Bethany Community Web viewBethany Community School. ... (2) using learning rate ... (explicit instruction in phonics and word analysis – decodeable words and sight words)

Bethany Community School

Response to Intervention Guidelines

Committee Members:Kristin GagnonMaureen GallaHeather PeckLinda VassalloErin WatsonKaren ProtoTim CharronRob Spino

Mary Federico

8/20/08

What is RTI?

Response to Intervention (RTI) is a regular education initiative. RTI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.

Bethany Community School follows the core principals of the response to intervention model including:

the belief that we can effectively teach all children the importance of intervening early the use of a multi-tier model of service delivery the use of a problem-solving method to make decisions within a multi-tiered

model the use of research-based, scientifically validated instruction/interventions the monitoring of student progress to inform instruction the use of data to make decisions

The use of RTI improves services by: Increasing the success rate of students receiving instruction in the general

education setting, Providing research-based instruction as an early intervention to students, Providing critical data needed to design, implement and monitor instructional

interventions, Reducing the time that additional instructional supports are delivered to students, Reducing the number of referrals to special education.

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TIER II

The following diagram illustrates the three tiers of the RTI model:

Tier I is at the top of the figure and reflects the general education curriculum. This tier is designed for and provided to all students in each grade level. Tier 1 is comprehensive and universal. Student progress is monitored by the classroom teacher through benchmark assessments or weekly if identified at-risk.

Tier II is the middle section of the figure and represents those students who need more intensive and specific instruction in order to be successful in school. These students participate in Bethany Community School’s supplemental support program. Student progress is monitored weekly at this level.

Tier III activities include comprehensive assessment to identify whether a student has a specific disability and meets the criteria for special education. Student progress at this level is monitored on a regular basis.

Classroom Instruction

&Assessment

Supplemental Support Instruction

&Assessment

Special EducationInstruction

&AssessmentTIER III

TIER IALL

STUDENTS

SOMESTUDENTS

FEWSTUDENTS

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The 3 tiers of the RTI process are further defined in a series of steps listed below. The RTI steps are adapted from Response to Intervention: Principles and Strategies for Effective Practice (Brown-Chidsey & Steege, 2005).

Tier I

1. Implement scientifically based general education instructional methods. Verify accuracy of instructional procedures with integrity assessment.

2. Collect benchmarks of all students’ performance at least three times during the school year.

3. Identify which students scored below the benchmark target(s).4. Provide individual and/or small group intervention activities and

differentiated instruction within the classroom for those students who score below the benchmark target(s). Progress monitoring should focus on modifications and interventions put in place.

Tier II

5. Provide daily scientifically based small-group instruction to students with scores below benchmark target(s) who do not respond to classroom interventions.

6. Monitor student progress toward the benchmark(s), using daily/weekly assessments and data graphing for 15 sessions.

7. Review, revise, and/or discontinue small-group instruction based on student performance and progress toward the benchmark(s) at the end of the 15 sessions. For those students making adequate progress, cycle back to step six.

8. For students not yet showing evidence of progress toward meeting the benchmark(s) by the end of the first 15 sessions, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 15 sessions.

9. Review, revise, and/or discontinue small-group instruction, based on student performance and attainment of benchmark(s) at the end of the second 15 sessions. For those students making adequate progress, cycle back to step six.

Tier III

10. For students not yet showing evidence of meeting the benchmark(s) after significant interventions at steps 5-9, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services.

11. IEP team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program.

Tier I

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1. Implement scientifically-based general education instructional methods. Verify accuracy of instructional procedures with integrity assessment.Bethany Community School implements a variety of research-based and curriculum-based instructional programs in language arts and math. The tables below identify the publisher/author, instructional strategies, and targeted skills.

KindergartenLanguage Arts

Publisher/ Author Instructional Strategies Targeted SkillsGrowing Readers by Kathy Collins

Readers’ Workshop:Oral Reading, Partner Reading

Independent Reading, Building Reading Stamina, Decoding, Fluency, Comprehension

Reading with Meaningby Debbie Miller

Shared Reading, Modeling Responding, MakingPredictions, MakingConnections, and other comprehension strategies

Mondo Publishing, Wright Group Guided Reading Decoding, Fluency, Comprehension

Constructing Meaning by Nancy Boyles

Whole Group, Small Group Comprehension

Writers Workshop by Ralph Fletcher

Writers’ Workshop/Process

Brainstorming, Draft, Edit/revise, Publish/Share

No More Letters of the Week Explicit/Direct Instruction,Reading Wall

Phonological Awareness,Letter ID and Sound

CSDE Phonological Awareness Module

Whole Group Phonological Awareness

Pre- primer Dolch Words Sight WordsZaner Bloser Whole Group HandwritingHBJ Whole Group Grammar

MathPublisher/ Author Instructional Strategies Targeted Skills

Wright Group/McGraw-Hill, Everyday Mathematics

Whole Group/Direct Instruction;Small Group

Number and Numeration; Operations and Computation; Data and Chance; Measurement and Reference Frames; Geometry; Patterns, Functions and Algebra

Wright Group, Growing with Math


Basic Concepts

First Grade

Language ArtsPublisher/ Author Instructional Strategies Targeted Skills

Growing Readers by Kathy CollinsOn Solid GroundBy Sharon Taerski



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Mondo Publishing, Wright Group, Sunshine

Guided Reading Decoding, Fluency, Comprehension

Teacher Created Literacy Centers Reinforcement of literacy skillsConstructing Meaning by Nancy Boyles


Writers Workshop by Lucy Caulkins

Whole Group, Small Group, Individual Conferences

Choosing Topic, Sketching Ideas, Writing Process

Teacher Created Spelling Program Small Group Study and practice of sight words and word families

Cast-a-Spell Whole Group Study and practice of sounds, sight words and word families

Zaner Bloser Whole Group HandwritingHBJ Whole Group Grammar




Problem Solving; Number and Counting; Operation and Number Models; Algorithms; Data and Chance; Geometry; Measurement; Reference Frames; Estimation, Mental Arithmetic, and Number Sense; Patterns, Sequences, Functions and Algebra

Second Grade

Language ArtsPublisher/ Author Instructional Strategies Targeted Skills

Growing Readers by Kathy Collins





Mondo Publishing, Wright Group, Sunshine

Guided Reading Decoding, Fluency, Comprehension

Constructing Meaning by Nancy Boyles


Writers Workshop by Lucy Caulkins

Whole Group, Small Group, Individual Conferences

Choosing Topic, Sketching Ideas, Writing Process

Teacher Created Spelling Program Small Group Study and practice of sight words and word families

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Cast-a-Spell Whole Group Study and practice of sounds, sight words and word families

Zaner Bloser Whole Group HandwritingHBJ Whole Group Grammar




Problem Solving; Number and Counting; Operation and Number Models; Algorithms; Data and Chance; Geometry; Measurement; Reference Frames; Estimation, Mental Arithmetic, and Number Sense; Patterns, Sequences, Functions and Algebra

2. Collect benchmarks of all students’ performance at least three times during the school year.

Bethany Community School’s classroom teachers collect a variety of benchmarks in language arts and math to monitor students’ progress. The tables below outline the assessments and the times of year that they are completed.

KINDERGARTEN BENCHMARKSREADINGASSESSMENT TIMES OF YEARCONCEPTS ABOUT PRINT SEPT., NOV., FEB., MAYLETTER ID SEPT., NOV., FEB., MAYLETTER/SOUND ID SEPT., NOV., FEB., MAYDIBELS INITIAL SOUND FLUENCY SEPT., JAN.DIBELS LETTER NAMING FLUENCY SEPT., JAN., MAYDIBELS PHONEME SEGMENTATION FLUENCY JAN., MAR., MAYDIBELS NONSENSE WORD FLUENCY JAN., MAR., MAYREADING INFORMAL RUNNING RECORD FEB., APR.DRA LEVEL DEC., FEB., MAY

WRITINGASSESSMENT TIMES OF YEARLANGUAGE ARTS WRITING ASSESSMENT SEPT., JAN., JUNE

MATHASSESSMENT TIMES OF YEARUNIT TESTS UPON COMPLETION OF EACH UNIT***FURTHER ASSESSMENTS UNDER DEVELOPMENT

GRADE 1 BENCHMARKSREADINGASSESSMENT TIMES OF YEARINFORMAL RUNNING RECORD OCT., APRIL

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DRA LEVEL SEPT., NOV., FEB., MAYDIBELS LETTER NAMING FLUENCY SEPT.DIBELS PHONEME SEGMENTATION FLUENCY SEPT., JAN., MAYDIBELS NONSENSE WORD FLUENCY SEPT., JAN., MAYDIBELS RETELL FLUENCY JAN., MAYDIBELS ORAL READING FLUENCY JAN., MAY

WRITINGASSESSMENT TIMES OF YEARDICTATION SEPT., MAYGANSKE DEVELOPMENTAL SPELLING SEPT., JAN., MAYWORD PATTERN SURVEY SEPT.WRITING ASSESSMENTS – UNITS OF STUDY SEPT., DEC., MAYWRITING PROMPT PERSONAL NARRATIVE FEB., APR.MATHASSESSMENT TIMES OF YEARUNIT TESTS UPON COMPLETION OF EACH UNIT***FURTHER ASSESSMENTS UNDER DEVELOPMENT

GRADE 2 BENCHMARKS

READINGASSESSMENT TIMES OF YEARFORMING A GENERAL UNDERSTANDING;DEVELOPING AN INTERPRETATION;MAKING READER/TEXT CONNECTIONS;EXAMINING CONTENT & STRUCTURE

JAN., MAY

DRA LEVEL SEPT., NOV., FEB., MAYDIBELS NONSENSE WORD FLUENCY SEPT.DIBELS RETELL FLEUNCY SEPT., JAN., MAYDIBELS ORAL READING FLUENCY SEPT., JAN., MAY

WRITINGASSESSMENT TIMES OF YEARWORD PATTERN SURVEY SEPT., MAYWRITING ASSESSMENTS – UNITS OF STUDY UPON COMPLETION OF EACH UNIT OF STUDYWRITING PROMPT – NARRATIVE NOV. – PERSONAL NARRATIVE; FEB. & MAY –

FICTIONAL NARRATIVE

MATHASSESSMENT TIMES OF YEARUNIT TESTS UPON COMPLETION OF EACH UNIT***FURTHER ASSESSMENTS UNDER DEVELOPMENT

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3. Identify which students scored below the benchmark target(s).

Bethany Community School has benchmark targets at various points in the school year, which are listed in the tables below.

GRADE LEVEL DRA BENCHMARKS AND CEILINGS

DIBELS Benchmarks K-2

ISF LNF PSF NWF ORFK - Sep 8 8 K - Jan 25 27 18 13 K-May 40 35 25 1-Sep 37 35 24 1-Jan 35 50 201-May 35 50 402-Sep 50 442-Jan 682-May 90

***NEED TO INSERT TABLE FOR WRITING BENCHMARKS

MATH BENCHMARK IS 70% ON EACH UNIT OF STUDY

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Grade September

November FebruaryEnd ofYear Ceiling

K 2 4 18

1 4 8 12 18 28

2 18 20 24 28 38

4. Provide small group intervention activities and differentiated instruction within the classroom for those students who score below the benchmark target(s). Continue to monitor progress via benchmarks.

Classroom teachers meet with the RTI team (administrator, curriculum coordinator, supplemental skills teacher, special education teacher) after benchmark assessments have been completed to review benchmarks, identify at-risk students, plan interventions for targeted areas, determine duration of classroom support, type of progress monitoring and expected outcome with support in place.

The Tier 1 documentation form will be completed by the classroom teacher at the RTI meeting. An Alternative Strategies resource list is available for classroom-based intervention ideas for those

students requiring differentiation. Follow-up meeting will be held with the RTI team to review progress.

Tier II

5. Provide daily scientifically based small-group instruction to students with scores below benchmark target(s) who do not respond to classroom interventions.

For students who continue to fall below benchmarks despite classroom interventions teachers refer students to the Supplemental Support Program (SSP) by completing the SSP Referral form.

Students are serviced through Bethany Community School’s Supplemental Support Program either individually or in a small group setting depending on student need. The following tables indicate the skills targeted and the types of interventions.

BCS Grade K Supplemental Support Reading Program

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Pre-Reading Skill Area Activities Activity Source Materials

PhonologicalAwareness

Rhyming songs pictures rhyme production auditory identification

Identifying and sorting initial and final sounds picture cards objects matching picture to beginning sound

(worksheets, word wheels)Segmenting

clapping out words in a sentence

Syllable awareness clap out syllables

Following directions/listening games

Blending compound words (ex. Cup, cake

=cupcake) syllables (ex. Ti-ger= tiger)

Speaking sounds into ear piece

Road to the Code

Explode the Code

Teacher-made

Alphabet Knowledge

andWriting

Review of letter introduced in class: Class-generated pattern books with

target letter incorporated (i.e. B is for ______)

Letter matching (upper and lower case) Name writing (first, last) Name puzzle Letter formation Practice (whiteboard, clay, shaving

cream, pencil and paper,etc.) Sentence structure (capital at the

beginning, punctuation at the end, proper spacing, etc.)

No More Letter of the Week

Teacher-made

Print Awareness Left to right, swoop down to next line, tracking one to one correspondence

Shared reading

BCS Grade 1 Supplemental Support Reading Program

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Reading Skill Area

Activities Activity Source Materials

Fluency

Repeated reading of texts: support texts with

pictures, repetitive phrases, rhyme and rhythm

decodable texts (vocab. is limited to words with sounds that students have practiced

Reading Recovery

Wilson ReadingRead Naturally

Leveled trade books (Rigby, Wright Group, MCP, Sundance, Scott-Foresman)

Teacher-made

Word Study:

Decoding strategies, Word Recognition,

andSpelling

(explicit instruction in phonics and word

analysis – decodeable words and sight words)

Picture, sound, word and spelling sorts (sorting word and picture cards into groups according to sound and/or pattern)

Building words and blending sounds

Repeated review of words, letters, and sounds to develop automatic recognition and retrieval

Creation of a word collection (or word bank) to promote vocabulary development, ownership of known words, and automatic recognition

Use of rhyming pictures to aid in the memorization of phonetically irregular high frequency words

Sentence writing to practice sentence form, listening for sounds in words and spelling

Words Their Way

Making Words

Wilson ReadingTLC Reading Program

Book Buddies Tutoring Program (Univ. of VA)

BCS Teachers

Reading Recovery

Words Their WayTeacher-made

Plastic letters, letter tiles

Teacher-made word books and flashcards

Teacher-made word cards and games

Teacher-made cards

Teacher-made writing books

Comprehension

Making predictions

Asking questions

Re-telling of events and details in sequence

Comparing and contrasting

Reading with Meaning -(D. Miller)

Mosaic of Thought – (E. Keene, S. Zimmerman)

Developmental Reading Assessment (DRA)

Teacher-made

Teacher-made re-telling “kits” with objects corresponding to text

***Need to insert Supplemental Support Grade 1 Math Program

BCS Grade 2 Supplemental Support Reading Program

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Reading Skill Area

Activities Activity Source Materials

Fluency

Repeated reading of texts: trade books decodeable texts (vocab.

is limited to words with sounds that students have practiced)

poetry reader’s theater

Speed reading drills and speed sorting activities – single words with target pattern(s) and/or sight words

Reading RecoveryWilson ReadingRead Naturally


Wilson ReadingWords Their Way

Trade books

Teacher-madeOne-Minute Reader

Various


Word Study:

Decoding strategies,

Word Recognition,and

Spelling

(explicit instruction in phonics and word

analysis – decodeable words and sight words)

Picture, sound, word and spelling sorts

Building words and blending sounds

Repeated review of words, letters, and sounds to develop automatic recognition and retrieval

Creation of a word collection to promote vocabulary development, ownership of known words, and automatic recognition

Use of rhyming pictures to aid in the memorization of phonetically irregular high frequency words

Sentence writing to practice sentence form, listening for sounds in words and spelling

Words Their Way

Making Words

Wilson ReadingTLC Reading Program


BCS Teachers

Reading Recovery

Words Their WayTeacher-made

Letter tiles


Teacher-made word cards and games

Teacher-made cards

Composition books

Comprehension

Genre study

Connecting, picturing, wondering, guessing, noticing strategiesThink-alouds

Graphic organizers to organize and compare information


Reading with Meaning - (D. Miller)Mosaic of Thought – (E. Keene, S.

Zimmerman)Reading with Meaning - (D. Miller)

Think-Alongs – Steck-Vaughn

Multiple sources

Teacher-made

Copies of Think-Along workbooksKWL, story map, Venn diagrams, event flow chart, main idea and detail chart

***Need to insert Supplemental Support Grade 2 Math Program

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6. Monitor student progress toward the benchmark(s), using daily/weekly assessments and data graphing for 15 Supplemental Support Program sessions.

The SSP teacher utilizes the following daily/weekly assessments to monitor student progress at each grade level within the supplemental support program.

Kindergarten: Phonological awareness assessment DIBELS Initial sound fluency DIBELS Phoneme segmentation fluency DIBELS Word use fluency

Grade 1: DIBELS Daily running record Daily word list ***Need to add math progress monitoring assessment

Grade 2: DIBELS Daily word list Speed drill with target word pattern Reading fluency (WPM) weekly ***Need to add math progress monitoring assessment

7. Review, revise, and/or discontinue small-group instruction based on student performance and progress toward the benchmark at the end of 15 sessions. For students making adequate progress, cycle back to step six. Determinations are made at twice monthly SSP meetings attended by the SSP teacher, classroom

teacher, curriculum coordinator, and an administrator.

8. For students not yet showing evidence of progress toward meeting the benchmark(s) by the end of the first 15 sessions, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 15 sessions. RTI team will reconvene to assist with the planning for these students.

9. Review, revise, and/or discontinue small-group instruction, based on student performance and attainment of benchmark at the end of the second 15 sessions. For students not making adequate progress, a review meeting will be held (with the RTI team and school psychologist) to determine the appropriateness of a PPT. For those students making adequate progress, cycle back to step six.

Tier III

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10. For students not yet showing evidence of meeting the benchmark(s) after significant interventions at steps 5-9, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services.

11. PPT team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program. If the student is not eligible for special education services, then RTI team will reconvene to determine appropriate programming.

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Meeting with RTI team to review benchmarks, identify at-risk students, plan interventions for targeted areas, determine duration of classroom support, type of progress monitoring and expected outcome with support in place.A classroom interventions resource list is available for classroom-based intervention ideas for those students requiring differentiationTier I Documentation Form is completed

In June, classroom teachers complete Regular Ed. Support Summary Sheet.

For those students not responding sufficiently to SSP services, refer to PPT.

For students who continue to fall below benchmarks, despite classroom intervention, refer to SSP.

Student is provided individual or small group support. SSP collects data for progress monitoring.

Attend SSP review meetings to monitor progress and determine changes to program if necessary.

Review meeting will be held for those students not responding to SSP services.

Referral to Sp. Ed. Form

SSP Referral Form

MathLanguage Arts

In August, Classroom teachers review records to determine previous support

Tier I Documentation Form

Tier III

Tier II

Tier I

Documents

Bethany Community Web viewBethany Community School. ... (2) using learning rate ... (explicit instruction in phonics and word analysis – decodeable words and sight words)