Administrators’Back to School

INSTITUTEAugust 2013

RESPONSE TO

INTERVENTION (RTI)

Brownsville Independent School DistrictCurriculum & Instruction Department

Angie T. Morales, RtI Specialistammorales@bisd.us

Federal Requirement

From NCLB:

“…holding schools, local education agencies, and States accountable for improving the academic achievement of all students…” and “…promoting school wide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)]

From IDEA:

“…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]

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Federal Requirement• To implement proactive models of instruction that

allow all students to receive effective instructional as well as behavioral interventions in the general education setting.

• Response to Intervention, or RtI, a multi-tiered approach to instruction, is evolving as the framework of the general education program for all students including those who experience difficulties either academically or behaviorally.

• RtI helps to ensure that all students have the opportunity to experience a full range of educational opportunities in the general education program.

(Texas Education Agency)33

State Requirement

• Referral of students for a full and individual initial evaluation for possible special education services shall be a part of the district’s overall, general education referral or screening system. Prior to referral [to special education] students experiencing difficulty in the general education classroom should be considered for all support services available to all students, such as tutorial; remedial; compensatory; response to scientific, research-based intervention; and other academic and behavior support services. (19 TAC §89.1011).

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RtI Local Policy

• FFE (LOCAL)Student Assistance Program—RtI

• EIE (LOCAL)Response to InterventionDistrict RtI TeamCampus RtI Team

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•RtI is about PREVENTION – not referral to Special Education

•RtI is about enhancing, improving and increasing student and staff performance

•RtI is a General Education initiative that believes we can effectively teach ALL children

•RtI is about intervening early

•RtI uses data to make decisions about the curriculum, teacher implementation and child

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RTI IS NOT A PRE-REFERRAL MODEL

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Academic Systems Behavioral Systems

1-5% 1-5%

15-20% 15-20%

80-90% 80-90%

Intensive, Individual Interventions•Tier III•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Tier III•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Tier II•Some students (struggling)•High efficiency•Rapid response

Targeted Group Interventions•Tier II•Some students (struggling)•High efficiency•Rapid response

Universal Interventions•Tier I•All students•Preventive, proactive

Universal Interventions•Tier I•All settings, all students•Preventive, proactive

RTI MULTI-TIER PROCESS

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Interventions do NOT include:• Preferential seating

• Shortened assignments

• Parent contacts

• Classroom observations

• Suspension

• Doing MORE of the same/general classroom assignments

• Retention

• Peer-tutoringThe RTI Guide, pg. 51

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Match the intervention to the deficiency of the focus skills

Implement the multi-sensory learning sytles Cue work habits and organizational skills Modify direct instruction time Modify guided and independent practice Ensure optimal pacing Increase task structure, such as directions, checks for

understanding and feedback Increase opportunities to engage in active academic

responding, such as writing, reading aloud or answering questions in class

Decrease group sizeKey to Intervention is that teachers and staff implement them with the purpose of improving

progress in or toward the grade-level curriculum and to measure or monitor their effectiveness to determine how well the student is responding (progress monitoring)

Copyright © ERICC, 2010

Intervention may include the following guidelines:

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BISD, Curriculum & Instruction, Response to Intervention

http://www.bisd.us/Curriculum/RtI/RtI.html

The Florida Center for Reading Research:

www.fcrr.org

Intervention Central:

http://www.interventioncentral.org

National Center on Response to Intervention: www.rti4success.org

RTI Wire: www.jimwrightonline.com/php/rti_wire.php

Websites for Interventions

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RtI

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RtI

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RtI

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Response

to Intervention

RTI-1(Teacher)

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

RESPONSE TO INTERVENTION PROCESS INITIAL STUDENT REFERRAL TO RTI

RTI- 1

Student: ID#: Grade: Campus:

D.O.B.: Teacher Completing Form:

Date:

ACADEMIC CONCERNS: Check all that apply.

Difficulty completing work Difficulty with reading Poor retention of material Difficulty following written

directions Difficulty following oral

directions Difficulty completing tasks on

time Difficulty with math skills Homework concerns Difficulty with cause and effect Difficulty with written skills Difficulty with spelling Inconsistent performance Other: Difficulty seeing relationships

BEHAVIOR CONCERNS: Check all that apply.

Lacks self-discipline Lacks initiative Disruptive to other students Lacks social skills Lack of participation Not prepared for class Poor peer relationships Disorganization Does not keep track of work Does not work independently Poor work attitude Frequently off task Other: Overactive or distractible

SPEECH CONCERNS: Check all that apply.

Language Articulation Stuttering Other: Fluency

OTHER CONCERNS:

Other: Other:

EDUCATIONAL HISTORY: Has this student been referred for special education? Yes No If “Yes”, Qualified DNQ Has this student received speech therapy? Yes No Has this student been in other programs? Yes No If “Yes”, please check

program(s) Bilingual Ext. School Yr. Tier 2 Reading AMI Computer Lab

ESL/ESOL Summer School Tier 3 Reading ARI Math Lab

Counseling Other: TAKS Tutorials Neuhaus Other:

LANGUAGE HISTORY: What is the student’s native language as specified on the Home Language Survey? (If language is other than English, teacher must complete Form RTI-3A and RTI-3B.) 15

Response

to Intervention

RTI-2(Nurs

e)

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

RESPONSE TO INTERVENTION PROCESS STUDENT HEALTH INFORMATION

RTI-2

Student:

ID#:

Gr.:

Campus:

D.O.B.: School Nurse: DIRECTIONS: To be completed by campus school nurse prior to initial meeting for screening.

VISION: Date of Screening: Person Conducting Screening: Position Results:

YES NO

Did the screening indicate a need for further assessment or adjustment? If YES, explain:

Has follow-up treatment been recommended? If YES, explain:

HEARING:

Date of Screening: Person Conducting Screening: Position: Type of Screening: Results:

YES NO

As a result of the screening, is there any indication of a need for further assessment or adjustment? If YES, explain:

Has follow-up treatment been recommended? If YES, explain:

HEALTH:

YES NO

Does student exhibit any signs of health or medical problems? If YES, explain:

Is there a need for further assessment or referral of a medical problem? If YES, explain:

Is student receiving any medication at school? If YES, specify:

Does this student require adaptive equipment or facility adaptation for accessibility? If YES, specify:

Does this student make frequent visits to the nurse’s office? If YES, how often/how many?

_________________________________ Nurse’s Signature

Date

Response

to Intervention RTI-3A

(Teacher – All

Students)

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

RESPONSE TO INTERVENTION PROCESS SCREENING FOR LANGUAGE DOMINANCE

RTI-3A

Student: DOB ID#: Gr.: Campus:

DIRECTIONS: Complete this form as appropriate for all students referred to the RtI core team. (For LEP* students, the form must be completed in its entirety. The student’s classroom teachers complete the BICS/CALP checklist, Form RTI-3B.)

Date: Person completing this form:

SECTION I: Is this student identified as limited English proficient? Yes No

Is this student? M1 M2

Entry Date: HLS Date: Language:

Was student previously identified as LEP and parent signed waiver refusing LEP services? Yes* No

What is the student’s current category? B I A PD Elementary ESL SECTION II: Number of years in the Bilingual/ESL Program: Has the student been in the U.S. fewer than three (3) years? Yes No

When did the student move to the United States?

Has the student attended school in another country? Yes No

If “Yes”, indicate name of country: Which grades?

Did the student attend school on a “regular” basis? SECTION III: Has the student been academically successful in his/her “native language”? Yes No (Teachers must also complete the attached BICS/CALP checklist.) SECTION V: (Refer to BISD Board approved Bilingual Instructional Model.) What is the time per day in English instruction?

What is the time per day in Spanish (if in a Bilingual/ESL program)?

Has the student transferred from his/her native language to English reading? Yes No If “Yes”, when?

(If “Yes”, complete the following questions. If “No”, “M1”, or “M2”, STOP.)

Response

to Intervention RTI-3B

(Teacher – ELL

Students-ONLY)

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

RESPONSE TO INTERVENTION PROCESS BICS/CALP CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL)

(Only for ELL Students) RTI-3B

Student: DOB ID#: Gr.: Campus:

DIRECTIONS: Each teacher of a LEP student referred to RtI core team must complete the BICS/CALP

checklist. Students who were waived from the Bilingual Education Program by a parent waiver are still considered to be LEP students until they meet exit criteria. For each of the items below, indicate whether the student has demonstrated the skill in the primary language (L1) or English. If the student has demonstrated the skill in both languages, circle “L1” and “Eng.” If the student has NOT demonstrated or has not been taught the skill, circle “NA.”

BASIC INTERPERSONAL COMMUNICATION SKILLS

(BICS)

COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP)

A. LISTENING A. LISTENING 1. Follows classroom

directions. 2. Points to classroom

items. 3. Distinguishes items

according to color, size, shape, etc.

4. Points to familiar people.

5. Distinguishes people according to emotional and physical states.

6. Acts out common school activities.

7. Distinguishes environmental sounds.

8. Reacts to peers: a. at lunch

b. during recess c. other

L1 L1 L1 L1 L1 L1 L1 L1 L1 L1

Eng.

Eng.

Eng.

Eng.

Eng.

Eng.

Eng.

Eng. Eng. Eng.

NA NA NA NA NA NA NA

NA NA NA

1. Follows specific

directions for academic tasks according to curriculum guide.

2. Understands vocabulary for academic tasks according to curriculum guide (i.e., word meaning, word synonyms).

3. Understands teacher’s discussion and distinguishes main ideas from supportive details.

4. Understands temporal concepts (i.e., do this first, second, last).

5. Distinguishes sounds for reading readiness activities.

6. Listens to a movie or other audio-visual presentation with academic content.

L1 L1 L1 L1 L1 L1

Eng.

Eng.

Eng.

Eng.

Eng.

Eng.

NA

NA

NA

NA

NA

NA

Response

to Intervention

RTI-4(RtI

Coordinator)

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

RESPONSE TO INTERVENTION PROCESS MEETING MINUTES AND ACTION LOG RTI-4

Student: DOB: ID#: Gr.: Campus:

Date: Person(s) making request for the RtI core team review:

EVALUATION AND ELIGIBILITY DOCUMENTATION: I. REVIEW OF AVAILABLE INFORMATION (INCLUDE TEST SCORES WHEN APPROPRIATE)

1. Summarize present levels of performance in areas evaluated for consideration of need.

2. Teacher reports/comments: (Information provided should be educationally relevant. Data must include written documentation of curriculum-based monitoring and student comparison to peers.)

3. Areas of concern: (i.e., behavior, academic, medical/health, at-risk for dyslexia, etc. – Be specific!)

4. Health and development: (include information available from school nurse and/or parent – Form RTI-2. Health information must be current for present school year.)

5. Data reviewed and/or considered by the RtI core team:

Samples of student work Cumulative folder (copy) Adaptive behavior checklists Student profile Discipline records (copy) Individualized reading tests Health/medical report Progress reports Learning style inventories Parent information TAKS reports (copy) Results of Speech screening Formal tests (aptitude, etc.) RtI Student folder Anecdotal reports Grades Teacher recommendations

and/or observations Spec. Educ. FIE report

(copy/summary) Other:

6. Further information needed? Yes No

(a) If Yes, what information is needed? (b) Person responsible for obtaining information:

(c)

Date, time and place to reconvene committee:

Response

to Intervention

RTI-5(RtI Core

Team Members)

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BROWNSVILLE I NDEPENDENT SCHOOL DI STRI CT

I I P Starting Date:

I I P Ending Date:

(8 weeks minimum)

Student:

ID #:

Grade:

Campus:

Bilingual

Economically Disadvantaged

Migrant

At Risk

Staff overseeing I I P:

Regular Education Teacher

Counselor

Other:

I nitial Tier 2 (I IP) I nitial Tier 3 (I IP)

Tier 2 Revisions Tier 3 Revisions

Revision of an existing I IP from a student transferring

from another district/school Other:

I NTERVENTI ON(S) TO BE I MPLEMENTED: (Maximum of 3 at any time.) Interventions should address academic as well as behavior issues. For more serious behavior challenges, refer to Review360.

NOTE: An instructional intervention is a series of planned activities that are DIFFERENT from those activities normally occurring in the child’s regular education program. All interventions MUST be scientific, research-based.

Area of I ntervention:

Reading ELA Math Speech Other:

SKILL TARGETED: READING:

Phonological Awareness Phonics Comprehension Fluency Vocabulary Other:

MATH Other

TIME:

Tier 2: Small Group (4-6) -OR-

Tier 3: Smallest Group (2-3)/ Individual

30 min 45 min Other:

TEKS FOCUS SKILL:

Example: Reading: (Skill Targeted: Comprehension) making inferences, summarization, or logical order. Math: (Skill Targeted: Measurement) estimate and use measurement tools….

FREQUENCY:

X per Day -Or- X per Week

LOCATION: Gen. Ed. Classroom Pull Out

Gen. Ed. + Pull Out Other:

Current Grade Average (Baseline): PROGRESS MONITORING:

TI ER 2 -OR- Tier 3

Bi-Weekly other

Grade Average Goal:

RESPONSE TO INTERVENTION PROCESS INDIVIDUAL INTERVENTION PLAN (IIP) ELEMENTARY RTI-5 (AUGUST 2013)

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Response

to Intervention

RTI-5(RtI Core

Team Members)

I NTERVENTI ON PLAN: DURATION: I ntervention Begins on: Ends on: READING MATH OTHER:

TEKS Focus Skill: Resource Used: Title of Intervention: Page #s: TEKS Focus Skill: Resource Used: Title of Intervention: Page #s: TEKS Focus Skill: Resource Used: Title of Intervention: Page #s:

_ _______ / ________ / TE Initials / Revision Date TLI Initials / Revision Date

I NTERVENTI ON PLAN: DURATION: I ntervention Begins on: Ends on: READING MATH OTHER:

TEKS Focus Skill: Resource Used: Title of Intervention: Page #s: TEKS Focus Skill: Resource Used: Title of Intervention: Page #s: TEKS Focus Skill: Resource Used: Title of Intervention: Page #s:

________ / ________ / TE Initials / Revision Date TLI Initials / Revision Date

I ntervention plan: DURATION: I ntervention Begins on: Ends on:

READI NG MATH OTHER: TEKS Focus Skill: Resource Used: Title of Intervention: Page #s: TEKS Focus Skill: Resource Used: Title of Intervention: Page #s: TEKS Focus Skill: Resource Used: Title of Intervention: Page #s:

________ / ________ / TE Initials / Revision Date TLI Initials / Revision Date

ELL I ntervention Plan

Interventional Strategies * RD MA

Interventional Strategies * RD MA

Interventional Strategies * RD MA

WR LA WR LA WR LA SC SS SC SS SC SS

Categorizing

Individualized » Schedule to meet progress reports

Study Sheets/ Guides

Computer Lab/ Language Dev. Programs

Linguistic Accommodations

Summer School

Extended Day/ Saturday Tutorial

Manipulations - Hands on experience/ Foldable(s)

Use of Visual Cues/ Thinking Maps

Fluency Reinforcement

Note taking assistance Use of Bilingual/ Content Dictionaries

Grammar/ Spelling

Pre-Teach Content Vocabulary - flashcards, charts, etc.

Use of Cognates

Graphic Organizers/ Planners

Reinforcing Contextual Definition

Word walls/ Label items in the classroom

Highlighting key words, phrases/ categories

Sheltered Instruction/ ELPS

Technology Software Name Software:

* RD – Reading, MA – Math, WR – Writing, LA – Language Arts, SC – Science, SS - Social Studies

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Response to Interventio

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R Acco

mmodations(RtI Core

Team

Members)

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Response to Interventio

n STAA

R Acco

mmodations(RtI Core

Team

Members)

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Response to Interventio

n STAA

R Acco

mmodations(RtI Core

Team

Members)

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Response

to Intervention

RTI-5(RtI Core

Team Members)

Additional comments:

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Response

to Intervention

RTI-5(RtI Core

Team Members)

RTI CORE TEAM SIGNATURES: BEGI NNI NG OF PLAN

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of RtI Coordinator / Principal

Plan Starting Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of Teacher

Plan Starting Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of Curriculum / I nstruction

Plan Starting Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of RtI Core Team Member (LPAC, Nurse, Counselor, or other)

END OF PLAN

Plan Starting Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of RtI Coordinator / Principal

Plan Ending Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of Teacher

Plan Ending Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of Curriculum / I nstruction

Plan Ending Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Signature of RtI Core Team Member (LPAC, Nurse, Counselor, or other)

Plan Ending Date

RtI Outcome Decision: (Decision is made by the RtI Core Team Members)

ELIGI BI LI TY DECISION:

Student data indicates a need for academic and/or behavioral interventions through Tier 2 of the RtI process. I I P (Form RtI -5) must be completed.

Student data indicates student demonstrates need for more intensive interventions through Tier 3 of the RtI process. Referral to Tier 3 or Section 504 (only if there is a suspected disability or referral is for dyslexia assessment) shall be initiated.

Student data indicates student demonstrates little to no response to intervention through either Tier 2 or Tier 3 of the RtI process. Referral to Special Services shall be initiated.

Student data indicates that there is no need for academic or behavioral interventions. Student will be monitored on a regular basis for any changes in need (Tier 1 for small group and differentiated instruction). Comments:

NOTE: I I P is to be distributed to those service providers (i.e., teachers, counselors, nurses, etc.) who will be implementing an intervention(s) for the student ( RtI -6). DECISION POINT FOR DETERMINING CONTINUATI ON OF INTERVENTION: (1) Student is making some progress and is above 10th percentile but below 25th percentile when compared to their same age peers/class - continue current intervention(s) and/or consider additional intervention. (2) No progress is being made – discontinue current intervention, re-evaluate data, and implement new intervention. I f student remains at or below 10th percentile and growth rate is less than average peers/class, consider referral for Tier 3 interventions. I f a disability is suspected, refer to Section 504 or Special Education.

Response to

Intervention (RtI)

Teamwork! Continue to make a difference for each child on

a daily basis. =======================

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Thank you! Do you have any

questions? 27