UNITED INDEPENDENT SCHOOL DISTRICT Response to Intervention Guide: A Guide to Student Success

Transcription

1 UNITED INDEPENDENT SCHOOL DISTRICT Response to Intervention Guide: A Guide to Student Success School Improvement Department Revised 5/11/2017 1

2 TABLE OF CONTENTS INTRODUCTION 3 UISD RtI Philosophy Statement 3 RtI Mission Statement 3 What is RtI? 4 Roles and Responsibilities of RtI Members 5 PROGRESS MONITORING 8 PYRAMID OF INTERVENTIONS 9 TIERS 10 Elementary School TIERS 10 Campus RtI Committee 11 Intervention Plan 12 Tier I Universal Interventions (flow chart) 13 Tier I (explanation) 14 Tier I Interventions for Behavior 16 Tier II RtI Selected Interventions (flow chart) 17 Tier II (explanation) 18 Tier II Interventions for Behavior 20 Tier III Intensive Interventions (flow chart) 21 Tier III (explanation) 22 Tier III for Behavior 24 Entrance and Exit Criteria for Academics and Behavior 25 The RtI Process 26 Middle School TIERS 27 Campus RtI Committee 28 Intervention Plan 29 Tier I Universal Interventions (flow chart) 30 Tier I (explanation) 31 Tier II RtI Selected Interventions (flow chart) 33 Tier II (explanation) 34 Tier III Intensive Interventions (flow chart) 36 Tier III (explanation) 37 Entrance and Exit Criteria 39 The RtI Process 40 High School TIERS 41 Campus RtI Committee 42 Intervention Plan 43 Tier I Universal Interventions (flow chart) 44 Tier I (explanation) 45 Tier II RtI Selected Interventions (flow chart) 47 Tier II (explanation) 48 Tier III Intensive Interventions (flow chart) 50 Tier III (explanation) 51

3 Introduction RtI Philosophy Statement United ISD believes that ALL children can learn. RtI provides students with interventions that will allow the student to be successful in the classroom. Therefore, United ISD implements the Response to Intervention process at all grade levels and at all campuses to assure that ALL students meet their academic potential. UISD RtI Mission Statement United ISD will provide each student with high-quality scientifically research-based general education instruction. When appropriate, a student will also be provided with strategic and intensive intervention supports matched to his/her needs. United ISD utilizes the RtI process which combines: 1.Scientific research-based interventions in the general educational setting, 2.Decision-making and multi-tiered service delivery model to improve educational and behavioral outcomes for all students, 3.Systematic assessment for the measurement of the student s response to implemented interventions, and 4.An on-going problem-solving approach in progress monitoring documentation and feedback to the RtI Team. (OSPI, 2007) 3

4 What is Response to Intervention (RtI)? According to the National Research on Learning Disabilities, RtI is an assessment and intervention process within general education settings for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress data (NRCLD, 2008). Both IDEA 2004 and NCLB call for improving outcomes for all students by using scientifically based instructional practices. RtI specifically requires thorough documentation of appropriate use of scientifically based interventions within general education settings. The most critical component in RtI is the R which is Response. Monitoring of a student s response to high quality scientifically based classroom instruction is the vehicle for attaining school wide academic excellence. According to the Texas Education Agency, implementation of activities associated with Response to Intervention (RtI) is expected to have a positive effect on schools across the state. RtI may be described as a model addressing the needs of all students through a continuum of services which provide: (1) high-quality instruction and scientific, researched-based, tiered intervention strategies aligned with individual student needs; (2) frequent monitoring of student progress to make results-based academic or behavioral decisions; (3) data-based school improvement; and (4) the application of student response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies). General and Special Education Collaboration: The activities described above typically occur in the general education setting as schools assist struggling students prior to and, often, in lieu of a referral to special education. Local education agency (LEA) general and special education staff will need to coordinate and collaborate in developing a process implementing this framework. Divisions within the Agency work closely to develop policy guidance regarding RtI that includes both general and special education considerations. 4

5 Roles and Responsibilities of the Campus RtI Team The primary responsibility of the Campus RtI Team is to ensure that students are provided the maximum opportunity to be successful in the regular education program. The Campus RtI Committee provides instructional support to the classroom teachers in order to assist them in their efforts to efficiently improve achievement of students who are experiencing learning difficulties. The Campus RtI Committee will review progress monitoring and benchmarks of at-risk students; if a student is receiving speech services only (SPED), and the teacher identifies the student having difficulty in content areas, RtI documentation begins in tier 1 showing interventions provided for student success; however, in the most severe cases be it academic or behavioral, these cases can be expedited by having the school principal write a letter to the RtI committee explaining the request. NOTE: These cases should be only in extenuating circumstances not a practice to circumvent the RtI process. The Campus RtI Committee monitors direct instruction interventions to ensure instructional integrity and fidelity. The purpose of the Campus RtI Committee is to support the efforts of classroom teachers to deliver appropriate and effective instructional interventions and strategies which will be advantageous to all students. The process of the Campus RtI Committee should be ongoing to assist in resolving issues, problems or concerns linked to students achievement. At the campus level, the Campus RtI Committee is composed of: the chairperson (principal) the parent (a courtesy phone call or provided to parent by the teacher beforehand to ensure collaboration between parent and RtI members regarding their respective child (ren); this allows the parent to stay informed at all times.) a counselor a general education teacher/team leader/pathfinders a special education teacher the reading intervention teacher the regular education teacher of the student being reviewed other professionals (i.e. instructional coordinators, bilingual specialist, behavior specialist, social worker, dyslexia teacher, speech/language pathologist, diagnostician, etc.) may be active members of the RtI Campus Committee when additional support is needed The Campus Principal will: chair the RtI Committee meetings provide the vision and action plan for implementing RtI provide appropriate time and structure to implement the RtI process integrate RtI and school improvement efforts lead staff in discussion about data obtained through RtI assist Counselor in facilitating building RtI meetings involve key staff members in RtI provide leadership to RtI Committee in the determination of effective instructional interventions for each student monitor the implementation of direct instructional interventions and strategies conducted through small groups targeting specific skills with integrity and fidelity 5 outline the committee s agenda

6 supervise record keeping oversee follow-up procedures provide necessary technology, materials, resources, and professional development to staff provide initial and continuing professional development opportunities for new staff and ongoing training determine when/whether classroom performance warrants intervention (e.g., entire class performance is considerably lower than other classes in the same grade level) provide aggregated data from school-wide screening results to teachers and district personnel Grade Level/Academic Team Leader/Department Head* facilitate grade level/academic team/department head team meetings share knowledge of RtI with team help team to focus on problem solving steps and data collection help teachers with folder reviews collaborate with other grade level/academic team leaders/department heads serve on the campus RtI Committee and provide input on each student serve as a liaison between grade/academic team leaders/department heads and the campus RtI Committee prioritize students and group them according to needs, when appropriate help teammates problem solve and monitor interventions prioritize students from campus RtI review focus on intentional RtI during instructional planning provide leadership to team in the determination of effective classroom interventions for each student lead the dialogue and review of interventions *Pathfinder teachers may serve in this role. 6

7 Counselor provide ongoing support to grade team/academic team/department heads help to identify training needs and facilitate training with campus/district resources coordinate the collection of data with team leader, academic team and department heads provide information to teams about RtI and various topics provide input at each RtI Committee meeting monitor and document the effectiveness of the RtI behavioral strategies schedule campus RtI Committee meetings in collaboration with campus principal inputting of special education referral into esped RtI Team Members will: review the students universal screening results (TPRI, STAAR, TELPAS, etc.) review progress monitoring results and/or benchmarks review the student s current performance determine the student s learning needs design appropriate instructional interventions assign responsibilities for implementation develop a follow-up plan The General Education Teacher of the student being reviewed will: contact parents about concerns and progress carry out interventions with fidelity and efficacy monitor and evaluate interventions compile data / progress monitoring and input into DMAC complete RtI review documentation administer school-wide screening measurements across content areas provide specific instructional strategies and monitor progress through the administration of assessments and the charting of results provide information to parents if using the results for reporting student progress 7

8 Progress Monitoring Without progress monitoring, it is impossible to validate if intervention efforts have been successful. The data collected for progress monitoring must therefore be RELEVANT, ACCURATE, SUFFICIENT AND ANALYZED CORRECTLY (Region One ESC, The SBS Group, 2007). There are some essential components in progress monitoring that must be established before interventions begin. 1) Through the use of a universal screener, a BASELINE or a student s present level of performance is identified. 2) A relevant PERFORMANCE STANDARD is established. This standard will be measured against the baseline. It is critical that a performance standard be set prior to the implementation of any intervention plan. 3) Target Area of Concern and expected Goal/Desired Outcome/Level are set. The goal is the expected level of performance at the end of a specific period of time. It takes into account the student s current performance, the performance standard and the time needed to reach the goal. Goals should describe: a)when and how a student will perform; (minutes per session; number of days per week) b)what the student is expected to do; and (intervention) c)what will be an acceptable level of performance (Goal/Desired Outcome/Level) 4) Progress monitoring will reveal if there is a DISCREPANCY between the student s current performance level and the desired outcome level. 5) An integral part of progress monitoring is a well designed INTERVENTION PLAN that will produce sufficient and accurate information that will direct the general education teacher to the most effective intervention strategies. Intervention plans should be adjusted according to the students response or lack of response to intervention. SOURCE: Arlington Heights District #25 Progress Monitoring Manual, The Texas Education Agency states: Failure to achieve: Failure to achieve adequately for a student s age or meet State-approved grade-level standards may be determined by measures such as in-class tests scores, grade average over time (e.g. six weeks), statewide assessment scores, standardized achievement test scores, criterionreference measures, and/or a Response to Intervention (RtI) process. A student s failure to pass the statewide assessment (e.g. State of Texas Assessments of Academic Readiness STAAR) should not automatically result in a learning disability referral and/or determination. The determination of a learning disability should include a variety of information sources and measures and should not be based on a single measure. Sufficient progress when provided RtI: Determining whether a student makes sufficient progress when provided RtI will depend on the particular criteria of the scientific, research-based interventions. While schools are encouraged to follow a timeline specific to the RtI process, a school should consider alternative actions when a child fails to respond to an increasing intensity of instruction and interventions. Schools must proceed with a special education referral and evaluation, including informed parental consent, if a parent requests that the student be evaluated for services. An RtI process does not replace the need for a comprehensive evaluation using a variety of data sources. A school should inform parents when a student is not making progress in the general education setting. If the child is not making progress in the general education setting and demonstrates lack of sufficient response to intervention(s) after an appropriate period of time (see above for discussion of RTI process), the school should request parental consent to evaluate a child suspected of having a learning disability. SOURCE: Texas Education Agency,

9 Pyramid of Interventions Academic Intensive, Individual Interventions Individual Students Assessment-based High Intensity Tier III 1-5% (1-2/22) Tier II 5-10% (1-2/22) (1-2/30) (2-3/30) Behavioral System Intensive, Individual Interventions Tier III: Universal Informal BIP filled out by teacher; reviewed during RTI campus committee Individual Students; BIP with home collaboration. Assessment-based: Informal BIP quantified daily for immediate results. Targeted Group Interventions Some students (at risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Tier I 80-90% (18-20/22) (24-27/30) Targeted Group Interventions: Counselors (Tier II) Some students (at risk) High efficiency Rapid response example :(mtg with these students consistently to reinforce SEL skills. Universal Interventions (Tier I) All settings, all students Preventive, proactive What is classroom climate like? What is teacher s discipline mgmt. like? How structured is classroom environment? Using class DOJO with fidelity (to determine if tier 2 is needed Adhering to using Social Emotional Learning Skills daily to help students self adjust and understand their own behaviors: (Teachers, Counselors, Support staff, Admn etc.) Working consistently and effectively through SEL skills through daily VBrick announcements using script. Change of schedule to a more compatible teacher. 9

10 ELEMENTARY SCHOOL TIERS 10

11 Campus RtI Committee RtI Campus meetings should be held on a monthly or bi-monthly basis. The meetings are conducted by campus Principal. The RtI committee is comprised of: Principal, Counselor, Pathfinders, Department Heads, Grade Level Chairs, etc. The teacher providing RtI interventions presents to committee. Only the campus RtI Committee can place a student in Tiers II or III. Tiers must be inputted into DMAC as soon as a decision is made. Progress monitoring should be inputted into DMAC in a timely manner. 11

12 What is included in the Intervention Plan? Measurable outcomes that can be used to make databased adjustments as needed during the course of the interventions Description of measurement and documentation / recording techniques Progress monitoring schedule 12

13 All students receive high quality scientifically based instruction in the core curriculum (TEKS) in all areas in a positive learning environment STEP 3 Teacher continues to utilize high quality scientifically based instruction/sel skills for behavior. This type of high quality instruction will be used in the core curriculum (TEKS) in all areas for both academics and behavior. In addition, the teacher will implement intervention strategies and supplemental supports in academics and behavior; teacher will maintain focused progress monitoring of struggling learners. Efforts should include: Reaching out to students and their parents Regular reviews and reteach Continually provide targeted small group instruction for struggling learners, 30 minutes, 3 times per week Progress monitoring begins once a week for a minimum of 4 weeks (Input into DMAC RtI) Tier I-Universal Interventions RtI Flow Chart Tier I Academic/Behavioral Classroom Interventions for Targeted Students STEP 1 Teacher conducts universal screening or an analysis of most recent state assessment/ class DOJO (About 80%-90% of students in each class should meet instructional/ behavioral goals through high quality researched-based teaching / SEL practices). *See Pyramid of Interventions for Tier 1 Adequate progress? YES NO Adequate progress? YES YES ***RtI is not an event. It is a process. Steps 4 and 5 may be repeated so as to make interventions grow as you go. NO STEP 4 STEP 2 Teacher implements grade level team strategies (other methods for academics and behavior, and continues to review progress monitoring data for 4 weeks. (Keep notes and data). Adequate progress? NO STEP 5 Teacher identifies at-risk students using (IStation, STAAR results, class DOJO for behavior and/or students currently struggling with TEKS). YES Teacher refers to RtI Campus Committee for possible Tier II placement. STEP 6 Exit to General Population 13

14 TIER I Universal Classroom Interventions for Academics Focus- ALL students including students receiving speech services (SPED) ALL students receive high quality scientifically based instruction in the core curriculum in a positive learning environment. Get to know your students; reteach. Provide targeted small group instruction for struggling learners 30 minutes, 3 times a week in class. About 80-90% of students in each class should meet instructional goals. Tier I interventions are provided by the general education teacher in the general education classroom for at least four (4) weeks with progress monitoring once a week. Teachers with their grade level decide on interventions and strategies they feel will work best with the student. Tier I information should be inputted into DMAC system at the start of the intervention (do not wait). 14

15 Tier I (continued) If after 4 weeks of Tier I small group interventions and weekly progress monitoring, there is no evidence of growth in area of need, grade level decides to move to tier 2 (teachers advise principal for permission to do so based on data) the teacher presents her documentation to the campus RtI committee for possible placement in Tier II with additional interventions. If there is growth, the teacher should extend the Tier I interventions for another four weeks continuing with small group setting and weekly progress monitoring (The extended time should be reflected in DMAC for end and review dates.) The review date that the teacher sets on DMAC should be based on the monthly or bi-monthly campus RtI committee meetings scheduled for the year. If committee recommends Tier II placement, the teacher must input the Tier II information into DMAC. 15

16 TIER I Universal Classroom Interventions for Behavior Focus- ALL students (Teacher, Counselor, Admn. Support Staff establishes a community of learners who practice Social Emotional Skills daily with Teacher and campus stakeholders). ALL students receive SEL instruction starting with (1) daily VBrick announcements; (2) teacher establishing class DOJO as a reinforcer to SEL and PBIS; (3) reinforcing SEL in the core curriculum whenever possible or as it can be tied in. Get to know your students; reteach SEL skills continually to determine its effectiveness (giving up after the first try is not an option); sufficient evidence needs to be documented on DMAC RtI to request Tier 2 interventions (seen and done by counselor). Establish Meet Ups; Buddy Ups for effective get to know dialogues; think, pair and shares, think, turn and talks. Students need to have opportunities to get to know their classmates focusing on the positive attributes in students. Tier I interventions are provided by the general education teacher in the general education classroom for at least four (4) weeks with progress monitoring once a week.(use Class DOJO to help with progress monitoring: all must be documented). If Class DOJO is not working with the entire class, teachers with their grade level, decide on interventions and strategies they feel will work best with the students. Tier I information should be inputted into DMAC system at the start of the intervention (do not wait). 16

17 STEP 1 Teacher reports to RtI committee on student(s) who has/have demonstrated minimal success with Tier I interventions. (Evidence from Universal Screeners/ class DOJO, Progress Monitoring, and Teacher and Grade Level Team s Intervention Plan and Report to RtI Committee) Return to Tier I Tier II- RtI Selected Interventions RtI Flow Chart Tier II Academic/Behavioral Classroom Interventions for Targeted Students STEP 2 RtI team meets Bi-weekly to brainstorm, review teaching/sel strategies and provide additional best practices. To include: Intensive strategies and researched-based programs for at least 6 weeks Supplemental instructional materials are matched to student s ability Flexible grouping of 5-7 students in after school tutorials 60 minutes, 2 times per week in addition to Tier I instruction. Progress monitoring every two weeks (Open DMAC RtI Tier II). *See Pyramid of Interventions for tier II Decision to proceed to Tier II NO YES STEP 3 Teacher/ Counselor (for behavior) implements targeted interventions/ intentional teaching of SEL skills with fidelity and efficacy. Interventions are based on data collected and teacher maintains progress monitoring every two weeks. If progress is slow but steady: a) Teacher implements recommendations and continues progress monitoring. (Document DMAC RtI) STEP 4 RtI committee reviews progress monitoring and makes recommendations. (Submit Progress Monitoring Forms and Intervention Plan). STEP 5 YES Adequate progress? NO If little or no progress, RtI Committee may recommend Tier III placement and additional interventions. (Submit RtI Committee s Review of Progress and Recommendations). STEP 6 YES Exit to Tier I 17

18 TIER II Classroom Targeted Group Interventions In Tier 2, strategic interventions are applied for those students not responsive to the Tier 1 strategies. Tier 2 interventions focus on the areas of student need or weakness that are identified in the screening, or in a diagnostic assessment. Teacher makes a request for Tier II instructional interventions to RtI campus committee for students with marked difficulties that have not responded to Tier I strategies. Continue with effective teaching and Tier II recommended classroom interventions. Homogeneous small group instruction (5-7 students) Minimum of 60 minutes, twice a week in small group after school tutorials provided in addition to core instruction and Tier I instruction. Targeted strategies and research based programs for 6 weeks with progress monitoring every two weeks. Implement targeted interventions with fidelity and efficacy. 18

19 Tier II (continued) Teacher will enter student data for Tier II into DMAC system immediately after Tier II placement by committee. Progress monitoring should be inputted into DMAC every two weeks. After a minimum of 6 weeks of interventions in Tier II, RtI committee meets to discuss progress monitoring. The committee will review the documentation and make a recommendation whether to continue Tier II interventions or place student in Tier III. The teacher will input committee recommendations into DMAC. If the student continues in Tier II, the teacher will extend the end and review dates. If the student is recommended for Tier III, the teacher will input the new recommendations into DMAC by starting a new period (Tier). 19

20 TIER II Universal Classroom Interventions for Behavior In Tier 2 intentional teaching of SEL skills are applied by the Counselor for those students not responsive to the Tier 1 strategies. Tier 2 interventions for behavior focus on the areas of student behavioral need or weakness that are identified in the screening (Class DOJO or other discipline management tool; evidence must be very well documented on DMAC RtI). Teacher makes a request for Tier II behavioral interventions to RtI campus committee for students with marked behavioral difficulties that have not responded to Tier I strategies. Teacher continues reinforcing SEL skilled instruction in classroom including incorporating SEL skills in content areas when appropriate. Daily Vbrick SEL announcements continue reinforcing positive behavior and communication. Counselor begins to do individualized counseling sessions to meet with those students in need of targeted group interventions (2-3 students). Homogeneous small group instruction minimum of 15 minutes, twice a week. SEL strategies will be the guided focus for tier 2 students for 6 weeks with progress monitoring every two weeks.( rubric will be used to guide progress monitoring to be done by the counselor). Implement targeted SEL interventions (tier 1 and 2) with fidelity and efficacy. 20

21 Tier III- Intensive Interventions RtI Flow Chart Tier III Academic/Behavioral Classroom Interventions for Targeted Students STEP 1 Teacher compiles RtI review packet and presents to RtI Committee. Campus RtI team prepares a Tier III intervention plan. (Reviews DMAC RtI Tier I and II Interventions and Progress Monitoring). STEP 3 Conduct follow-up meetings to review outcomes of Tier III interventions. Continue to document student progress. If successful, student(s) return to Tier I or Tier II monitoring. (Progress Monitoring, Document all findings on DMAC RtI STEP 2 Teacher implements TIER III intervention plan for either academics/behavioral concerns with intensified frequency and duration which reflects fidelity and efficacy: These efforts will include: **for behavioral concerns: An informal BIP for individual with home collaboration is required for effective daily progress monitoring which will be documented on DMAC every Friday. Campus RtI Committee brainstorms and problem solves intervention strategies in addition to classroom interventions provided in Tier I and II. Campus RtI Committee clarifies interventions and sets implementation timeline (at least 4 weeks). Comprehensive effort by classroom teacher, lead teacher and other district specialist(s) Rigorous research-based interventions targeting specific learning goals Groups of 1 to 3 students. Progress monitoring every two weeks Pull out 30 minutes, 3 times a week for 4 weeks, in addition to Tier I and II instruction. Identify persons responsible for implementing, monitoring, and supporting. (Input progress monitoring data into DMAC RtI) **see Pyramid of Interventions for tier III YES Adequate progress? NO STEP 4 Use complete DMAC RtI packet STEP 5 Exit to Tier II Refer to District RtI Committee for Possible Special Education Evaluation 21

22 TIER III Individualized Intensive Interventions Tier III is designed for those students who have been unresponsive to Tier II interventions or who demonstrate such significant needs that warrant intensive instruction or intervention. For these students RtI Committee meets and makes recommendations for additional interventions. Homogeneous small group instruction (1-3 students) Students will require intensive individualized interventions such as reading specialist, extended day services. Provide pull out 30 minutes, 3 times per week for 4 weeks of Tier III instruction in addition to Tier I and II instruction. Progress monitoring every two weeks on target skill to ensure adequate progress. Implement interventions with fidelity and efficacy. 22

23 Tier III (continued) At end of the 4 th week of Tier III interventions, a follow-up RtI Committee meeting to review progress monitoring takes place. If negative results are noted (interventions did not work), campus RtI Committee determines whether case will be referred to District RtI Committee. Committee recommendations must be inputted into DMAC. District RtI Committee will review student documentation and recommend Special Education evaluation or return to campus for further interventions and monitoring. 23

24 TIER III Individualized Intensive Interventions for Behavior Tier III is designed for those students who have been unresponsive to Tier II interventions or who demonstrate such significant behavioral needs that warrant intensive behavioral intervention(s). For these students RtI Committee meets and makes recommendations for additional interventions(universal informal BIP begins at this time). Homogeneous in class SEL small group instruction (1-2 students). Place students on a Universal informal BIP that is quantified daily by the teacher. Universal informal BIP will be done daily and reviewed weekly for 4 weeks. At this time, Tier I and II interventions are ongoing. Teacher progress monitors every two weeks on target SEL skill to ensure adequate progress. Implement interventions with fidelity and efficacy. 24

25 Entrance and Exit Criteria for Academic and Behavioral Concerns Entrance Criteria Required for RtI Students: Retentions Behavior: unresponsive to SEL skills and focused implementation; more than 3 referrals (referrals need to show PBIS strategies done to support student; evidence of PBIS strategies needs to be provided to Principal). Failing multiple core subjects in the area of: Reading, Math, Science, Language Arts and Social Studies at the end of each grading period. Achievement Below Standards (istation: Tier III CRITICAL) STAAR failures in multiple content areas: Reading, Math and Writing) ***disclaimer: any teacher can recommend a student that they feel will benefit from RtI services including students receiving speech services (SPED) in need of support. Exit Criteria During the school year, Response to Intervention Services will discontinue when a student has been successful for 6 consecutive weeks in the classroom (by passing all core areas), and any state mandated exam, (istation or STAAR) and/or successful in either tier for behavior as determined by progress monitoring. Once this criteria is met, student MUST be exited from the DMAC RtI system. If student shows difficulties once more you can bring back into DMAC for documentation of interventions and progress monitoring. 25

26 The RTI Process: Academics and Behavioral Tier I Core Curriculum 4 Weeks Progress Monitoring 30 minutes, three times a week small group instruction Weekly Progress Monitoring Tier II Supplemental 6 Weeks Tier I and 60 minutes of after school tutorials, twice a week; BEHAVIOR: COUNSELOR SEES STUDENTS Progress Monitoring every two weeks: teacher/counselor Tier III Supplemental 4 Weeks Tier I, Tier II and 30 minutes pullout, 3 times per week Progress Monitoring every two weeks BEHAVIOR: UNIVERSAL INFORMAL BIP DONE BY TEACHER; EVALUATED, and SENT HOME EVERY DAY; PROGRESS MONITORING EVERY FRIDAY IN DMAC 26

27 MIDDLE SCHOOL TIERS 27

28 Campus RtI Committee RtI Campus meetings should be held on a monthly or bi-monthly basis. The meetings are conducted by campus Principal. The RtI committee is comprised of: Principal, Counselor, Pathfinders, Department Heads, Grade Level Chairs, etc. The teacher providing RtI interventions presents to committee. Only the campus RtI Committee can place a student in Tiers II or III. Tiers must be inputted into DMAC as soon as a decision is made. Progress monitoring should be inputted into DMAC in a timely manner. 28

29 What is included in the Intervention Plan? Measurable outcomes that can be used to make databased adjustments as needed during the course of the interventions Description of measurement and documentation / recording techniques Progress monitoring schedule 29

30 All students receive high quality scientifically based instruction in the core curriculum (TEKS) in all areas in a positive learning environment Tier I-Universal Interventions RtI Flow Chart Tier I Classroom Interventions for Targeted Students STEP 1 Teacher conducts universal screening or an analysis of most recent state assessment. (About 80%-90% of students in each class should meet instructional goals through high quality researched-based teaching practices). Adequate progress? YES NO STEP 2 Teacher identifies at-risk students (STAAR results, students currently struggling with TEKS). STEP 3 STEP 4 Teacher continues to utilize high quality scientifically based instruction in the core curriculum (TEKS) in all areas and effective strategies that will impact all students. In addition, the teacher will implement intervention strategies, supplemental support and will maintain focused progress monitoring of struggling learners. Efforts should include: Reaching out to students and their parents Regular reviews and reteach Continually provide targeted small group instruction for struggling learners. 15 minutes, 2 times a week Progress monitoring once a week for at least four weeks. (Input into DMAC RtI) Adequate progress? YES NO YES ***RtI is not an event. It is a process. Steps 4 and 5 may be repeated so as to make interventions grow as you go. Teacher implements grade level team strategies and continues to review progress monitoring data for at least 4 weeks. (Keep notes and data). Adequate progress? NO STEP 5 Teacher refers to RtI Campus Committee for possible Tier II placement. YES STEP 6 Exit to General Population 30

31 TIER I Universal Classroom Interventions Focus- ALL students. ALL students receive high quality scientifically based instruction in the core curriculum in a positive learning environment. Get to know your students; reteach. Provide targeted small group instruction for struggling learners 15 minutes 2 times a week. About 80-90% of students in each class should meet instructional goals. Tier I interventions are provided by the general education teacher in the general education classroom 4 weeks minimum with progress monitoring once a week. Tier I information should be inputted into DMAC system at the start of the intervention. 31

32 Tier I (continued) If after 4 weeks of Tier I small group interventions and weekly progress monitoring, there is no evidence of growth in area of need, the teacher presents her documentation to the campus RtI committee for possible placement in Tier II with additional interventions. If there is growth, the teacher should extend the Tier I interventions for another four weeks continuing with small group setting and weekly progress monitoring (The extended time should be reflected in DMAC for end and review dates.) The review date that the teacher sets on DMAC should be based on the monthly or bi-monthly campus RtI committee meetings scheduled for the year. If committee recommends Tier II placement, the teacher must input the Tier II information into DMAC. 32

33 Tier II- RtI Selected Interventions RtI Flow Chart Tier II Classroom Interventions for Targeted Students STEP 1 Teacher reports to RtI committee on student(s) who has/have demonstrated minimal success with Tier I interventions. (Evidence from Universal Screeners, Progress Monitoring, and Teacher and Grade Team s Intervention Plan and Report to RtI Committee) Return to Tier I STEP 2 RtI team meets monthly to brainstorm, review teaching strategies and provide additional best practices. To include: Intensive strategies and researchedbased programs for at least 6 weeks Supplemental instructional materials are matched to student s ability Flexible grouping of 5-7 students 60 minutes, 2 times per week after school tutorials in addition to Tier I instruction. Progress monitoring every two weeks (Open DMAC RtI Tier II). Decision to proceed to Tier II NO YES STEP 3 Teacher implements targeted interventions with fidelity and efficacy. Interventions are based on data collected and teacher maintains frequent progress monitoring. If progress is slow but steady: a) Teacher implements recommendations and continues progress monitoring. (Document DMAC RtI) STEP 4 RtI committee reviews progress monitoring and makes recommendations. (Submit Progress Monitoring Forms and Intervention Plan). STEP 5 YES Adequate progress? YES NO STEP 6 Exit to Tier I If little or no progress, RtI Committee may recommend Tier III placement and additional interventions. (Submit RtI Committee s Review of Progress and Recommendations). 33

34 TIER II Classroom Targeted Group Interventions In Tier 2, strategic interventions are applied for those students not responsive to the Tier 1 interventions. Tier 2 interventions focus on the area of student need or weakness that are identified in the screening, or in a diagnostic assessment. Teacher makes a request for Tier II instructional interventions to RtI campus committee for students with marked difficulties that have not responded to Tier I interventions. Continue with effective teaching and Tier II recommended classroom interventions. Homogeneous small group instruction (5-7 students) Minimum of 60 minutes after school tutorials, twice a week, provided in addition to Tier I instruction. Targeted strategies and research based programs for 6 weeks with progress monitoring every two weeks. Implement targeted interventions with fidelity and efficacy. 34

35 Tier II (continued) Teacher will enter student data for Tier II into DMAC system immediately after Tier II placement by committee. Progress monitoring should be inputted into DMAC every two weeks. After a minimum of 6 weeks of interventions in Tier II, RtI committee meets to discuss progress monitoring. The committee will review the documentation and make a recommendation whether to continue Tier II interventions or place student in Tier III. The teacher will input committee recommendations into DMAC. If the student continues in Tier II, the teacher will extend the end and review dates. If the student is recommended for Tier III, the teacher will input the new recommendations into DMAC by starting a new period (Tier). 35

36 Tier III- Intensive Interventions RtI Flow Chart Tier III Classroom Interventions for Targeted Students STEP 1 Teacher compiles RtI review packet and presents to RtI Committee. Campus RtI team prepares a Tier III intervention plan. (Reviews DMAC RtI Tier I and II Interventions and Progress Monitoring). STEP 3 STEP 2 Teacher implements TIER III intervention plan with intensified frequency and duration which reflects fidelity and efficacy: These efforts will include: Campus RtI Committee brainstorms and problem solves intervention strategies in addition to classroom interventions provided in Tier I and II. Campus RtI Committee clarifies interventions and sets implementation timeline (at least 4 weeks). Comprehensive effort by classroom teacher, lead teacher and other district specialist(s) Rigorous research-based interventions targeting specific learning goals Groups of 1 to 3 students. Progress monitoring every two weeks Pull out 30 minutes twice a week in area of need, in addition to Tier I and II instruction. Identify persons responsible for implementing, monitoring, and supporting. (Input progress monitoring data into DMAC RtI) Conduct follow-up meetings to review outcomes of Tier III interventions. Continue to document student progress. If successful, student(s) return to Tier I or Tier II monitoring. (Progress Monitoring, Document all findings on DMAC RtI. YES Adequate progress? NO STEP 4 Use complete DMAC RtI packet STEP 5 Exit to Tier II Refer to District RtI Committee for Possible Special Education Evaluation 36

37 TIER III Individualized Intensive Interventions For students with marked difficulties who have not responded to Tier I and Tier II interventions. RtI Committee meets and makes recommendations for additional interventions. Homogeneous small group instruction (1-3 students) Students will require intensive individualized interventions such as reading specialist, extended day services. Provide pullout 30 minutes twice a week of Tier III instruction, plus Tiers I and II. Progress monitoring every two weeks on target skill to ensure adequate progress. Implement interventions with fidelity and efficacy. 37

38 Tier III (continued) At end of the 4 th week of Tier III interventions, a follow-up RtI Committee meeting to review progress monitoring takes place. If negative results are noted (interventions did not work), campus RtI Committee determines whether case will be referred to District RtI Committee. Committee recommendations must be inputted into DMAC. District RtI Committee will review student documentation and recommend Special Education evaluation or return to campus for further interventions and monitoring. 38

39 Entrance and Exit Criteria Entrance Criteria Required RtI Students: Students who went through GPC from 5 th to 6 th Retentions Failing multiple core subjects in the area of: Reading, Math, Science, Language Arts and Social Studies at the end of each grading period. Achievement Below Standards: Results of Universal screeners (STAAR in Math, Reading and Writing) ***disclaimer: any teacher can recommend a student that they feel will benefit from RtI services. Exit Criteria During the school year, Response to Intervention Services will discontinue when a student has been successful for 6 consecutive weeks in the classroom (by passing all core areas), and STAAR for Reading and Math as determined by progress monitoring. For writing the requirement is that three out of five students' final drafts be at or above 70% using the District-designated rubric. These final drafts must be part of the students' writing portfolios. Each final draft portfolio submission must include the rubric and all rough drafts. Once this criteria is met, student must be exited through the DMAC RtI system. 39

40 The RTI Process Tier I Core Curriculum 4 Weeks Progress Monitoring 15 minutes small group instruction twice a week, Weekly Progress Monitoring Tier II Supplemental 6 Weeks Tier I and 60 minutes after school tutorials, twice a week, Progress Monitoring every two weeks Tier III Supplemental 4 Weeks Tier I, Tier II and pull out 30 minutes twice a week in area of need, Progress Monitoring every two weeks 40

41 HIGH SCHOOL TIERS 41

42 Campus RtI Committee RtI Campus meetings should be held on a monthly or bi-monthly basis. The meetings are conducted by campus Principal. The RtI committee is comprised of: Principal, Counselor, Pathfinders, Department Heads, Grade Level Chairs, etc. The teacher providing RtI interventions presents to committee. Only the campus RtI Committee can place a student in Tiers II or III. Tiers must be inputted into DMAC as soon as a decision is made. Progress monitoring should be inputted into DMAC in a timely manner. 42

43 What is included in the Intervention Plan? Measurable outcomes that can be used to make databased adjustments as needed during the course of the interventions Description of measurement and documentation / recording techniques Progress monitoring schedule 43

44 All students receive high quality scientifically based instruction in the core curriculum (TEKS) in all areas in a positive learning environment Tier I-Universal Interventions RtI Flow Chart Tier I Classroom Interventions for Targeted Students STEP 1 Teacher conducts universal screening or an analysis of most recent state assessment. (About 80%-90% of students in each class should meet instructional goals through high quality researched-based teaching practices). YES Adequate progress? NO STEP 2 Teacher identifies atrisk students (STAAR results, students currently struggling with TEKS). STEP 3 Teacher continues to utilize high quality scientifically based instruction in the core curriculum (TEKS) in all areas and effective strategies that will impact all students. In addition, the teacher will implement intervention strategies, supplemental support and will maintain focused progress monitoring of struggling learners. Efforts should include: Reaching out to students and their parents Regular reviews and reteach Continually provide targeted small group instruction for struggling learners. 15 minutes, 2 times a week Progress monitoring once a week begins (Input into DMAC RtI) Adequate progress? YES NO YES ***RtI is not an event. It is a process. Steps 4 and 5 may be repeated so as to make interventions grow as you go. STEP 4 Teacher implements grade level team strategies and continues to review progress monitoring data for a minimum of 4 weeks. (Keep notes and data). Adequate progress? NO STEP 5 Teacher refers to RtI Campus Committee for possible Tier II placement. YES STEP 6 Exit to General Population 44

45 TIER I Universal Classroom Interventions Focus- ALL students. ALL students receive high quality scientifically based instruction in the core curriculum in a positive learning environment. Get to know your students; reteach. Provide targeted small group instruction for struggling learners15 minutes 2 times a week. About 80-90% of students in each class should meet instructional goals. Tier I interventions are provided by the general education teacher in the general education classroom for a minimum of 4 weeks with progress monitoring once a week. Tier I information should be inputted into DMAC system at the start of the intervention. 45

46 Tier I (continued) If after 4 weeks of Tier I small group interventions and weekly progress monitoring, there is no evidence of growth in area of need, the teacher presents her documentation to the campus RtI committee for possible placement in Tier II with additional interventions. If there is growth, the teacher should extend the Tier I interventions for another four weeks continuing with small group setting and weekly progress monitoring (The extended time should be reflected in DMAC for end and review dates.) The review date that the teacher sets on DMAC should be based on the monthly or bi-monthly campus RtI committee meetings scheduled for the year. If committee recommends Tier II placement, the teacher must input the Tier II information into DMAC. 46

47 STEP 1 Teacher reports to RtI committee on student(s) who has/have demonstrated minimal success with Tier I interventions. (Evidence from Universal Screeners, Progress Monitoring, and Teacher Research-based Strategies are Presented to RtI Committee) Return to Tier I Tier II- RtI Selected Interventions RtI Flow Chart Tier II Classroom Interventions for Targeted Students STEP 2 RtI team meets monthly to brainstorm, review teaching strategies and provide additional best practices. To include: Intensive strategies and researched-based programs for a minimum of 6 weeks Supplemental instructional materials are matched to student s ability Flexible grouping of 5-7 students 60 minutes after school tutorials twice a week in addition to Tier I instruction. Progress monitoring every two weeks. (Open DMAC RtI Tier II). Decision to proceed to Tier II NO YES STEP 3 Teacher implements targeted interventions with fidelity and efficacy. Interventions are based on data collected and teacher maintains frequent progress monitoring (every two weeks). If progress is slow but steady: a) Teacher implements recommendations and continues progress monitoring. (Document DMAC RtI) STEP 4 RtI committee reviews progress monitoring and makes recommendations. (Submit Progress Monitoring Forms and Intervention Plan). STEP 5 YES Adequate progress? NO If little or no progress, RtI Committee may recommend Tier III placement and additional interventions. (Submit RtI Committee s Review of Progress and Recommendations). STEP 6 YES Exit to Tier I 47

48 TIER II Classroom Targeted Group Interventions In Tier 2, strategic interventions are applied for those students not responsive to the Tier 1 interventions. Tier 2 interventions focus on the areas of student need or weakness that are identified in the screening, or in a diagnostic assessment. Teacher makes a request for Tier II instructional interventions to RtI campus committee for students with marked difficulties that have not responded to Tier I interventions. Continue with effective teaching and Tier II recommended interventions. Homogeneous small group instruction (5-7 students) Minimum 60 minutes after school tutorials per area of need twice a week instruction provided in addition to Tier I instruction. Targeted strategies and research based programs for a minimum of 6 weeks with progress monitoring every two weeks. Implement targeted interventions with fidelity and efficacy. 48

49 Tier II (continued) Teacher will enter student data for Tier II into DMAC system immediately after Tier II placement by committee. Progress monitoring should be inputted into DMAC every two weeks. After a minimum of 6 weeks of interventions in Tier II, RtI committee meets to discuss progress monitoring. The committee will review the documentation and make a recommendation whether to continue Tier II interventions or place student in Tier III. The teacher will input committee recommendations into DMAC. If the student continues in Tier II, the teacher will extend the end and review dates. If the student is recommended for Tier III, the teacher will input the new recommendations into DMAC by starting a new period (Tier). 49