Updated 9-1-09

                2009-10 RTI Plan for Rogersville City School
A. General Procedures:

   1. Academic Area: ...
B. Tier I:

   1. Core Reading: Tier 1 students will receive 90 minutes of core instruction daily using
       the Houghto...
their homeroom teacher. The Intervention team will review the child’s overall
   progress in reading. Based upon their lev...
C. Tier II

   1. Tier II interventions for reading: Students in Tier 2 receive 90 minutes of core
       reading instruct...
student is making adequate progress if his or her performance is at or above the
   established criteria for either the pe...
D. Tier 3

   1.    At what point is referral for special education services made? After 6 weeks of
        Tier 3 interve...
7. Progress Monitoring procedures: Progress monitoring occurs in a variety of ways,
          including, but not limited t...
6. May 10- end of school year
E.     Special Education Procedures:

       1. When does a student get referred for special education evaluation? After a...
7. Procedures for monitoring the fidelity of implementation of special education
   services: Fidelity of the program will...
Upcoming SlideShare
Loading in …5
×

Response-To-Intervention (RTI) Action Plan

3,762 views

Published on

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
3,762
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
39
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Response-To-Intervention (RTI) Action Plan

  1. 1. Updated 9-1-09 2009-10 RTI Plan for Rogersville City School A. General Procedures: 1. Academic Area: Reading 2. Staff resources and configuration: Rogersville City School has numerous ways to help teachers with Reading and RTI. Dr. Pennycuff-Trent will work with staff monthly on the 90 minute reading block. Dr. Trent will share examples and observe teachers using direct, explicit, differentiated instruction in all appropriate areas in the reading process (Phonemic awareness, phonics, comprehension, fluency, and vocabulary). Mrs. Gail Cook will provide guidance on RTI and fidelity monthly. Other supports include Administration, Literacy Leader, Special Education staff, and Reading Intervention teachers. The Literacy Leader will be responsible for data management and provide additional support for instruction. 3. Universal screening procedures: All students in grades K-6 will receive AIMSweb benchmark assessments in August, January, and May. These will consist of Early Literacy Assessments in K, RCBM for grades 1-6, and MAZE for grades 2-6. 4. Number of Tiers: The Rogersville City School uses a 3 tier system. 5. Grade level meetings: Grade level meetings with the school administration occur once a month. All teachers in each respective grade have planning at the same time. This allows for teachers to meet daily if needed. 6. Students that enter late: Previous schools are contacted to see current AIMSweb testing data or Dibels if available. For students that do not have AIMSweb benchmarks or Dibels, they will receive the AIMSweb benchmark or an SLA by appropriately trained staff members. These scores are used to determine correct placement of students. Students entered late that already qualify for Special Education services will be placed according to their needs. 7. Contacting Parents: Parents should be contacted at the beginning of the year for communication, after each universal screening, before initiating and discontinuing each level of intervention, and every 4.5 weeks during interventions. When referral for special education service is being considered, the parents should be a member of the school support team.
  2. 2. B. Tier I: 1. Core Reading: Tier 1 students will receive 90 minutes of core instruction daily using the Houghton Mifflin reading series. All students receive direct, explicit, differentiated instruction, including small groups. The homeroom teacher will use benchmark assessments to guide instruction and place students in groups. Students scoring about the 25% will continue Tier 1 instruction. Students scoring in the 11-25% will be progress monitored weekly by their homeroom teacher. Students scoring 10% or lower for the first time will be progress monitored weekly by their homeroom teacher for 6-8 weeks. If improvement is not evident then, the intervention can move these students to Tier 2. 2. Length of Core reading instruction: The core reading program is 90 minutes daily with the homeroom teacher. 3. Staff development for Core curriculum: Staff development in Reading will occur monthly with Dr. Pennycuff-Trent. Mrs. Gail Cook will do monthly training for all staff in both reading and RTI. 4. Types of Instructional Practices: Delivery of Instructional practices can be through large group, small group, learning centers, individualized instruction, peer assistance, parent volunteers, leveled readers, and technology through the COMPASS Learning program. 5. Progress- Monitoring procedures: AIMSweb benchmark assessments are given in August, January, and May to all students in grades K-6. Benchmarks may be administered by the: Principal, assistant-principal, reading intervention teachers, counselor, school-nurse, and assistants. These benchmark assessments last one minute each. The homeroom teacher will use benchmark assessments to guide instruction and to assist with grouping of students. 6. Data-based decision making for Tier I: Each student’s progress monitoring will be reviewed by an intervention team that has been trained in interpreting the AIMS- web data. The slope and rate of growth is measured through the benchmark testing. These benchmarks are established by the AIMSweb company. Benchmarks will be used to determine the type of interventions students will receive. Students that score in 11-25% or below are showing some risk for developing grade-level reading skills. The homeroom teacher will closely monitor the student’s response to core reading for the first 6-8 weeks of schools. These students will be probed weekly by
  3. 3. their homeroom teacher. The Intervention team will review the child’s overall progress in reading. Based upon their level of progress the Intervention team may recommend continued monitoring in Tier 1, or may recommend that the child receive an additional reading instruction of Tier 2 interventions. Students scoring in the 10% or below for the first time are considered to be at high risk for not developing grade level skills. These students will be progress monitored weekly for 6-8 weeks. If improvement in not evident, the intervention will recommend that they move to Tier 2 for additional interventions. 7. Fidelity assurances for Tier I: Tier I instructors are using the Houghton-Mifflin reading series that was adopted in 2007. The reading series is researched based and all students receive instruction for 90 minutes a day. Administrators use the newly adopted walk-through evaluation model to assure that the program is being implemented appropriately. The literacy leader will monitor fidelity 4 times a year.
  4. 4. C. Tier II 1. Tier II interventions for reading: Students in Tier 2 receive 90 minutes of core reading instruction in their classroom, plus 30 minutes daily intervention for 6-8 weeks minimum. Interventions will occur outside the regular education classroom with grouping of 3-5 students. The Tier 2 instruction program used will be: SOAR TO SUCCESS and SCOTT FORESMAN FOR K FUNDATIONS, CARBO AND SOAR TO SUCCESS FOR GRADES 1-3 2. Length of Intervention for reading: The intervention time will be for 30 minutes for a minimum of 6-8 weeks by reading intervention teachers or assistants. 3. Number of sessions per week and maximum class size: Tier II classes will meet daily and there will be a maximum of 3-5 students per instructor. 4. Who provides Interventions: Interventions are provided by the Reading intervention teachers, At-risk teachers assistants, and regular teacher assistants, and Ell teacher. 5. Staff Development training for Tier II providers in reading: Staff development is being provided monthly with Dr. Pennycuff-Trent and Mrs. Gail Cook. 6. Progress Monitoring procedures: Students in Tier 2 are progress monitored by the reading intervention teachers, at-risk assistants, or grade-level assistants weekly. Within 6-8 weeks the students’ progress is monitored to determine if the student should be moved back to Tier I. Students can be moved back to Tier 1 if goal of 25% is maintained for 4 or more consecutive progress monitoring probes. Students that continue to score at the 11-24% will need additional time in Tier 2 if not at goal but rate of improvement is adequate. Students that continue to score in the 10% or below can be moved to Tier 3 if two rounds of Tier 2 have been provided and rate of improvement is not adequate. Placement is determined by the intervention team along with the supporting data. 7. Data-based driven decisions: If the student’s score on progress monitoring and the next benchmark continue to show risk in developing reading or early literacy skills, the Intervention team may recommend continuing Tier 2 instruction for an additional period of 6-8 weeks, or they may recommend advancement to Tier 3. A
  5. 5. student is making adequate progress if his or her performance is at or above the established criteria for either the performance level or the rate of growth. A student is not making adequate progress if his or her scores fall below the criteria for both the performance level AND the rate of growth. The literacy leader will be responsible for presenting this information to the Intervention team for consideration of need for Tier 3 intervention. This decision will be based upon: • If the student’s Rate of Improvement (ROI) meets or exceeds the ROI at the 10%, the student may be released from progress monitoring. • If the student’s ROI is steadily moving toward the ROI at the 10%, continue progress monitoring for an additional 6 weeks • If the student’s ROI is not moving consistently toward the 10%, the student should receive another 6 weeks of intervention with weekly progress monitoring. The Literacy Leader should monitor progress closely. • If, after 12 weeks of Tier 2 instruction, the student’s ROI is not moving consistently toward the 10%, the student should advance to Tier 3. 8. Fidelity procedures for Tier 2 - The Principal and Assistant Principal will do walk through monitoring. The Literacy Leader will conduct 4 fidelity checks.
  6. 6. D. Tier 3 1. At what point is referral for special education services made? After 6 weeks of Tier 3 interventions, The Intervention team may request additional information such as Individual Achievement, Attendance, and parent questionnaire to determine if there is need for special education services. Tier 3 interventions should continue during the referral process. This recommendation is dependent on the data provided by the progress monitoring data points as follows: • If the student’s rate of improvement meets or exceeds the ROI at the 10% the student may be released from progress monitoring and Tier 3. • If the student’s ROI is steadily moving toward the 10%, continue monitoring for an additional 6 weeks. • If the student’s ROI is not moving consistently toward the 10%, the student should be referred for Special Education testing. 2. Reading Intervention Program: Reading Intervention teachers will be using Voyager Passport Reading Intervention program for students in grades K-3. 3. Length of Intervention session- The Tier 3 pullout classes provide 45 minutes of instruction 5 times a week. Instruction is delivered in small groups of 1-3 students. Activities are tailored to individual needs and abilities. 4. Number of sessions per week: Students are provided the opportunity for instruction for 5 days a week. 5. Who provides intervention? There are 2 full-time certified, highly qualified, teachers that provide direct instruction to the Tier III students. The teachers plan and oversee the instruction that is delivered by 1 full-time at-risk assistant. 6. Training and Staff Development for Tier III providers: Staff development was provided during the annual Title I conference in December 2008 and the National Title I conference in January 2008. Additional training for certified personnel occurred in January 2008 at a fluency conference held by Timothy Raskinski. All certified personnel have also received extensive training in AIMSweb benchmarking and progress monitoring procedures beginning in August of 2007. Dr. Pennycuff- Trent provided on-going training in reading throughout the 09-10 school year. Mrs. Gail Cook provided on-going training in Reading and in RTI.
  7. 7. 7. Progress Monitoring procedures: Progress monitoring occurs in a variety of ways, including, but not limited to: AIMSweb Benchmark Tests given 3 times a school year, in the fall, winter and spring; AIMSweb Progress Monitor probes, given weekly to students in intervention. 8. Data-based decision making procedures: Based on the student’s progress the team may recommend returning to Tier 2 interventions or continuing with Tier 3 interventions. After 6 weeks of Tier 3 the Intervention team may request additional information to determine if there is need for special education services. Tier 3 interventions should continue during the referral process. This recommendation is dependent on the data provided by the progress monitoring data points as follows: • If the student’s rate of improvement meets or exceeds the ROI at the 10% the student may be released from progress monitoring and Tier 3. • If the student’s ROI is steadily moving toward the 10%, continue monitoring for an additional 6 weeks. • If the student’s ROI is not moving consistently toward the 10%, the student should be referred for Special Education testing. 9. How are parents and kept informed at this level? Parents are contacted and invited to a conference with the Intervention team to discuss the recommendation based upon the data. 10. How is fidelity of implementation monitored at Tier III? Administrators will use the formal walk-through monitoring. The Literacy Leader will continue to do 4 fidelity checks each year. Intervention-team RTI Decision Making Schedule The Intervention team at each school should review progress monitoring data on the following schedule: 1. Before school begins or the first and second week of school 2. September 23-30 3. November 4-13 4. January 13-22 5. March 3-12
  8. 8. 6. May 10- end of school year
  9. 9. E. Special Education Procedures: 1. When does a student get referred for special education evaluation? After a student has been through the 3 Tiers of intervention and has not shown adequate progress with the progress monitoring assessment, the Intervention team will decide if the student should be referred to the “S”(school support team)team for special education evaluation. 2. Who makes the decision for special ed. Evaluation? The school support team will make the decision. The school support team is composed of members from the regular education staff as well as other staff members that are involved with the student. 3. What are the general procedures to be used for special education evaluation? As outlined in federal regulations, the school support team makes the decision. A school psychologist should review the recommendation as part of the S-Team. 4. What are the components of a special education evaluation: Review of past academic performance, review of progress monitoring and check hearing and vision. Other components of the special education evaluation include: attendance, amount of time in current school system, teacher observations, review pre-vocational skills checklist, cognitive assessment, visual-motor tests, classroom based assessment, progress monitoring, and the length of time a student has been in each Tier. 5. Describe progress-monitoring procedures after students begin receiving special education services: Progress monitoring will occur every two weeks and will be administered by a teacher trained in administering the Aims/web assessment. 6. Data-based decision making procedures once a student begins receiving special education services: Progress monitoring reports will be shared with parents at the end of each nine week grading period and at the mid-term of each grading period. This equates to every four and a half weeks. A student is making adequate progress if the scores are at or above the established grade-level criterion for both the performance level and the rate of growth. The student may discontinue Tier 3 intervention and receive Tier I instruction only because the student will receive special education services, an IEP meeting must be held to change or discontinue intervention services.
  10. 10. 7. Procedures for monitoring the fidelity of implementation of special education services: Fidelity of the program will occur by walk-through evaluations by administrative staff, and review of the current schedules.

×