Response to Intervention

Transcription

1 Response to Intervention Development/Revision Team District Cabinet, School RTI Teams, School Administrators, Teachers The Cumberland County Board of Education is dedicated to meeting the needs of all students. Schools in Cumberland County will provide response to intervention services identified as needing additional services to struggling students. What is response to intervention? Response to Intervention (RTI) refers to a process that monitors how well students respond to changes in instruction. This process provides assistance to students before they fail. The goal is to quickly identify those in need of help, provide interventions that have been shown to be effective with other students, and then monitor their progress to determine if the interventions are working. If an intervention is not working, then a different intervention needs to be used and monitored for effectiveness. The primary purpose of Response to Intervention is to provide an appropriate intervention before any consideration of a disability. In addition, there is a requirement to use a scientific, research-based interventions, which simply means we need credible evidence to indicate that the intervention has been effective. Data is gathered frequently to determine if an intervention is working for each student in the RTI process. If an intervention is shown to be ineffective, a new intervention is initiated. Response to Intervention Teams A team is formed at each school and meets regularly. It should include administrators, the counselors, regular education teachers, a special education teacher, and FRYSC personnel. They will determine the 15% of the students to be served and will periodically reassess students participation based on student progress. This process will be used to identify Tier II, move students into Tier III, exit the intervention process or be referred to special education. All decisions shall be based on analysis of all available data, including teacher referral. It is recommended that each school will identify no more than 15% of student population for Tier II. This includes academic and behavior intervention. Intervention will then be planned for students based on need and availability of services at the school level. Academic referrals can be made at any time, but (except when new RTI - Cumberland County Schools 1

2 students arrive) tiers will only be established at the six-week intervals. Behavior referrals can be made at any time, and would take effect immediately. There should be parent communication with all parents of students participating in the Response to Intervention process. Parent information should include: notification of students entering Tier II or III, periodic progress reports, etc. Behavior Problems It is recommended that each school establish a mentoring program to address behavior issues, truancy and other non-academic problems. This process should pair adults with struggling students in order to build positive relationships. There should be processes put into place to monitor the progress of students involved in this mentor program. Academic Problems All available data should be analyzed to determine if academic intervention is required and the level of academic intervention (Tier II or III) needed. Academic data may include, but is not limited to: KCCT, PAS, A+ Learning, teacher unit assessments, quantile scores, lexile scores, GRADE, GMADE, Study Island, Lexia, SRA, STAR reading and math assessments, DIBELS, PLAN, EXPLORE, ACT, grades, attendance. Progress should be monitored and feedback given to the team and parent periodically, using the same measures as described above. Interventions will be determined based on student need and available resources at each school (see attached pyramid of services). Interventions should be implemented at 6 week periods. Beginning and ending dates will be documented (in the RTI tab in Infinite Campus). Core components of the RTI process: School-Wide Screening All students are assessed with reliable, valid, time-efficient measures of academic skills to identify those who are at-risk. Early Intervention Early interventions are the most efficient and effective. Research-based Interventions School staffs implement specific, research-based interventions to address the student s difficulties. Fidelity of program must be applied to each intervention. Specific Interventions Address Learner Needs Specific interventions match learner deficiencies. (For example, if a student has a deficiency in the area of phonemic awareness, intervention should be phonemic awareness activity/learning strategy, not fluency or comprehension, etc.) Frequent Review of Student Progress Student progress is assessed frequently so that progress can be examined and changes made if necessary. Increasing Intensity of Interventions Skills are monitored; if desired progress not obtained, intervention intensity increases. Data Based Decisions A student s performance is assessed with the data obtained during the interventions and decisions are made by the Team based on that data. RTI - Cumberland County Schools 2

3 RTI represents a fundamental shift in how schools will go about identifying and responding to students academic difficulties. Therefore, it is important to understand what RTI is and what it is not. RTI is more about what will be done than where it will be done. Also, it is more about how the job will get done and less about who will get it done. RTI requires educators to change how they view student difficulties and disabilities. RTI procedures turn attention away from identifying deficits within the student (e.g., processing difficulties) and toward evaluating child progress over time on the basis of age-based comparisons and rates of learning. Therefore, students academic performance is compared to the performance of other students in their school or district and student learning is evaluated based on how quickly that student acquires instructed material. The effect of this shift is that it forces educators to focus on how much and what types of instruction students need, which increases accountability for student learning. RTI is RTI is not About instruction Just about interventions An initiative that supports general A pre-referral system for education school improvement goals special education A method to unify general and special education in order to benefit students through greater continuity of services Focused primarily on effective instruction to enhance student growth A system to provide instructional intervention immediately upon student need An individual teacher, classroom, or class period Focused primarily on disability determination and documented through a checklist A method for just increasing or decreasing special education numbers The three RTI tiers described below sum up the process for Cumberland County students: Tier 1 is the regular education program and is designed to meet the needs of a majority of the school population. There are four critical elements in Tier 1: a) an effective core academic program, b) testing of students at least three times a year to help determine their instructional needs, and c) the documentation of interventions by the classroom teacher to address any learning difficulties, and d) other classroom documentation pertinent to the area of concern (weekly skills tests, unit tests, class/homework grades). When a teacher is unable to resolve an academic or behavioral problem in consultation with parent and colleagues, a more structured approach needs to be implemented. Using the documentation gathered in Tier I, the teacher will complete the Referral Form. This form will become a referral to the School RTI Team when submitted to the designated school administrator. Upon receipt of this form, the designated school administrator will schedule a Team meeting for the student. RTI - Cumberland County Schools 3

4 At Tier 1, the teacher will: At first sign of a struggle, implement interventions within regular classroom for specific skills/concepts. Collect baseline data in area of concern(s). Keep detailed documentation of student work and assessments (make copies). Review effectiveness of intervention after four weeks. Complete referral form for SST if needed. The School RTI Team will meet to review the information prepared by the teacher (referral form, along with any additional documentation strategies/interventions/modifications that have been implemented with the student and measured results). Following review of implementation of intervention as well as student motivation, they will utilize data to further define the problem, and recommend one of the following options: A. Discontinue intervention B. Redesign or modify intervention C. Remain in Tier 1 D. Move student to Tier 2 Tier 2 includes standards-aligned instruction with supplemental, small group instruction, which may include specialized materials. Tier 2 services are generally provided inside the regular classroom. However, in some cases this may not be appropriate. Tier 2 is provided in addition to Tier 1. In other words, students still attend and complete the work from the regular class. The interventions that are selected are provided in addition to the regular class. Tier 2 is for students who are falling behind on basic academic skills and need additional support to meet grade-level expectations. Students in Tier 2 receive at least 30 minutes of additional instruction 3 days per week in the area of difficulty in addition to the core academic instruction. Students are tested once weekly to monitor the improvement of skills. At Tier 2, the School RTI Team will- Re-check the problem area to further define problem Check baseline data and review progress monitoring Develop Tier 2 Intervention Plan Adjust student schedule to allow for additional intervention At the time determined by School RTI team will review student motivation and evaluate the effectiveness/fidelity of the intervention and the results of each strategy implemented. At this time, one of the following decisions will be made: A. Discontinue intervention B. Redesign intervention or change intervention C. Remain in Tier 2 D. Move student to Tier 3 RTI - Cumberland County Schools 4

5 Tier 3 is also in addition to Tiers 1 and 2. Therefore, a student who receives Tier 3 interventions/support also receives Tier 1 support (everything that occurs in the regular class). It should be noted that some students may always require Tier 2 or Tier 3 interventions to be successful in the core program and meet expected benchmarks. These students are not otherwise identified as receiving special education services, given that special education is reserved for those who have disabilities. Tier 3 is designed for students who still have considerable difficulty mastering necessary academic skills, even after Tier 1 and Tier 2 interventions. Students in Tier 3 receive at least 30 minutes of instruction per day. Students are tested once weekly to monitor the improvement of skills. At Tier 3 the Student Support Team will- Re-check the problem area to further define problem Check baseline data and review progress monitoring Develop Tier 3 intervention plan Adjust student schedule to allow for additional intervention **AFTER TIER 3 HAS PROGRESSED THROUGH A CYCLE AND IT IS DETERMINED THAT MORE ASSISTANCE (OTHER THAN RTI) IS NECESSARY, THE TEAM MAY THEN PROCEED INTO THE SPECIAL EDUCATION REFERRAL PROCESS; THE SCHOOL S RTI TEAM MUST ENSURE THE SPECIAL EDUCATION REFERRAL IS FILLED OUT IN A REASONABLE TIME FRAME, WITH THE SPECIAL EDUCATION TEACHER ON THE TEAM TAKING THE LEAD. RTI Database An RTI database will be established in an effort to compile and manage data effectively. This database will be managed by school administrators and/or designees. Data will be entered as soon as it becomes available. Information that should be kept in the database should include: all assessment data, tier status, date (beginning and ending) of intervention and type of intervention. Attendance data, failure of coursework and retention information should be added at the end of the year only. (RTI Teams may use attendance data and grades pulled from Infinite Campus.) Data will be accessible from year to year and a copy of all student data collected for that year should be printed and placed in the permanent record folder. The end of the year report will be printed and filed to safeguard record keeping procedures. Starting in January 2014, data will also be entered into Infinite Campus under an intervention tab. This will track student entry/exit into RTI, as well as more details. RTI - Cumberland County Schools 5

6 Task Responsible Party Timeline Establish & monitor school Principal or Assistant level RTI Team (to identify Principal Tier 2 & 3 students) Maintain database with current data Maintain technical support for RTI database Parent communication (documented) Providing a variety of strategies to increase student success School RTI Team members Instructional Supervisor & Technology Department School administration & staff Teachers (implement) & Administrators (monitor) Shall meet at 6-to-9 week intervals On-going, shall establish a system for regular collection of teacher data On-going, as needed When a student enters or exits Tier 2 or Tier 3 On-going Document strategies used, duration of strategies and outcome End of year reporting & documentation into permanent record Ensure all students participate in a universal screening (reading and math required) Ensure Tier II or III students participate in diagnostic assessment Teachers (implement) & Administrators (monitor) Counselor or Assistant Principal Instructional Supervisor, School Administrators, Intervention Specialist Principal or Assistant Principal On-going End of school year Shall be conducted at least 3 times per year, including first 2 weeks of school As needed Teams will meet to discuss and/or adapt plans. Intervention Specialist, School Teams At least 3 times per year Revised RTI - Cumberland County Schools 6

7 INITIAL RTI MEETING AGENDA I. Introductions a. Appoint a record keeper b. Appoint a meeting Chairperson II. Establish an end time for the meeting III. Meeting purpose a. Describe academic/behavior problem b. Present data for each area IV. Discuss the appropriate academic/behavior grade level expectation V. Discuss any other contributing factors to problems (social, home, etc.) VI. Develop strategies a. Identify reasonable short term goal to reach standard b. Review research-based interventions available c. Select intervention(s) d. Determine intervention schedule e. Determine who is responsible for conducting intervention f. Determine how progress will be assessed (progress monitoring) VII. Schedule a follow-up meeting date and time, if possible VIII. Adjourn RTI - Cumberland County Schools 7

8 FOLLOW-UP RTI MEETING AGENDA I. Introductions a. Appoint a record keeper b. Appoint a meeting Chairperson II. Establish an end time for the meeting III. Meeting purpose a. Review target academic/behavior problem b. Review baseline data for each area from previous meeting c. Provide data collected since the last meeting IV. Discuss the appropriate academic/behavior grade level expectation V. Determine if previous short term goal was met a. If goal WAS met: continue and increase the goal OR dismiss from Tier b. If goal WAS NOT met: change intervention or goal (tier 3 referral form may be necessary) i. Identify a reasonable short term goal ii. Review interventions available iii. Identify intervention to be used iv. Determine intervention schedule v. Determine who is responsible for conducting intervention vi. Determine how progress will be assessed (progress monitoring) VI. Schedule a follow-up meeting date and time, if possible VII. Adjourn RTI - Cumberland County Schools 8

9 Initial RTI Meeting Activities Invite the parent, teacher and at least one RTI School Team member Complete and review background information with parent Review concerns regarding academic, behavioral, social or emotional progress Determine specific area of need (identify the problem) Establish needed interventions Determine progress monitoring schedule and who will be responsible for conducting probes (must be at least weekly monitoring) Record all of the information Second RTI Meeting Activities Invite the parent, teacher and at least one RTI School Team member Review the data collection of the past 6-9 weeks Determine if the student is making progress toward meeting the expectations Either continue with the interventions OR select new interventions (if not responding to initial interventions); remember that a referral for Tier 3 interventions will be necessary if such a move is made. Determine progress monitoring schedule and who will be responsible for conducting probes (must be at least two times weekly monitoring) Record all of the information Third RTI Meeting Activities Invite the parent, teacher and at least one RTI School Team member Review the data collection of the past 6-9 weeks, testing information, background information Determine if the student is making progress toward meeting the expectations Either continue with the interventions OR complete ESS referral OR complete special education referral (if at that point) If continuing with interventions, determine progress monitoring schedule and who will be responsible for conducting probes (must be at least two times weekly monitoring) Record all of the information RTI - Cumberland County Schools 9

10 TEACHER RECOMMENDATION FOR TIER 2 SERVICES Student Name: Age: Teacher Name: Grade: Today s Date: Area(s) of Concern: Student Strengths: Classroom Observations: Tier 1 Interventions to date: PLEASE ATTACH ASSESSMENT INFORMATION For RTI Team Member Only 1. Assessments attached? YES NO 2. Tier 2 recommendation? 3. Tier 2 entry date (if applicable): RTI - Cumberland County Schools 10

11 TEACHER RECOMMENDATION FOR TIER 3 SERVICES Student Name: Age: Teacher Name: Grade: Today s Date: Area(s) of Concern: Student Strengths: Classroom Observations: Tier 2 Interventions to date: PLEASE ATTACH ASSESSMENT INFORMATION For RTI Team Member Only 1. Assessments attached? YES NO 2. Tier 3 recommendation? 3. Tier 3 entry date (if applicable): RTI - Cumberland County Schools 11

12 Special Education Referral TIER 3 Alternative Placement Home Visits Adanta Counseling Behavior Plan One-to-One Tutoring Parent Volunteer Help TIER 2 Daytime ESS Help After School Tutoring Small Group Tutoring Intervention Classes A+ Lessons Adanta/Outside agency Individual Counseling Transitional Courses Formative Assessment (small group) TIER 1 Core Curriculum Formative Assessment A+ Learning Core Content Learning Targets Differentiation Technology Resources Drill/Practice Data Analysis/Monitoring/Reteaching PLCs(Teacher Collaboration) Parent Communication and Involvement Engagement/Student-centered Work Higher-Order Thinking Health Screening Professional Development Extracurricular Activities Classroom Counseling RTI - Cumberland County Schools 12