul><ul><li>Increases the number of students who succeed within general education, while reducing the overall number of students referred for special education services. </li></ul>
  16. 16. RtI “Pyramid of Interventions” <ul><li>Tier 3 Intensive Interventions </li></ul><ul><li>Students who are ‘non-responders’ to </li></ul><ul><li>tiers 1 & 2 may be eligible for special </li></ul><ul><li>education services. Intensive </li></ul><ul><li>services (5%) </li></ul><ul><li>Tier 2: Individualized Interventions </li></ul><ul><li>Subset of students receive interventions </li></ul><ul><li>targeting specific needs. (10% - 15%) </li></ul><ul><li>Tier 1: Universal Interventions </li></ul><ul><li>Available to all students in a classroom or </li></ul><ul><li>school. Can consist of whole-group or </li></ul><ul><li>individual strategies or supports. (80%) </li></ul> Tier 3 <ul><ul><ul><li>Tier 2 </li></ul></ul></ul><ul><ul><ul><li>Tier 1 </li></ul></ul></ul>
  17. 17. Tier 1 Instruction/Interventions <ul><li>Tier 1 Instruction/Interventions: </li></ul><ul><li>Are universal – available to all students </li></ul><ul><li>Can be delivered within the classrooms or throughout the school </li></ul><ul><li>Are likely to be put into place by the teacher at the first sign a student is struggling </li></ul><ul><li>All children have access to Tier 1 instruction/interventions. Teachers have the capability to use those strategies without requiring outside assistance. </li></ul><ul><li>Tier 1 instruction/interventions encompass: </li></ul><ul><li>The school’s core curriculum and all published or teacher-made materials used to deliver that curriculum </li></ul><ul><li>Teacher use of ‘whole-group’ teaching and management strategies </li></ul><ul><li>Teacher use of individualized strategies with specific students </li></ul><ul><li>Tier 1 instruction/interventions attempt to answer the question: Are routine classroom instructional strategies sufficient to help the student to achieve academic success? </li></ul>
  18. 18. Tier 2 Supplemental (Group-Based) Interventions <ul><li>Tier 2 interventions are typically: </li></ul><ul><li>Delivered in small-group format </li></ul><ul><li>About 15% of students in the typical school will require Tier 2/supplemental intervention support </li></ul><ul><li>Group size limited to 4 – 7 students </li></ul><ul><li>Students should have a shared profile of intervention need </li></ul><ul><li>Students may receive Tier 2 interventions within their own classroom </li></ul><ul><li>The reading progress of students is monitored at least 1-2 times per month </li></ul><ul><li>Interventions are delivered as part of general education for 30 minutes daily in addition to </li></ul><ul><li>the Tier 1 interventions already being implemented </li></ul><ul><li>Source: Burns, M.K., & Gibbons, K.A. (2008). Implementing response-to-intervention in elementary and secondary schools. </li></ul><ul><li>Routledge: New York. </li></ul>
  19. 19. Tier 3: Intensive Individualized Interventions (Problem-Solving Protocol) <ul><li>Tier 3 interventions are the most intensive offered in a school setting. </li></ul><ul><li>Students qualify for Tier 3 interventions because: </li></ul><ul><li>They are found to have a large skill gap when compared to their class or grade peers; and/or </li></ul><ul><li>They did not respond to interventions provided previously at Tiers 1 & 2 </li></ul><ul><li>Tier 3 interventions are provided daily for sessions of 30 minutes </li></ul><ul><li>Student-teacher ratio is flexible but should allow the student to receive intensive, individualized instruction </li></ul><ul><li>The reading progress of students is monitored at least weekly </li></ul>
  20. 20. Data , Data , Data , Data , Data , Data, Data… <ul><li>What the Data Team Does </li></ul><ul><li>*Looks at data to identify critical areas of need at the system level as well as the student level </li></ul><ul><li>*Uses data to inform selection of suitable interventions as well as the group(s) that should receive them </li></ul><ul><li>*Uses data to determine a baseline measure as well as ongoing, periodic assessments of progress during the intervention </li></ul><ul><li>When Does Data Work Happen? </li></ul><ul><li>*Early in the process… </li></ul><ul><li>*Baseline – before the intervention(s) </li></ul><ul><li>*At regular intervals to chart progress </li></ul><ul><li>*After the intervention(s) to assess outcomes </li></ul><ul><li>Courtesy of Matthew Klare, Ph.D. NDPC-SD, 209 Main Street, Clemson, SC </li></ul>
  21. 21. Data , Data , Data , Data , Data , Data, Data… <ul><li>What are Important Data? </li></ul><ul><ul><li>Attendance – disaggregated as needed </li></ul></ul><ul><ul><li>Behavior – referrals, suspensions </li></ul></ul><ul><ul><li>Academics – assessment data </li></ul></ul><ul><ul><li>Remember, When Tracking Discipline Data… </li></ul></ul><ul><ul><li>Number per day Infraction type </li></ul></ul><ul><ul><li>Time of day Location </li></ul></ul><ul><ul><li>Teacher/grade Individual students </li></ul></ul><ul><ul><li>Courtesy of Alan Coulter, Ph.D </li></ul></ul>
  22. 22. Struggling Students - Available Data <ul><li>Identify whether the problem is academic and/or behavior </li></ul><ul><li>Develop an intervention to address the problem </li></ul><ul><li>Data should be collected and graphed for a minimum of 4 - 6 weeks with at least 6 data points </li></ul><ul><ul><li>Available Data </li></ul></ul><ul><li>--Historical grades/transcript information --Medical </li></ul><ul><li>--Student Classification --Attendance </li></ul><ul><li>--EPAS test scores (EXPLORE, PLAN, ACT) --Discipline </li></ul>
  23. 23. Historical Grades <ul><li>Log into PowerSchool </li></ul><ul><li>Click on “Staff” and enter student name </li></ul><ul><li>Click on “Historical grades” </li></ul><ul><ul><ul><li>E1: First semester exam </li></ul></ul></ul><ul><ul><ul><li>E2: Second semester exam </li></ul></ul></ul><ul><ul><ul><li>P1: First quarter midterm </li></ul></ul></ul><ul><ul><ul><li>P2: Second quarter midterm </li></ul></ul></ul><ul><ul><ul><li>P3: Third quarter midterm </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Q1: First quarter </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Q2: Second quarter </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Q3: Third quarter </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Q4: Fourth quarter </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>S1: Final semester 1 grade </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>S2: Final semester 2 grade </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>S3: Summer School Session 1 </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>S4: Summer School Session 2 </li></ul></ul></ul></ul></ul>
  24. 24. EPAS Test Scores (EXPLORE, PLAN, ACT) <ul><li>The EXPLORE is the first test in the series which is used as our placement exam for incoming freshmen </li></ul><ul><li>The PLAN is administered to all second year students </li></ul><ul><li>The ACT is the third and final exam in the series which is administered to juniors. This test is used by colleges and universities to determine admission. </li></ul><ul><li>Access to Test Data </li></ul><ul><li>Log into PowerSchool </li></ul><ul><li>Click on “Staff” and enter student name </li></ul><ul><li>Click on “EPAS test scores” to view historical test data </li></ul>
  25. 25. EPAS Test Scores (EXPLORE, PLAN, ACT) 24 21 20 Science 21 17 15 Reading 22 19 17 Math 18 15 13 English ACT Benchmark PLAN Benchmark EXPLORE Benchmark
  26. 26. Medical Data <ul><li>Medical Data </li></ul><ul><li>Log into PowerSchool </li></ul><ul><li>Click on “Staff” and enter student name </li></ul><ul><li>Click on caduceus (medical symbol) </li></ul><ul><ul><li>--This will inform you of any medical condition that you should be aware of for the student. </li></ul></ul><ul><ul><li>--This includes information such as additional passing time needed. </li></ul></ul>
  27. 27. Attendance and Discipline Data <ul><li>Attendance Data </li></ul><ul><li>Contact your Attendance Clerk for quarter or semester attendance data. Historical attendance data may be acquired from the district technology team. </li></ul><ul><li>Discipline Data </li></ul><ul><li>SWIS - S chool- W ide I nformation S ystem </li></ul><ul><ul><ul><li>Provides individual/grade level discipline data </li></ul></ul></ul><ul><ul><ul><li>Office referrals/suspension data </li></ul></ul></ul>
  28. 28. Discipline Data SWIS S chool W ide I nformation S ystem The Big Five Reports Average Referrals Per Day Per Month Referrals by Problem Behavior Referrals by Location Referrals by Time Referrals by Student
  29. 29. Importance of Progress Monitoring <ul><li>What is it? </li></ul><ul><li>- a scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of the instruction they are receiving. It can be implemented with individual students or an entire class. </li></ul><ul><li>How is it used? </li></ul><ul><li>-helps make important decisions about the student based on academic performance on a regular basis (weekly) </li></ul><ul><li>-student’s current levels of performance are determined and goals are identified for learning that will take place over time </li></ul><ul><li>-progress toward meeting the goals is measured by comparing expected and actual rates of learning </li></ul><ul><li>-based on these measurements, teaching is adjusted as needed </li></ul>
  30. 30. Progress Monitoring (cont’d) <ul><li>What are the benefits of progress monitoring? </li></ul><ul><ul><li>Accelerated learning because students are receiving more appropriate instruction </li></ul></ul><ul><ul><li>More informed instructional decisions </li></ul></ul><ul><ul><li>Documentation of student progress for accountability purposes </li></ul></ul><ul><ul><li>More efficient documentation w/families and other professionals about students’ progress </li></ul></ul><ul><ul><li>Higher expectations for students by teachers </li></ul></ul>
  31. 31. What Does Progress Monitoring Look Like? <ul><li>Academically </li></ul><ul><ul><li>Multiple forms of same quiz </li></ul></ul><ul><ul><li>% homework completed </li></ul></ul><ul><ul><li>Multiple forms of college-readiness quizzes for a specific discipline </li></ul></ul><ul><ul><li>Common district assessments </li></ul></ul><ul><ul><li>Standardized tests </li></ul></ul>
  32. 32. What Does Progress Monitoring Look Like? <ul><li>Behaviorally </li></ul><ul><ul><li>Tally marks for a particular behavior </li></ul></ul><ul><ul><li>Behavior check list </li></ul></ul><ul><ul><li>Weekly behavior sheet </li></ul></ul><ul><ul><li>Daily (or weekly) behavior point system </li></ul></ul>
  33. 33. Progress Monitoring – Behavioral Example <ul><li>EXAMPLE: </li></ul><ul><li>Behavior: leaving seat during class time </li></ul><ul><li>Behavior Definition: being at least one foot away from desk/seat during class, anytime after tardy bell rings. Includes times when student has asked for permission to leave seat. </li></ul><ul><li>Time Period: Math in class assignment from 9:00 – 9:30 am </li></ul>7 1111 111 11/9 5 11111 11/8 11 1111 1111 111 11/7 9 1111 1111 1 11/6 8 1111 1111 11/5/09 Total # of times behavior occurred Recording Tally every time behavior occurs Time Period Beginning/ending times Date
  34. 34. Example – Behavior Report Card <ul><li>Student_______________________ Teacher___________________Grade Level_______ </li></ul><ul><li>Directions: Review each of the Behavior Report Card items below. For each item, rate the degree to which the student showed the behavior or met the behavior goal. </li></ul>Next goal… _____ pts _____ pts _____ pts _____ pts _____ pts __ focused attention on teacher in- structions/classrm lessons/assigned wrk. 1..2..3../4..5..6../7..8..9 Never/Seldom Sometimes Usually/Always _____ pts _____ pts _____ pts _____ pts _____ pts ____turned in completed hmwk on time. Select degree to which goal was met.. 1..2..3../4..5..6../7..8..9 Never/Seldom Sometimes Usually/Always _____ pts _____ pts _____ pts _____ pts _____ pts ____wrote down homwork assignmts correctly/completely. Select degree to which goal was met.. 1..2..3../4..5..6../7..8..9 Never/Seldom Sometimes Usually/Always ___/___/___ F ___/___/___ Th ___/___/___ W ___/___/___ T ___/___/___ M Date Behavior Target
  35. 35. Documenting Progress Monitoring <ul><li>Most academic progress-monitoring would be documented in PowerSchool as a log entry as well as being reflected in Gradebook </li></ul><ul><li>Behavioral progress monitoring can be done by log entries as well as a behavior chart </li></ul>
  36. 36. Graphing Results <ul><li>When progress monitoring data is collected it can be graphed to show progress </li></ul>
  37. 37. Graphing Results
  38. 38. RtI Team Member Roles <ul><li>Coordinator: (Associate Principal) </li></ul><ul><ul><li>Ensures the day to day operations of the team are maintained. </li></ul></ul><ul><ul><li>Reviews teacher referrals and assigns a team to manage the referral </li></ul></ul><ul><ul><li>Ensures that an administrator is present at the referral meeting </li></ul></ul><ul><ul><li>Organizes the scheduling of referrals and problem- solving teams, maintains a master EXCEL spreadsheet of all referred students </li></ul></ul><ul><ul><li>Ensures that roles rotate for each meeting </li></ul></ul>
  39. 39. RtI Team Member Roles <ul><li>Facilitator: (Rotating role) </li></ul><ul><ul><li>Guides the team through the stages of the problem-solving process </li></ul></ul><ul><ul><li>Checks for agreement between team members at important discussion points during the meeting </li></ul></ul><ul><ul><li>Maintains control of the meeting (requesting that participants not engage in side-bar conversations, focus on problem-solving discussions that can be controlled not those out of reach) </li></ul></ul><ul><li>Recorder: (Rotating role) </li></ul><ul><ul><li>Creates a record of the meeting, including a detailed plan for the intervention and progress-monitoring </li></ul></ul><ul><ul><li>Asks the team for clarification as needed regarding key points </li></ul></ul><ul><ul><li>Meets with the student prior to the referral meeting to complete the student interview question sheet </li></ul></ul>
  40. 40. RtI Team Member Roles <ul><li>Timekeeper: (Rotating role) </li></ul><ul><ul><li>Monitors the time allocated for each stage of the meeting </li></ul></ul><ul><ul><li>Schedules the location of the meeting </li></ul></ul><ul><ul><li>Notifies team members/parent/student/teacher of time, location and date of referral meeting </li></ul></ul><ul><li>Case Liaison: (Rotating role) </li></ul><ul><ul><li>Supports the referring teacher throughout the problem-solving process </li></ul></ul><ul><ul><li>Completes the Data Collection Form for the initial referral meeting </li></ul></ul><ul><ul><li>E-mails referred student’s teachers for additional documentation/comments </li></ul></ul><ul><ul><li>Checks in with the teacher after the meeting to ensure that he/she is able to implement the intervention plan developed at the meeting </li></ul></ul>
  41. 41. RtI Referral Process <ul><li>1. After utilizing Tier 1 strategies, student shows to still be at risk- </li></ul><ul><li>teacher refers student to Associate Principal. ( Student-At-Risk referral form) </li></ul><ul><li>2. AP reviews referral/transfers to RtI Problem Solving Team. (PST) Pre-Screening Team Meeting Consultative Process sheet) </li></ul><ul><li>This will result in one of the following: </li></ul><ul><li>3. Referral declined – given to Instructional Leader who suggests additional instructional strategies. </li></ul><ul><li>4. Referral accepted - the case liaison reviews student cumulative folder. ( Cumulative Folder form) </li></ul><ul><li>5. PST Team meets to review student information and sets date/time of initial meeting. </li></ul>
  42. 42. RtI Referral Process <ul><li>6. Initial team meeting held w/referring teacher/parent/student Required paperwork includes: </li></ul><ul><ul><ul><li>RtI Team Meeting Forms: Cover Sheet, Introductory Script, RtI Team: Initial Meeting Minutes </li></ul></ul></ul><ul><ul><ul><li>Student Intervention Plan (4-6 weeks) given to teacher/parent, team completes Debriefing form. </li></ul></ul></ul><ul><ul><li>Follow-up meeting date/time is set. Referral process = 10 days. </li></ul></ul><ul><li>7. Teacher completes Review of Progress Monitoring Data portion of the Student Intervention Plan and submits to team prior to follow-up meeting date. </li></ul><ul><li>8. Follow-up meeting with the teacher/parent/student held with data presented. Determination made to adjust/maintain current plan. ( The Follow-Up Meeting Evaluation Plan Effectiveness) </li></ul>
  43. 43. RtI Referral Process <ul><li>9. If intervention plan is successful, progress monitoring/data collection continues-reconvene only if necessary. </li></ul><ul><li>10. If intervention plan is unsuccessful as evidenced by data, reconvene, review and revise as necessary. If lack of success continues, refer for Tier 3 interventions. </li></ul>
  44. 44. Steps in the Initial RtI Meeting <ul><li>Step 1 – Assess Teacher Concerns (5 minutes) </li></ul><ul><li>Step 2 – Review Baseline or Background Data (5 minutes) </li></ul><ul><li>Step 3 - Select Target Teacher Concerns (5-10 minutes) </li></ul><ul><li>Step 4 - Set Academic and/or Behavioral Outcome Goals/Methods for Progress Monitoring (5 minutes) </li></ul><ul><li>Step 5 -Design an Intervention Plan (15-20 minutes) </li></ul><ul><li>Step 6 – Plan for How Information Will Be Shared w/Student’s Parents (5 minutes) </li></ul><ul><li>Step 7 – Review Intervention and Monitoring Plans (5 minutes) </li></ul>
  45. 45. Practice Tier 1 Interventions <ul><li>Activity </li></ul><ul><li>--Count off into teams of 4 </li></ul><ul><li>--Select four Tier 1 student situations (time dependent) </li></ul><ul><li>--Recommend five Tier 1 interventions that a teacher may implement immediately within his/her classroom </li></ul><ul><li>--May utilize RtI resource materials </li></ul><ul><li>--Chart answers on chart paper/markers </li></ul><ul><li>Time limit: 4 minutes each sample </li></ul><ul><li>Two team members rotate to the right after the 2nd situation </li></ul><ul><li>Complete the other 3 student situations </li></ul><ul><li>4 minutes each; chart answers </li></ul><ul><li>Large group sharing </li></ul>
  46. 46. Sample Cases – Accept or Decline? <ul><li>The following slides will present 2 cases referred to the RtI Team in your building. </li></ul><ul><li>As a team member, would you </li></ul><ul><li>ACCEPT or DECLINE them? </li></ul><ul><li>YOU DECIDE… </li></ul>
  47. 47. Case Study #1 <ul><li>Student Name: Jane Smith </li></ul><ul><li>Grade : 12 Campus: RC DOB: 4/1/92 </li></ul><ul><li>Referring Teacher: Ms. Jones Class: Science </li></ul><ul><li>Parent/Guardian: Mrs. June Smith Phone: 555-1234 </li></ul><ul><li>Address: 1201 Justamere Road </li></ul><ul><li>Reason for Referral (Primary Concern) Academic </li></ul><ul><li>Description of concern from referring teacher: </li></ul><ul><ul><li>Student is unsuccessful on exams and quizzes. The student is unable to retain information or apply information to a new situation. Behavior is excellent. Student does try (unsuccessfully) to complete assignments on time. </li></ul></ul>
  48. 48. Case Study #1 <ul><li>What are the student’s academic and/or behavioral skills as compared to those of an average student in your classroom? </li></ul><ul><ul><li>Behavior is average. Academic is below average. She is motivated, however her inability to apply the information and difficulty with math have caused serious academic issues. </li></ul></ul><ul><li>In what situations does the problem occur most often? </li></ul><ul><ul><li>Entire class if math is involved or the class is applying a concept. </li></ul></ul><ul><li>In what situations does the problem occur least often? </li></ul><ul><ul><li>Performing a well structured laboratory </li></ul></ul><ul><li>What are the student’s strengths, talents, or specific interests? </li></ul><ul><ul><li>The student is motivated to learn and recognizes she has difficulty. She works hard but is still struggling. </li></ul></ul><ul><li>Parent contact on 11/18/09, 12/10/09, and 2/10/10 </li></ul>
  49. 49. Case Study #1 <ul><li>First targeted intervention: </li></ul><ul><li>Extended teaching time: Use of “break and branch” D.I. strategy from 2/22/10 to present. </li></ul><ul><li>Observable Reaction/Result: </li></ul><ul><li>Student works with teacher on most assignments for the entire period. When the student is repeatedly prompted and encouraged, she can be successful that day. </li></ul><ul><li>Measurable Data & Date: </li></ul><ul><li>Exam 17%, 35% </li></ul><ul><li>Quizzes 10%, 15% </li></ul><ul><li>In-class assignment 100% </li></ul>
  50. 50. Case Study #1 <ul><li>Second targeted intervention: </li></ul><ul><li>Alternative assignments from 1/21/10 to 2/9/10 and 2/26/10 to 3/16/10 </li></ul><ul><li>Observable Reactions/Results: </li></ul><ul><li>Basic assignments with less problems and less conversions were utilized </li></ul><ul><li>Measurable Data & Date </li></ul><ul><li>Exams 17%, 35% </li></ul><ul><li>Quizzes 10%, 15% </li></ul><ul><li>In-class assignments 100% </li></ul>
  51. 51. Case Study #1 <ul><li>Third targeted intervention: </li></ul><ul><li>Buddy system from 1/11/10 to present </li></ul><ul><li>Observable Reactions/Results: </li></ul><ul><li>Student was paired with a straight A peer for the entire period to provide support. In-class assignments were not completed but what was finished was correct. </li></ul><ul><li>Measurable Data & Date </li></ul><ul><li>Exams 17%, 35% </li></ul><ul><li>Quizzes 10%, 15% </li></ul><ul><li>In-class Assignments 60% </li></ul>
  52. 52. Data Graph
  53. 53. Questions to evaluate <ul><li>Were the parents/guardian contacted? </li></ul><ul><li>Were three targeted interventions utilized? </li></ul><ul><li>Were the interventions in place more than 4 weeks in time? </li></ul><ul><li>Did the teacher provide at least 6 data points in their graph? </li></ul>
  54. 54. Case Study #2 <ul><li>Student Name: Joe Jones </li></ul><ul><li>Grade : 9 Campus: RC DOB: 4/1/94 </li></ul><ul><li>Referring Teacher: Ms. Smith Class: Science </li></ul><ul><li>Parent/Guardian: Mrs. Julie Jones Phone: 555-1234 </li></ul><ul><li>Address: 1201 Justamere Road </li></ul><ul><li>Reason for Referral (Primary Concern) </li></ul><ul><ul><li>Academic and Behavioral </li></ul></ul><ul><li>Description of concern from referring teacher: </li></ul><ul><ul><li>Student is currently failing science (as well as all other classes). Student has numerous absences. Student tries to be well behaved but struggles not only with self-control but also applying math concepts in relation to his science class . </li></ul></ul>
  55. 55. Case Study #2 <ul><li>What are the student’s academic and/or behavioral skills as compared to those of an average student in your classroom? </li></ul><ul><ul><li>The student is below average academically and below average in attendance. </li></ul></ul><ul><li>In what situations does the problem occur most often? </li></ul><ul><ul><li>Any situation, it is ongoing. </li></ul></ul><ul><li>In what situation does the problem occur least often? </li></ul><ul><ul><li>The student is struggling in every area of the course. </li></ul></ul><ul><li>What are the student’s strengths, talents, or specific interests? </li></ul><ul><ul><li>The student is well mannered and wants to learn on most days but I believe he feels overwhelmed due to the gaps in attendance and difficulty with math. </li></ul></ul><ul><li>Parent contact on: 1/23/10, 2/22/10, and 3/10/10 </li></ul>
  56. 56. Case Study #2 <ul><li>First targeted intervention: </li></ul><ul><li>Organizational guidance was provided from 1/11/10 to present </li></ul><ul><li>Observable Reactions/Results: </li></ul><ul><li>The student had assignments but had still not completed them. </li></ul><ul><li>Measurable Data & Date: </li></ul><ul><li>Exams 10%, 8% </li></ul><ul><li>Quizzes 0%, 0% </li></ul><ul><li>In-class 25% </li></ul>
  57. 57. Case Study #2 <ul><li>Second Targeted Intervention: </li></ul><ul><li>Extra time for guided practice from 1/11/10 to 1/22/10 </li></ul><ul><li>Observable Reactions/Results: </li></ul><ul><li>The student was allowed an extra day to complete all assignments. Still they were not completed. </li></ul><ul><li>Measurable Data and Date: </li></ul><ul><li>Exams 10%, 8% </li></ul><ul><li>Quizzes 0%, 0% </li></ul><ul><li>In-class 25% </li></ul>
  58. 58. Case Study #2 <ul><li>Third targeted intervention: </li></ul><ul><li>Student was provided extra credit opportunities on 1/23/10 and 2/23/10 </li></ul><ul><li>Observable Reactions/Results: </li></ul><ul><li>Student did not complete either assignment. </li></ul><ul><li>Measurable Data and Date: </li></ul><ul><li>Exams 10%, 8% </li></ul><ul><li>Quizzes 0%, 0% </li></ul><ul><li>In-class 25% </li></ul>
  59. 59. Case Study #2
  60. 60. Questions to evaluate <ul><li>Were the parents/guardian contacted? </li></ul><ul><li>Were three targeted interventions utilized? </li></ul><ul><li>Were the interventions in place more than 4 weeks in time? </li></ul><ul><li>Did the teacher provide at least 6 data points in their graph? </li></ul>
  61. 61. RtI Training – Afternoon Activities <ul><li>Lunch – 30 minutes </li></ul><ul><li>Role playing… </li></ul><ul><li>Practice Referral Meeting – 4 volunteer team members, referring teacher, parent, student </li></ul><ul><li>--pre-meeting…accept or deny; review paperwork, *brainstorm interventions </li></ul><ul><li>--hold referral meeting, follow meeting protocol, develop intervention plan </li></ul><ul><li>Practice referral meetings: (two cases) </li></ul><ul><li>--four teams of four </li></ul><ul><li>--1 teacher, 1 PPS person, 1 administrator, 1 other </li></ul><ul><li>--conference room, board room, training room </li></ul><ul><li>--pre-meeting…accept or deny; review paperwork, *brainstorm for interventions </li></ul><ul><li>--hold referral meeting, follow meeting protocol, develop intervention plan </li></ul><ul><li>Rotate roles for each meeting </li></ul><ul><li>Entire group reconvenes at 3:00 pm in Training Room to debrief </li></ul><ul><li>*Use of District resource materials </li></ul><ul><li>Created by: Celeste M. Nelson and the District 227 RtI Leadership Team, 2010 </li></ul>
  62. 62. Finals Thoughts… <ul><li>“ If we always remember what’s best for the student sitting in the chair, then we’ll always make the right decisions.” </li></ul><ul><li>Alexa Posny, 2009 </li></ul>
  63. 63. <ul><li>Thank you for your attention and participation in today’s sessions! </li></ul>