RTI 2 Framework. Curriculum and Instruction Department. Last updated June, June, 2017

Transcription

1 RTI 2 Framework Curriculum and Instruction Department 1 1 Last updated June, 2017 June, 2017

2 Table of Contents RTI 2 General Overview... 3 Tennessee RTI 2 Model... 5 RTI 2 Decision Flow Chart... 6 RTI 2 Universal Screener... 7 RTI 2 Team Parent Contact/Communication...10 Tier Enrichment. 15 Tier 2 Time Configuration. 16 Identification Intervention Class 16 Progress Monitoring at Tier Professional Development Fidelity Monitoring at Tier RTI 2 Team Changes within Tier Moving to Tier 3 19 Tier 3 Time Configuration. 20 Identification Intervention Class Progress Monitoring at Tier Professional Development Fidelity Monitoring at Tier RTI 2 Team Changes within Tier Moving to Formal Evaluation Students with Skill Gaps in Reading and Math Consideration for Special Education Services RTI 2 Documentation English Language Learners Procedures WIDA and Placement Reading Intervention Menu- Elementary Reading Intervention Menu- Secondary...34 Math Intervention Menu Appendices Appendix A RTI 2 Team Roles and Responsibilities...36 Appendix B Outline of RTI 2 Meetings Appendix C RTI 2 Enrollment Letter Appendix D Progress Monitoring Letter Appendix E Sample Walk Through Observation Form.42 Appendix F Sample Computer Observation Form...43 Appendix G Sample Direct Instruction Observation Form Appendix H Data Review Discussion Guide 45 Appendix I AIMSweb Survey Level Assessment Appendix J AIMSweb 25th Percentile Norms and Error Rates.48 June, 2017

3 RTI 2 General Overview The Response to Instruction and Intervention (RTI 2 ) Framework for teaching and learning begins with high-quality, differentiated instruction throughout the day and emphasizes intervening with students when they first start to struggle to avoid prolonged academic difficulties. Tier 2 addresses the needs of struggling and advanced students. It is in addition to Core Instruction. Tier 2 requires high-quality intervention matched to students needs and is provided by highly trained personnel. It is recommended that the majority of the intervention is through direct instruction so intentional teaching strategies are used to pinpoint specific skill gaps for students. For those doing a computer program, students should still have daily interaction with a teacher who can hold them accountable and further assist students in closing the gap. Tier 3 is in addition to Tier 1 and provides extra help to students who have not made adequate progress with Tier 2 interventions or who are significantly below grade level in math, reading and writing skills. Tier 3 interventions are provided by highly trained professionals and are more explicit and more intensive than Tier 2 interventions. Students at this level should receive daily, intensive, small group, or individualized intervention targeting specific area(s) of deficit. The most effective way to do this is through direct instruction. For those doing a computer program, students should still have daily interaction with a teacher who can hold them accountable and further assist students in closing the gap. It is necessary to consider other assessments, data and information on the student. The purpose of immediately placing a student in Tier 3 intervention is to increase the intensity of the intervention, not to shorten the duration of the intervention period. The first I in RTI 2 is instruction; strong Tier 1 instruction is the foundation of RTI 2. Core instruction and grade-level expectations are delivered to all students through the Tier 1 instructional block. The hallmarks of effective Tier 1 instruction: High expectations Standards-based whole group and small group instruction A balance of skills-based and knowledge-based competencies in reading, differentiation, and purposeful use of data RTI 2 also offers additional instruction with multiple entry and exit points based on student s needs: a student who is on grade level may receive high-quality Tier 1 instruction 3 June, 2017 Return to top

4 and enrichment; another student who is showing slight deficits in specific areas may receive targeted interventions through Tier 2 for a specific period of time; alternately a student who has significant needs may receive extended, intensive interventions through Tier 3. Special education services are a continuation of the path through the RTI 2 tiers. A student who does not show growth in response to an appropriate intervention that is delivered with fidelity in Tier 3 may be eligible for the most intensive services available, special education services. However, the RTI 2 model provides instructional opportunities for all students and is not exclusively a path to special education eligibility. Note: The contents of this manual are designed to serve as guidance on the RTI 2 process. These guidelines are not meant to be strict rules. It is the RTI 2 school team s decision on placement of students into intervention and/or enrichment activities based on that student s individual needs. 4 June, 2017 Return to top

5 5 June, 2017 Return to top KNOX COUNTY SCHOOLS

6 6 June, 2017 Return to top KNOX COUNTY SCHOOLS

7 Universal Screening RTI 2 is a process focused on prevention and early intervention that uses multiple sources of data for instruction, differentiation, intervention, and transition between tiers. Ongoing assessments are a major component of the RTI 2 Framework. Data derived from ongoing assessments, including the universal screening process, informs data based decision-making. Knox County Elementary Schools will administer AIMSweb for K-5 as our screening tool. Grades 6-8 will be administered the STAR assessment. All students must participate in a universal screening process to identify those who may need additional support and/or other types of instruction. The universal screening process will also play an important role in fulfilling the requirements of Tennessee s dyslexia legislation (Public Chapter 1058 of the Acts of 2016). The universal screening process involves four steps: STEP 1: Grades K-8, we will administer a nationally normed, skills-based universal screener as part of the universal screening process because relying only on local performance could give a false impression of student proficiency. Universal screeners are brief, informative tools used to measure academic skills in six general areas (i.e., basic reading skills, reading fluency, reading comprehension, math calculation, math problem solving, and written expression). Grades 9-12, schools collect multiple sources of data that can be incorporated into an early warning system (EWS). KCS has established criteria for identifying students who are at risk by using this EWS. KCS has determined appropriate thresholds for each indicator and weighting each indicator appropriately to effectively differentiate students based on local context. STEP 2: Grades K-12, school teams analyze the results and compare to other classroom-based assessments. This information should be used to confirm or challenge performance on the skillsbased universal screener. STEP 3: Grades K-12, students identified as at risk based on multiple sources of data should be administered survey level and/or diagnostic assessments to determine student intervention needs. As required by the Say Dyslexia bill (Public Chapter 1058 of the Acts of 2016), these surveylevel assessments for reading my explicitly measure characteristics of dyslexia to include: phonological and phonemic awareness, sound symbol recognition, alphabet knowledge, decoding skills, rapid naming, and encoding skills. 7 June, 2017 Return to top

8 STEP 4: Grades K-12, teams should apply data-driven analysis or data-based decision making. Databased decision making is the use of appropriate data gathered through ongoing assessment to inform and drive instructional decisions in Tier 1. It also determines the need for skillsspecific interventions, remediation, re-teaching, and enrichment. 8 June, 2017 Return to top

9 Universal Screener Assessment The information collected from skills-based universal screeners, additional sources of data, and surveylevel and/or diagnostic assessments together inform important decisions about student learning and serve as a benchmark for measuring the improvement of a group, class, grade, school, or district. Furthermore, the use of additional, appropriate sources of data, including diagnostic assessments, achievement tests, teacher observations, and student records (e.g., grades, attendance, behavioral incidents) may provide additional information helpful for making decisions regarding student academic support. Frequency by Grade Band Grades K-5 Grade 6 Grades 7-8 Grades 9-12 AIMSweb; AIMSweb; 3 times a year End of year (Fall, Winter, (Spring) Spring) AIMSweb; 3 times a year (Fall, Winter, Spring) Early Warning System (EWS) reviewed annually to identify at-risk students Knox County has established a window for the date for the universal screener to be administered for the school year. o Fall: Aug. 23-Sept. 8 o Winter: Dec o Spring: May 1-20 Schools should consider the most effective way to administer this assessment using the available resources and personnel at their school. For example, schools may want to administer the universal screener on the same day to all students or stagger the administration throughout the benchmarking window for administration. Fidelity of implementation of the universal screener will ensure student skills are accurately measured. Personnel should be appropriately trained in how to administer the universal screener before it is given. As with all universal screeners, no accommodations will be used on AIMSweb or STAR for accuracy of the student s current skills. 9 June, 2017 Return to top

10 RTI 2 Team KCS has a District RTI 2 Leadership Team for each grade band that meets regularly to ensure the fidelity of the RTI 2 process. This team looks at district data to ensure that Tier 1 instruction is meeting the needs of 80-85% of students and that Tier 2 and Tier 3 interventions are meeting the needs of 15-20% of students. This team works to organize professional learning, set and monitor timelines for implementation, and guide the implementation of RTI 2. Each school also has a RTI 2 Team. This team meets at least every 4.5 weeks to ensure the fidelity of the instruction ad interventions, as well as make data-based decisions regarding appropriate student placement in interventions. This team reviews and discusses student data and student attendance in intervention. Interventions are matched to specific area(s) of deficit for each student. RTI 2 Team Roles and Responsibilities (Appendix A) Outline of RTI 2 Team Meeting (Appendix B) Parent Contact/Communication Parent contact is an essential component of RTI 2 and reinforces a culture of collaboration. A variety of means to reach parents may be used o Automated phone systems o Electronic or US Mail o Student-delivered communications o Parent Portal Parents should be informed: o When a student begins or ends any tier. Enrollment Letter stored in Aspen. (Appendix C) o Every 4.5 weeks regarding progress in intervention. Letter stored in Aspen. (Appendix D) o In the event there is a referral to special education. Letter found within the Progress Monitoring letter stored in Aspen. (Appendix D) 10 June, 2017 Return to top

11 TIER 1 Also known as core instruction, Tier 1 provides rich learning opportunities for all students that are aligned to the Tennessee Academic Standards and are responsive to student strengths and needs through differentiation. Differentiation, based on multiple sources of data, is a hallmark of Tier 1. Each type of data serves a purpose and provides useful information regarding students strengths and weaknesses. No one source of data should override or supersede another. ELA Instructional Overview Instruction should be student-focused and text-based In order to promote the integration of standards and the application of skills in context, click here to view what ELA instruction should focus on. ELA Instruction should include (click each bullet for more information) A balanced and Scaffolded Approach Strategic Instructional Grouping Purposeful Practice Developmental Appropriateness Timeframe Guidance Tier 1 Grades K-2 Grades 3-5 ELA 150 minutes daily minutes daily It is strongly recommended that 90 minutes of ELA be uninterrupted. 11 June, 2017 Return to top

12 Timeframe Guidance Tier 1 Grades 6-8 Traditional Grades 6-8 Block Grades 9-12 Traditional Grades 9-12 Block ELA 55 minutes daily 90 minutes daily 55 minutes daily 90 minutes daily It is strongly recommended schools move toward a single, coherent, integrated ELA course model, as the interconnected nature of the TN Academic Standards requires students to work across multiple strands at once. Mathematics Instructional Overview Provides students the opportunity to Develop Conceptual Understanding Develop and Solidify Procedural Fluency Participate in Meaningful Problem Solving Application Investigations Math Instruction Focus (click each bullet for more information) Grades K-2: Four Critical Areas o Developing and extending an understanding of the base-ten number system o Building fluency with addition & subtraction o Developing an understanding of measurement that culminate in students using standard units of measure o Describing and analyzing attributes of shapes Grades 3-5: Four Critical Areas o Building fluency with multiplication and division o Developing an understanding of and computing with fractional numbers o Developing a basic understanding of 2 & 3 dimensional geometry o Developing fluency with decimal operations Grades 6-12: Shifts from Computational Fluency to Application of Mathematics o Build mathematical vocabulary o Build conceptual understanding using multiple representations of mathematical concepts o Solidify procedural fluency o Solidify an understanding of multiple problem-solving strategies 12 June, 2017 Return to top

13 Timeframe Guidance Tier 1 Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade Mathematics 60 minutes daily 60 minutes daily 75 minutes daily 90 minutes daily 90 minutes daily 90 minutes daily It is strongly recommended mathematics instruction should be uninterrupted. Timeframe Guidance Tier 1 Grades 6-8 Traditional Grades 6-8 Block Grades 9-12 Traditional Grades 9-12 Block Mathematics 55 minutes daily 90 minutes daily 55 minutes daily 90 minutes daily It is strongly recommended mathematics instruction is uninterrupted. Grades 6-12 Science, Social Studies, Fine Arts, and Career & Technical Education Instructional Overview The Tier 1 curriculum should address the needs of all students to develop academic and technical content knowledge in a particular discipline while also building literacy skills such as comprehension and stamina. Teachers should work closely within the RTI 2 framework to address the needs of their students, using flexible groups and teaching reading skills and strategies when needed. Important Instructional Strategies for each content area (click here) Timeframe Guidance Tier 1 Grades 6-8 Traditional Science, Social Studies, Fine Arts, & Technical Education Classes 55 minutes daily Grades 6-8 Grades 9-12 Block Traditional 90 minutes daily 55 minutes daily Grades 9-12 Block 90 minutes daily Tier 1 Instructional Practices Focus on developing both skills-based and knowledge-based competencies and should align with grade-level standards for ELA, Mathematics, and the content areas. (Click on each bullet for more information.) 13 June, 2017 Return to top

14 Ongoing Assessments in Tier 1 All students, aligned with grade-level instruction, and done continuously throughout the year Collaboration and communication through the data analysis process and throughout the databased decision making process There should be a thorough understanding of what an assessment measures and how to interpret the data that assessment generates. Click here to view assessments types and descriptions. Additional data may also be used to inform important changes to teachers instructional strategies for students who may need more support and/or differentiation of instruction in Tier 1. These data sources may include: Universal Screeners, Survey Level Assessments, Progress Monitoring, Diagnostic Assessments, Teacher Observations, Student Record Reviews. Click here to view descriptions of each Data Source. Fidelity of Instruction and Fidelity Monitoring Refers to providing instruction with integrity, aligning with instructional goals for student learning, and attending to the critical features of instructional best practices designed to meet those goals. To address the diverse range of students strengths and needs, schools need a comprehensive approach to instruction that reflect the fidelity of: o Standards based instruction o Data-driven goals o Research-based best practices o Support for teachers as they make data-informed decisions for adjusting instructional goals, methods, and programs Goal to determine the extent to which the delivery of core instruction adheres to the expectations and goals set for student learning. If at least 80% of the students are not meeting grade-level standards, the Tier 1 curriculum, as well as the delivery of instruction, should be evaluated and adjustments should be made. 14 June, 2017 Return to top

15 Enrichment Creating the schedule for students in intervention groups should coincide with scheduling decisions for students not involved in interventions as well. These students are referred to as Enrichment students, which mean students falling generally above the 25 th percentile, i.e. those not in Tier 2 or Tier 3 intervention. The following guidance is the recommendation to be used when scheduling and working with enrichment students. It is each school s decision to determine the most appropriate way to address this within the school. Scheduling can be done by: Whole School: in a 30-45minute whole school period where each teacher is involved with some type of small group. In this set-up Tier 2 intervention, Tier 3 intervention, standards-based intervention, and enrichment activities can occur concurrently. By Grade or Team: each grade-level could have a 30-4 minute period where their grade implements Tier 2 intervention, Tier 3 intervention, standards-based intervention, and enrichment activities. If choosing the above scheduling methods, you should: Make data-based decisions for all students, even in the standards-based intervention and enrichment groups. Place teachers strategically with students. Schedule your highest effect teachers with the lowest needs students. Allow this time for creativity from both teachers and students. Have teachers incorporate creative enrichment opportunities. Allow for student choice in their enrichment activities. All students and staff are productively engaged in this learning period. No one should be planning during the time (if choosing whole school). Ideas for enrichment activities: Book study with creative project Extended science projects Foreign language exploration Cultural exploration Project based learning If it is decided to do a school-wide schedule as shown here, enrichment activities such as study hall, computer games without academic connections, or free periods are not allowed. Enrichment students should be actively engaged in an academic activity during this time. *Note: Scheduling enrichment is optional but highly encouraged. Scheduling of Tier 2 and Tier 3 interventions is required. 15 June, 2017 Return to top

16 TIER 2 Tier 2 addresses the needs of struggling and advanced students. It is in addition to Core Instruction. Tier 2 requires high-quality intervention matched to students needs and provided by highly trained personnel. It is recommended the majority of the intervention is through direct instruction. For those doing a computer program, students should still have daily interaction with a teacher who can hold them accountable and further assist students in closing the gap. Time Configuration: Tier 2 Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade Reading 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes Mathematics 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes Tier 2 Grades 6-8 (traditional) Grades 6-8 (block) Grades 9-12 (traditional) Grades 9-12 (block) Reading 30 minutes 30 minutes 30 minutes 30 minutes Mathematics 30 minutes 30 minutes 30 minutes 30 minutes Identification: Students who score below the designated cut score, based on national norms, from the universal screening will receive more intense intervention in Tier 2. As a guideline, students between the 11 th and 25 th percentile would be considered for Tier 2. Students who exceed grade level expectations may be considered "advanced." When teachers and school level RTI 2 support teams are making placement decisions for Tier 2 interventions, it is necessary to consider other assessments, data, and information on the student. When a student begins an intervention a more precise assessment may be needed to identify the specific area(s) of deficit. Intervention Class: Developed based on the unique needs of students Evidence interventions focus on specific skill needs rather than the standards focus of Tier 1 Intervention delivered by highly-trained personnel Implemented with fidelity and confirmed with measurement Progress monitored to ensure outcomes are being met 16 June, 2017 Return to top Grade Ratio K-5 1: :15* :15**

17 *Implementation of Intervention Accountability Document ** Smaller groups are suggested for more individualized interventions. Progress Monitoring at Tier 2: Progress monitoring is used to assess students academic performance, to quantify a student s rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring indicates if an intervention is successful, if an intervention is still needed, if changes are necessary in an intervention, and to find a student s rate of improvement. AIMSweb is used in all grades and tiers targeting specific skill deficit area(s) Frequency of progress monitoring is at least every 2 weeks Progress monitoring data should continuously be analyzed Data from progress monitoring is used to make instructional decisions Students should be monitored on their instructional level If an intervention student s instructional level is below grade level, use AIMSweb s Survey Level Assessment with the 25 th percentile norms and error rates to determine instructional level (Appendix I) (Appendix J) Set AIMSweb goals for the end of the year using the 25 th percentile at Spring Benchmark at student s instructional level Professional Development: Professional Development will cover specific content pertaining to Tier 2 interventions, progress monitoring, data-based decision making, and fidelity monitoring. All personnel involved in Tier 2 interventions, including administrators, will receive professional development. Personnel delivering Tier 2 intervention programming will be trained on that specific program. Fidelity Monitoring at Tier 2: Fidelity is the accuracy to which Tier 2 materials are used as intended by the author/publisher. Interventions must be implemented with integrity. If the intervention is not implemented with 80% integrity, the interventionist should be supported until fidelity is obtained. Attendance in intervention is part of fidelity and should be recorded daily in Aspen. Students are marked present when he/she is present for 25 out of 30 minutes. If a student is not present for this number of minutes, he/she should be marked absent. Fidelity will be monitored a minimum of 3 times before making a data-based decision to increase the intensity of the intervention. There needs to be two direct fidelity checks and one indirect fidelity check. When reviewing the effectiveness of an intervention, a data team should review 3 fidelity checks and 8-10 data points (when monitoring is done every other week.) This is approximately one semester. 17 June, 2017 Return to top

18 Tier 2: Three Fidelity Checks Direct Fidelity Check (2) Indirect Fidelity Check (1) Options for Direct Checks: Options for Indirect Checks: Walk through observation (Appendix E) Review of intervention lesson plan Short observation (partial intervention session) Review of progress monitoring data Full observation Review of schedule o Computer (Appendix F) Review of attendance (including reasons for o Direct Instruction (Appendix G) absence) Direct observations may vary in length depending on the intensity of the observation needed. No specific form required for observations Documentation: Fidelity checks can be done for an entire group at the same time; however, the information they provide should be looked at from the student level because the team will be making decisions about each student s needs. Documentation: The data team should conduct reviews of student data. When analyzing one student s progress, the team should consider the group and/or student rate of improvement. School RTI 2 Teams Meet every 4.5 weeks to analyze data, measure the effectiveness of interventions, and check student progress toward goals. Conversations focus on students when there is a concern such as a student is not making adequate progress or student is making significant progress. All stakeholders have the opportunity to bring issues and voice concerns. Any changes made in the program are to be done with the RTI 2 Team in a Data Review Meeting. The RTI 2 Team Data Review Discussion Guide can help guide discussions.(appendix H) If a student is not making progress, then fidelity checks need to be more thorough. Changes within Tier 2 If a student is not making adequate progress in Tier 2, the team should discuss the predominate issue that is hindering growth. Is it a problem with motivation, behavior, attendance or academics? A change within the tier should address the specific problem identified by the team. For academic issues, specific skill deficits need to be identified and the intervention program used should address those skill deficits. A diagnostic assessment may be administered to determine which areas should be a focus in the given intervention program. It is recommended that students should have at least 4 data points before a change is considered within the intervention in order for there to be enough time in the intervention to show improvement. 18 June, 2017 Return to top

19 Adjustments within interventions may include: Adjusting components within the intervention (pacing, grouping, re-teaching, etc.) Focusing on specific areas identified from diagnostic assessments using the intervention already in place Restructuring groups within the intervention Changing teachers Changing time of day Changing progress monitoring situation Incorporating motivational components Other changes determined by the RTI 2 School Team Moving to Tier 3 Fidelity should be monitored at least three times and have 8-10 data points (if monitored every other week) in Tier 2 before making a data decision to increase the intensity of the intervention tier, moving to Tier 3. This should give an adequate amount of time for the student to show growth. There should have been a change considered after 4 data points within Tier 2 intervention, if progress is not adequate. The change must address the specific issue hindering growth for the student. If no change was considered after at least 4 data points, and the student is not making progress, a change within the tier should be considered before moving a student to Tier 3. After a change is made within the intervention, a new rate of improvement should be determined to measure the effectiveness of the change. This is easily accomplished through progress monitoring. A sufficient amount of time is required for a student to begin demonstrating progress. Student should have a clear trend line. Evidence from other data sources should align before a student is moved to Tier 3. This is to ensure every possible situation was explored within the intervention before we deem a student s lack of response to that level of intervention indicating a need for a more intensive tier. These decisions are all RTI 2 school team decisions. 19 June, 2017 Return to top

20 TIER 3 Tier 3 is in addition to Tier 1 and provides extra help to students who have not made adequate progress with Tier 2 interventions or who are significantly below grade level in math, reading and writing skills. Tier 3 interventions are more explicit and more intensive than Tier 2 interventions. Students at this level should receive daily, intensive, small group, or individualized intervention targeting specific area(s) of deficit. It is necessary to consider other assessments, data and information on the student. The purpose of immediately placing a student in Tier 3 intervention is to increase the intensity of the intervention, not to shorten the duration of the intervention period. Time Configurations: Tier 3 Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade Reading minutes minutes minutes minutes minutes minutes Mathematics minutes minutes minutes minutes minutes minutes Daily Time Configurations: Tier 3 Grades 6-8 (traditional) Grades 6-8 (block) Grades 9-12 (traditional) Grades 9-12 (block) Reading minutes minutes minutes minutes Mathematics minutes minutes minutes minutes Weekly Time Configurations: Tier 3 Grades 9-12 (traditional) Grades 9-12 (block) Reading minutes minutes Mathematics minutes minutes Identification: Students who score below the designated cut score, usually below the 10 th percentile based on national norms, from the universal screening will receive more intense intervention in Tier 3. Tier 3 interventions include those students that continue to show marked difficulty in acquiring necessary reading, mathematics, and writing skills. There will be evidence that interventions are more intense than Tier 2. This is a guideline, not a rule. Each RTI 2 school team determines the best placement for each individual student. It is necessary to consider other assessments, data, and information on the student. Tier 3 also includes students who have not made adequate progress with Tier 2 interventions despite efforts in changes within the interventions to meet the student s needs. 20 June, 2017 Return to top

21 21 June, 2017 Return to top KNOX COUNTY SCHOOLS Intervention Class: Interventions need to match skill deficits for students in Tier 3 intervention. To enable a teacher to meet students specific deficit needs in Tier 3, diagnostic assessments are recommended for each student to make instructional decisions. Developed based on the unique needs of students Evidence interventions focus on specific skill needs rather than the standards focus of Tier 1 Intervention delivered by highly-trained personnel Implemented with fidelity and confirmed with measurement Progress monitored to ensure outcomes are being met Grade Ratio K-5 1: :15* :15** *Implementation of Accountability Document ** Smaller groups are suggested for more individualized interventions. Progress Monitoring at Tier 3 Progress monitoring is used to assess students academic performance, to quantify a student s rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring indicates if an intervention is effective, if an intervention is still needed, if changes are necessary in an intervention, and to find a student s rate of improvement. AIMSweb is used in all grades and tiers targeting specific skill deficit area(s) Frequency of progress monitoring is at least every 2 weeks Progress monitoring data should continuously be analyzed Data from progress monitoring is used to make instructional decisions Students should be monitored on their instructional level If an intervention student s instructional level is below grade level, use AIMSweb s Survey Level Assessment with the 25 th percentile norms and error rates to determine instructional level (Appendix I) (Appendix J) Set AIMSweb goals for the end of the year using the 25 th percentile at Spring Benchmark at student s instructional level Professional Development: Professional Development will cover specific content pertaining to Tier 3 interventions. All personnel involved in Tier 3 interventions, including administrators, will receive professional development. Personnel delivering Tier 3 intervention programming will be trained on that

22 specific program. Professional Development will also include training in diagnostic assessments that will help teams identify skill gaps within a skill deficit area. Examples include: PASS Phonological Awareness Skills Screener PWRS Phonics and Word Reading Survey SOAR Survey Intervention diagnostic assessments Fidelity Monitoring at Tier 3: Fidelity is the accuracy or extent to which Tier 3 materials and other curricula are used as intended by the author/publisher. Interventions must be implemented with integrity. If the intervention is not implemented with 80% integrity, the interventionist should be supported until fidelity is obtained. Attendance in intervention is part of fidelity and should be recorded daily in Aspen. A student is marked as present when he/she is present for 35 out of 45 minutes in Tier 3. If a student is not present for this number of minutes, they should be marked absent. Fidelity will be monitored at least 5 times before making a data-based decision to increase the intensity of the intervention. For students receiving Tier 3 intervention, an increase in intensity would be a referral to special education. There needs to be three direct fidelity checks and two indirect fidelity checks. When reviewing the effectiveness of an intervention, a data team should review 5 fidelity checks and 8-10 data points (when monitoring is done every other week.) This is approximately one semester. Tier 3: Five Fidelity Checks Direct Fidelity Check (3) Indirect Fidelity Check (2) Options for Direct Checks: Options for Indirect Checks: Walk through observation (Appendix E) Review of intervention lesson plan Short observation (partial intervention session) Review of progress monitoring data Full observation Review of schedule o Computer (Appendix F) Review of attendance (including reasons for o Direct Instruction (Appendix G) absence) Direct observations may vary in length depending on the intensity of the observation needed. No specific form required for observations Documentation: Fidelity checks can be done for an entire group at the same time; however, the information they provide should be looked at from the student level because the team will be making decisions about each student s needs. Documentation: The data team should conduct reviews of student data. When analyzing one student s progress, the team should consider the group and/or student rate of improvement. School RTI 2 Team Meet every 4.5 weeks to analyze data, measure the effectiveness of interventions, and check student progress toward goals. Conversations focus on students when there is a concern such as 22 June, 2017 Return to top

23 a student is not making adequate progress, or student making significant progress. All stakeholders have the opportunity to bring issues and voice concerns. Any changes made in the program are to be done with the RTI 2 Team in a Data Review Meeting. The RTI 2 Team Data Review Discussion Guide can help guide discussions.(appendix H) Changes within Tier 3 If a student is not showing adequate progress in Tier 3, the RTI 2 team should consider a change within the intervention. Fidelity checks should be more thorough. The team should discuss the predominate issue that is hindering growth. Is it a problem with motivation, behavior, attendance or academics? The change should address the specific problem identified by the team. For academic issues, specific skill deficits need to be identified and the program should focus on those skill deficits. It is recommended a diagnostic assessment be administered to determine what areas should be a focus in the given intervention program. A change within the tier will be considered before moving to a more intensive tiered level of support (formal referral). Changes within interventions may include: Adjusting components within the intervention (pacing, grouping, re-teaching, etc.) Focusing on specific areas identified from diagnostic assessments using the intervention already in place Restructuring groups within the intervention Changing teachers Changing time of day Changing progress monitoring situation Incorporating motivational components Other changes determined by the RTI 2 School Team It is recommended that students should have at least 4 data points before a change is considered within the intervention in order for there to be enough time in the intervention to show improvement. After a change is made within the intervention, a new rate of improvement should be determined to measure the effectiveness of the change. This is easily accomplished in progress monitoring. Sufficient amount of time is required for a student to begin demonstrating progress. Students should have a clear trend line. Evidence from other data sources should align before a student is referred for a formal evaluation. This is to ensure every possible situation was explored within the intervention before we deem a student s lack of response to that level of intervention indicating a need for a more intensive tier. These decisions are all RTI 2 school team decisions. 23 June, 2017 Return to top

24 Moving to a Formal Referral for a Specific Learning Disability Fidelity should be monitored at least five times and have 8-10 data points (if monitored every other week) before making a data decision to increase the intensity of the intervention (formal referral). There should have been a change considered after 4 data points within the Tier 3 intervention if adequate progress has not been made. If a student did not receive Tier 2 interventions, the amount of time in Tier 3 will be data points (if monitored every other week). The number of data points represent an adequate amount of time to demonstrate growth. Students should be given every opportunity to show growth before a referral for a formal evaluation is requested. The team must determine if the school has thoroughly identified specific skill gaps for the student, what the school has done to address those gaps, and how much progress the student has or has not made after a sufficient amount of time. Diagnostic reports are recommended to be administered during Tier 3 to help identify areas of need. The RTI 2 team makes the decision to refer a student. The following should be supported: Review of all available data through formative and informal assessments, current and historical Review of growth during intervention tiers, comparing before and after a change has occurred Changes within the tier that address specific identified skill deficits Adequate time to respond to the intervention and the changes made within the tiers Fidelity of all 3 tiers of instruction and intervention Exclusionary factors reviewed 24 June, 2017 Return to top

25 Students with skill gaps in both Reading and Math The RTI 2 school team decides the best placement for each individual student using all data sources available, including classroom teacher input. There will be situations when a student shows low achievement in both Reading and math. These types of situations are decisions made by the RTI 2 school team based on all available data for each individual student. Each school must offer Tier 2 and Tier 3 interventions in both Reading and math, however, it is not required that a student be enrolled in both if they are low in both. If the student can be enrolled in both, and that is in the best interest of the student, then the school should proceed in that manner. However, scheduling in both is not always possible or beneficial for the student. When RTI 2 school teams are making decisions about placing students who are low in both Reading and math, it is recommended to choose the area of greatest deficit and/or greatest need for gain. For a majority of situations this will be Reading. Using this guidance, the student will be placed into Reading tiered intervention in addition to their core instruction time. The additional skill deficits in math should be addressed using differentiated instruction during math core instruction, if at all possible. There might be exception to always defaulting to Reading when a student is low in both areas. For example, if a student has a glaring deficiency in math that outweighs concern about this student s reading ability, placement into math might be the more appropriate choice. Additionally, a school RTI 2 team could also choose to be more creative in their scheduling to accomplish servicing students in both deficit areas, if they desire. The recommendation from the state is to rotate each day, one day Reading, then the next day math, and so on. It will be important, however, for the team to watch the student s progress very closely and make adjustments if the student is not progressing in this model. Ultimately, all placement decisions are the RTI 2 school team decisions based on use of all data and consideration of the student holistically. While the above paragraphs provide guidance and example decisions, the decision that should be made is what is best for each student. 25 June, 2017 Return to top

26 Consideration for Special Education A special education referral for a student suspected of a specific learning disability may only be deemed necessary after the student has received tiered interventions, and the intervention(s) provided were not successful in closing the achievement gap. Areas of specific learning disability (SLD) include basic reading skills, reading fluency, reading comprehension, mathematics calculation, mathematics problem solving, and written expression. If a student fails to make adequate progress after receiving intervention at all levels, the information obtained from any screenings completed during the intervention process may be used as part of the eligibility determination following informed written parental consent. If, within the RTI 2 process, the team suspects that student may be evidencing a disability other than a Specific Learning Disability, then the referral process for that disability must be followed. Student documentation includes: o Attendance (77% or greater) o Direct and Indirect Fidelity Checks o Graph(s) that would indicate student not making adequate progress with adequate number of data points or justification of team decision if not reaching total data points o Consideration of change within an intervention when progress insufficient o Gap analysis to evaluate rate of improvement Consent for evaluation may be requested or received during Tier 3 interventions, but evidence from Tier 3 must be part of eligibility, and a lack of response to Tier 3 interventions may not be predetermined. An evaluation for SLD may not be concluded before Tier 3 interventions are proven ineffective. Interventions must continue in Tier 3 until the evaluation process is complete and/or until the student begins receiving specialized instruction from a special education teacher. No interruption should occur in servicing a student. 26 June, 2017 Return to top

27 Tennessee SLD Definition Team members involved in making a decision to refer to special education shall include: School psychologist; Principal or other designee; RTI 2 Team members; Parents must be invited to a meeting to discuss a referral for special education evaluation. Referral for Special Education-Forms RTI 2 Student Plan found in Aspen Progress Monitoring Data Documentation of the Problem A detailed description of the intervention process Tier 3 Gap Analysis, completed by school psychologist Teacher Input Parent Input Components of a special education evaluation/re-evaluation 27 June, 2017 Return to top

28 RTI 2 Documentation Documentation for RTI 2 intervention students is located in our student information system, Aspen, including a printer friendly copy of the RTI 2 Student Plan. Components that are recorded in Aspen are: Dates of entry and exit of tiers Any changes within an intervention Attendance within intervention groups Attendance in school RTI 2 Data Review Sheet Parent Communication o Enrollment Letter o Parent Progress Monitoring Letter every 4.5 weeks Dates for Fidelity Checks with individual student notes o Direct Observations o Data Review Meetings 28 June, 2017 Return to top

29 Procedures for English Language Learners English as a Second Language (ESL) Services and Response to Instruction and Intervention (RTI 2 ) go hand in hand to bring success to a population of at-risk students. At the beginning level, ESL students may either: Have English language arts (ELA) in their regular classroom with the general education teacher of their peers, or Have English language arts in the alternative program: English as a Second Language with an ESL teacher. ESL services for beginners and intermediate English Learners (ELs) are viewed as a right of the Non-English Language Background (NELB) student by the Office of Civil Rights in the U.S. Department of Education. Lau v. Nichols (1974) established that NELB students have a right to access the curriculum fully. In English only schools, this is not easily accomplished if the student is not fluent in English. Therefore, to access academic work, ELs often need an alternative core instruction program. If the ESL teacher delivers the core instruction, the student generally benefits from tier 2 and tier 3 language acquisition interventions with language acquisition interventionists. ESL for these students is viewed as their English language arts class. This is the core language instruction for ELs whether it is in the general education classroom, or in the ESL classroom, or a combination of the two. The choices made related to pull out ESL services, push-in ESL services and placement in the regular classroom for literacy are district decisions. However, the decisions should be made based on what will likely work best for this student. ELs acquire English at different speeds and in different ways during the process. The success of these students requires that progress-monitoring data be kept and analyzed not only for the academic growth, but also for growth as they are acquiring English. Is it preferable for the EL to be in the regular classroom where the teacher may have had specific training in teaching reading, or it is better to have the student in the ESL classroom where the teacher has specific training on second language acquisition? There is considerable discussion about which is better, but there is no simple answer to the situation. There are valid reasons for both types of service. 29 June, 2017 Return to top

30 RTI 2 focuses on instruction and intervention. First and foremost, the instruction for each EL must be meaningful and dynamic. The best instruction uses the teacher as the facilitator while the student explores subject matter and makes the needed connections. For ELs the gap may be so wide that the teacher gradually moves from being a more traditional teacher into the facilitator mode as the student grows in the skills needed to navigate the educational system. For an EL, English is more than just a means of communication; it is the tool needed to open the curriculum to him/her. The district needs to be sure that the instruction in each classroom which has ELs is productive to the student s goals for achievement. These students often begin with huge gaps and these may be closed surprisingly quickly with the proper balance of instruction and intervention. Keep in mind that most of the ELs day is spent in the regular classroom, so it is necessary that these general education teachers have EL strategies and knowledge to make their instruction meaningful to this subgroup. All students are provided high quality core instruction regardless of who is delivering the core instruction. For this instruction to be meaningful, the ESL teacher must tie his/her ESL standards to content concepts at the minimum and to content standards ideally. All instruction in the classroom needs to be academic and relate to core subjects and ideas. Vocabulary needs to be learned and practiced in context. Teachers must make sure that the ESL class has the same balance of non-fiction and fiction reading materials that are used in the age/grade level appropriate classroom of the EL student. The focus must be communicative discourse both speaking and writing. Re-teaching standards and ideas is part of the core instruction and not a tier 2 or tier 3 service. Intervention is in addition to core instruction. When a teacher notices that an EL is not performing on grade level, s/he intervenes. This can be a formal tier 2 or tier 3 intervention or language acquisition, or a combination of an intervention and language acquisition, but it can also be as simple as a couple of minutes spent individually with the student. All students, including ELs, benefit from interventions around a variety of educational issues. ELs have the right to complete academic access to service in RTI 2 as they do for all programs within the school. These interventions are determined by the language acquisition data gathered through progress monitoring. 30 June, 2017 Return to top

31 So is ESL a tier 2 intervention? tier 3? Do we choose ESL class or tier 1 services? Actually, however the EL gets his/her ELA instruction is tier 1. That can be accomplished through the ESL classroom, through the regular classroom, through a Title I supported reading teacher, or through a combination of settings. The two issues that require focus are 1. Beginning and intermediate ELs are required to have a minimum of one hour each day, 5 days per week of direct ESL instruction, and 2. RTI 2 outlines times dedicated to ELA instruction each day. Both of these requirements are to be met. As professionals in your districts, the Tennessee Department of Education believes that you have the unique position of knowing both the students and their collected data to make the best decisions about service. First language acquisition scores let us know where students are in language development; the second progress monitoring helps determine if the student needs tier 2 or tier 3 interventions. Keep in mind that ELs might need tier 2 intervention in mathematics rather than ELA and they have the right to the interventions needed. ESL services are core instruction in ELA or language acquisition academic instruction. Often it is referred to as an alternative program core program for ELA. If an advanced or even exited EL had difficulty in language issues that an ESL intervention would help, you might consider offering that help during a tier 2 or tier 3 block of time. ELs have the same right to interventions as any other students. Using this RTI 2 process will aid in more reliably knowing when to assess an EL for Special Education services. This process will allow the student to have the needed interventions as the determination is being made regarding whether to proceed with special education testing. These decisions will be based on reliable progress monitoring data. 31 June, 2017 Return to top