Establishing Response toto te e t o Intervention in Middle ... · Establishing Response toto te e t o Intervention in Middle and High Schools: A Step-by-Step Guide ... achi t f l

Response to Intervention

Establishing Response to Intervention into te e t oMiddle and High Schools: A Step-by-StepSchools: A Step-by-StepGuide

Jim Wrightwww.interventioncentral.orgg

www.interventioncentral.org


Workshop PPTs and Handout Available at:

http://www.jimwrightonline.com/necsd.php



Key RTI Challenges for Middle/High Schools1 P i S ff U d di & S f 1. Promoting Staff Understanding & Support for

RTI2. Verifying that Strong ‘Core Instruction’ and

Interventions Are Being Delivered in Classrooms3. Using Screening Data to Identify Students at Risk

for Academic or Behavioral Problems4. Establishing a Strong RTI Team for Students Who

Need a Problem-Solving Approach& ff /5. Developing & Implementing Effective Tier 2/3

Intervention Programs 6 Fi di I t t R t H l S t


6. Finding Internet Resources to Help Support Middle/High School RTI


Secondary Students: Unique Challenges…Secondary Students: Unique Challenges…Struggling learners in middle and high school may:• Have significant deficits in basic academic skills• Have significant deficits in basic academic skills• Lack higher-level problem-solving strategies and

conceptsconcepts• Present with issues of school motivation• Show social/emotional concerns that interfere with

academics• Have difficulty with attendance• Are often in a process of disengaging from learning

even as adults in school expect that those students will move toward being ‘self managing’ learners

www.interventioncentral.org 4

move toward being self-managing learners…


School Dropout as a Process, Not an EventSchool Dropout as a Process, Not an Event

“It is increasingly accepted that dropout is best It is increasingly accepted that dropout is best conceptualized as a long-term process, not an instantaneous event; however most interventions instantaneous event; however, most interventions are administered at a middle or high school level after problems are severe ”after problems are severe.


Source: Jimerson, S., Reschly, A.L., & Hess, R. (2008). Best practices in increasing the likelihood of school completion. In A. Thomas & J. Grimes (Eds). Best Practices in School Psychology - 5th Ed (pp. 1085-1097). Bethesda, MD: National Association of School Psychologists.. p.1090


Student Motivation & The Need for InterventionStudent Motivation & The Need for Intervention“A common response to students who struggle in sixth grade is to wait and hope they grow out of it or adapt, to g p y g p ,attribute early struggles to the natural commotion of early adolescence and to temporary difficulties in adapting to new organizational structures of schooling, adapting to new organizational structures of schooling, more challenging curricula and assessment, and less personalized attention. Our evidence clearly indicates that at least in high-poverty urban schools sixth that, at least in high poverty urban schools, sixth graders who are missing 20% or more of the days, exhibiting poor behavior, or failing math or English do not recover On the contrary they drop out This says not recover. On the contrary, they drop out. This says that early intervention is not only productive but absolutely essential.”


Source: Balfanz, R., Herzog, L., MacIver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle grades schools: Early identification and effective interventions. Educational Psychologist,42, 223–235. .


What Are the ‘Early Warning Flags’ of Student Drop-Out?What Are the Early Warning Flags of Student Drop Out?A sample of 13,000 students in Philadelphia were tracked for 8 years These early warning indicators were tracked for 8 years. These early warning indicators were found to predict student drop-out in the sixth-grade year: year:

• Failure in English• Failure in mathFailure in math• Missing at least 20% of school days• Receiving an ‘unsatisfactory’ behavior rating from at • Receiving an unsatisfactory behavior rating from at

least one teacher



Response to InterventionWhat is the Predictive Power of These Early

Warning Flags?Warning Flags?Number of ‘Early Warning Flags’ in Student Record

Probability That Student Would Graduate

None 56%

1 36%

2 21%2 21%

3 13%3 13%

4 7%




School Intervention Targets: Focus on What Schools Can ChChange

“Rather than considering a [student] problem to be the result of inalterable student characteristics [school intervention] of inalterable student characteristics, [school intervention] teams are compelled to focus on change that can be made to the intervention, curriculum or environment that would result in positive student outcome result in positive student outcome.

The hypothesis and intervention should focus on those variables that are alterable within the school setting These variables that are alterable within the school setting. These alterable variables include learning goals and objectives (what is to be learned), materials, time, student-to-teacher

ti ti iti d ti ti l t t i ” 95ratio, activities, and motivational strategies.” p. 95


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.


Key Elements of the RTI ModelFocus of Inquiry: According to research and the NYSED, what are the key elements of RTI for NYSED, what are the key elements of RTI for middle and high schools?



RTI Assumption: Struggling Students Are ‘Typical’ U til P Oth iUntil Proven Otherwise…

RTI logic assumes that:A t d t h b i t t l i l d ti i t i l – A student who begins to struggle in general education is typical, and that

– It is general education’s responsibility to find the instructional It is general education s responsibility to find the instructional strategies that will unlock the student’s learning potential

Only when the student shows through well-documented interventions that he or she has ‘failed to respond to intervention’ does RTI begin to investigate the possibility th t th t d t h l i di bilit th that the student may have a learning disability or other special education condition.



Five Core Components of RTI Service DeliveryFive Core Components of RTI Service Delivery1. Student services are arranged in a multi-tier model 2 Data are collected to assess student baseline levels 2. Data are collected to assess student baseline levels

and to make decisions about student progress 3. Interventions are ‘evidence-based’3. Interventions are evidence based4. The ‘procedural integrity’ of interventions is measured5. RTI is implemented and developed at the school- and p p

district-level to be scalable and sustainable over time


Source: Glover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36, 526-540.


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


NYSED RTI Guidance Document: October Document: October

2010


Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf



Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 12


Tier 1 Core InstructionTier I core instruction:• Is universal—available to all students.• Can be delivered within classrooms or throughout the school. g• Is an ongoing process of developing strong classroom instructional

practices to reach the largest number of struggling learners.

All children have access to Tier 1 instruction/interventions. Teachers have the capability to use those strategies without requiring outside assistance.

Tier 1 instruction encompasses:

• The school’s core curriculum.• All published or teacher-made materials used to deliver that curriculum.• Teacher use of ‘whole-group’ teaching & management strategies.


Tier I instruction addresses this question: Are strong classroom instructional strategies sufficient to help the student to achieve academic success?


Tier I (Classroom) InterventionTier 1 intervention:

T t ‘ d fl ’ t d t h t f l ith • Targets ‘red flag’ students who are not successful with core instruction alone.

• Uses ‘evidence-based’ strategies to address student academic Uses evidence based strategies to address student academic or behavioral concerns.

• Must be feasible to implement given the resources available in the classroomthe classroom.

Tier I intervention addresses the question: Does the student make adequate progress when the instructor uses specific academic or behavioral strategies matched to the presenting concern?


or behavioral strategies matched to the presenting concern?




Response to InterventionTier 2: Supplemental (Group-Based) Interventions

(Standard Treatment Protocol)(Standard Treatment Protocol)Tier 2 interventions are typically delivered in small-group format About 15% of students in the typical school will format. About 15% of students in the typical school will require Tier 2/supplemental intervention support. Group size for Tier 2 interventions is limited to 3-5 students.

Students placed in Tier 2 interventions should have a shared profile of intervention need.

Programs or practices used in Tier 2 interventions should be ‘evidence-based’.evidence based .

The progress of students in Tier 2 interventions are monitored at least 2 times per month


monitored at least 2 times per month. Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.




Response to InterventionTier 3: Intensive Individualized Interventions

(Problem Solving Protocol)(Problem-Solving Protocol)Tier 3 interventions are the most intensive offered in a school setting.

Students qualify for Tier 3 interventions because:– they are found to have a large skill gap when compared to their class or grade

peers; and/orpeers; and/or– They did not respond to interventions provided previously at Tiers 1 & 2.

Tier 3 interventions are provided daily for sessions of 30 minutes or Tier 3 interventions are provided daily for sessions of 30 minutes or more. The student-teacher ratio is flexible but should allow the student to receive intensive, individualized instruction.

The reading progress of students in Tier 3 interventions is monitored at least weekly.


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.


What previous approach to diagnosing L i Di biliti d RTI l ?Learning Disabilities does RTI replace?

Prior to RTI, many states used a ‘Test-Score Discrepancy Model’ to identify Learning Disabilities. identify Learning Disabilities.

• A student with significant academic delays would be administered an battery of administered an battery of tests, including an intelligence test and academic achievement test(s) academic achievement test(s).

• If the student was found to have a substantial gap between a higher IQ score and lower

hi t f l d t d t i if th t achievement scores, a formula was used to determine if that gap was statistically significant and ‘severe’.

• If the student had a ‘severe discrepancy’ [gap] between IQ and


p y [g p]achievement, he or she would be diagnosed with a Learning Disability.


Avg Classroom Academic Performance Level

Discrepancy 1: Skill Gap Discrepancy 1: Skill Gap (Current Performance Level)

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


Dual-Discrepancy : RTI Model of Learning Disability (Fuchs 2003)


RTI at the Secondary LevelFocus of Inquiry: What are the elements of RTI at the middle or high school level—and how at the middle or high school level and how well is our own school implementing RTI?



RTI School Readiness Survey: Secondary LevelRTI School Readiness Survey: Secondary Level

























Team Activity: Rate Your Secondary School’s ‘RTI Readiness’

pp. 2-7ppAt your tables:

• Review the RTI Readiness Survey for Middle & High School.

R t h l thi • Rate your school on this survey.

• Discuss with your group how • Discuss with your group how ‘RTI ready’ your school is at the present time.



Teacher as ‘First Responder’Focus of Inquiry: What are the steps that go Focus of Inquiry: What are the steps that go into planning and carrying out a Tier 1 l i t ti ?classroom intervention?



“ ”“RtI begins with high quality research-based instruction in the general education setting instruction in the general education setting provided by the general education teacher.” NYSED RTI Guidance Document p.1NYSED RTI Guidance Document p.1


Source: Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions targeting Tier 2

Tier 1: Universal interventions

receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


The Key Role of Classroom Teachers as ‘I t ti i t ’ i RTI 6 St‘Interventionists’ in RTI: 6 Steps

1 The teacher defines the student academic or 1. The teacher defines the student academic or behavioral problem clearly.

2. The teacher decides on the best explanation for why the 2. The teacher decides on the best explanation for why the problem is occurring.

3. The teacher selects ‘research-based’ interventions.4. The teacher documents the student’s Tier 1 intervention plan.5. The teacher monitors the student’s response (progress) to the 5. The teacher monitors the student s response (progress) to the

intervention plan.6. The teacher knows what the next steps are when a student fails


pto make adequate progress with Tier 1 interventions alone.

41



p. 11


Tier 1: Grade-Level Team or ConsultantTier 1: Grade Level Team or ConsultantWho consults on the student case?:• Choice A: The teacher brings the student to a

grade-level meeting to develop an intervention plan, check up on the plan in 4-8 weeks.

• Choice B: The teacher sits down with a consultant (selected from a roster or assigned to the classroom or grade level). Together, g ) g ,consultant and teacher develop an intervention, check up on the plan in 4-8 weeks.


p p

43


Building Teacher Capacity to Deliver Tier 1 Interventions: An 8-e e e te e t o s 8Step Checklist pp. 12-18

























Team Activity: Building Tier 1 Capacity

At your tables:

• Consider the 8 steps to building Tier 1 teacher capacity to deliver effective classroom interventionsclassroom interventions.

• Discuss the strengths and challenges th t h l di t i t t i that your school or district presents in implementing each of the 8 steps.

• Be prepared to share your discussion with the larger group.



Creating Supplemental InterventionsFocus of Inquiry: How can our school schedule Focus of Inquiry: How can our school schedule Tier 2/3 interventions—and where can we find

id b d Ti 2/3 i t ti ?evidence-based Tier 2/3 interventions?


Response to InterventionSupplemental Interventions in Secondary Schools: The ChallengeThe Challenge

• Research indicates that students do well in targeted small-group interventions (4-7 students) when the small-group interventions (4-7 students) when the intervention ‘treatment’ is closely matched to those students’ academic needs (Burns & Gibbons, 2008).( )

• However, in secondary schools:1. students are sometimes grouped for remediation by g y

convenience rather than by presenting need. Teachers instruct across a broad range of student skills, diluting the positive impact of the interventionimpact of the intervention.

2. students often present with a unique profile of concerns that does not lend itself to placement in a group intervention.


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.


Caution About Secondary Supplemental Interventions: A id th ‘H k H l ’ TAvoid the ‘Homework Help’ Trap

• Group-based interventions are an efficient Group based interventions are an efficient method to deliver targeted academic support to students (Burns & Gibbons, 2008).

• However, students should be matched to specific research-based interventions that paddress their specific needs.

• RTI intervention support in secondary schools pp yshould not take the form of unfocused ‘homework help’ or test preparation.



Tier 2/3 Interventions: Scheduling StrategiesTier 2/3 Interventions: Scheduling StrategiesRTI Scheduling Strategy Considerations

Schoolwide RTI Period. The Ideas for scheduling a schoolwide RTI Schoolwide RTI Period. The school sets aside one period per day (e.g., 35-45 minutes) during

Ideas for scheduling a schoolwide RTI period: (1) Trim a brief amount of time (e.g., 5 minutes) from each class period in the

which all students have the opportunity to receive appropriate academic support Tier 2/3

daily schedule to free up time for a stand-alone period. (2) In schools whose staff by contract must report before students or academic support. Tier 2/3

students are provided with interventions during this period.

contract must report before students or remain for a period after student dismissal each day, the school might lengthen the interventions during this period.

Non-RTI students may use this time as a study hall or for other

each day, the school might lengthen the student day to overlap with the additional AM or PM staff time, perhaps freeing up at


academically relevant activities. least some of the minutes needed to cobble together an RTI period.



Zero Period. The school creates an This option requires that staff teaching Zero Period. The school creates an optional period before the official start of the school day. During that ‘zero

This option requires that staff teaching zero-period classes receive extra compensation or adjustment of their

period’, students can elect to take core or elective courses. Those students needing RTI support can take an

school-day teaching schedule. Also, parents and students must make a firm commitment to attend zero period needing RTI support can take an

essential class during zero period, freeing up a time-slot during the school

commitment to attend zero-period classes, as these course entail additional work and potential freeing up a time slot during the school

day to receive their RTI assistance. additional work and potential inconvenience—including an earlier wake-up time and home responsibility


for transportation.



Core Course with Extended Time. Students placed in an extended-time Core Course with Extended Time.The school creates two-period sections of selected core-area classes

Students placed in an extended time core course (two class periods) may have to give up or postpone the

(e.g., English, Introductory Algebra). Students are recruited for these extended time sections who need

opportunity to take another course.

The extended-time course can be extended-time sections who need additional time to master course concepts and/or complete assigned

made more effective if the school can assign additional staff (e.g., co-teacher; trained paraprofessional) to concepts and/or complete assigned

work. The two-period course allows the teacher time to provide core

teacher; trained paraprofessional) to push into the setting for at least part of the class to provide individualized


instruction and provide supplemental interventions in such areas as literacy.

e c ass o p o de d dua edsupport .

Response to InterventionTier 2/3 Interventions: Scheduling Strategies

Study Hall Schedule Coordinated with RTI Services Using academic Study Hall Schedule Coordinated with RTI Services. Using academic screening and/or archival records, the school identifies students who require RTI support. These students are scheduled as a bloc in a common study hall. Th h l th h d l RTI i t th ti th t d h ll The school then schedules RTI services at the same time as the study hall. Reading teachers, other trained interventionists, and/or tutors run short-term (5-10 week) Tier 2/3 group or individual sessions. ( ) g p

Students are recruited from the study hall and matched to the appropriate RTI service based on shared need They are discharged from the RTI service and service based on shared need. They are discharged from the RTI service and rejoin the study hall if they show sufficient improvement. (NOTE: If the study hall meets daily, students in RTI groups who are in less-intensive interventions

b h d l d f lt t d b t t d h ll d RTI ) may be scheduled for alternate days between study hall and RTI groups.)

This model is fluid: After each 5-10 week period, new RTI groups or tutoring


p g p gassignments can be created, with students again being matched to these services based on need.



Credit Recovery. A school that has The credit-recovery option requires Credit Recovery. A school that has access to online ‘credit recovery’ courses offers a struggling student the

The credit recovery option requires that a student be self-motivated and willing to take on extra work in order to

option to take a core course online (via credit recovery) on his or her own time. This option frees up a time slot during

access RTI help. While this option may be s good fit for some students, many may lack the motivation and skill set This option frees up a time-slot during

the school day for that student to get RTI assistance.

may lack the motivation and skill-set necessary for success in an online course taken outside of the school day.RTI assistance. course taken outside of the school day.



Intervention Centralwww interventioncentral orgwww.interventioncentral.org



What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

This website reviews core instruction and intervention instruction and intervention programs in reading/writing, as well as other academic areas.

The site reviews existing studies and draws conclusions about whether specific pintervention programs show evidence of effectiveness.



Best Evidence Encyclopediahttp://www.bestevidence.org/

This site provides reviews of evidence based reading and evidence-based reading and math programs.

The website is sponsored by The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .



National Center on RTI Instructional Intervention Tools Charthttp://www.rti4success.org/instructionTools

Sponsored by the National Center on RTI, this page provides ratings to intervention provides ratings to intervention programs in reading, math, and writing.

Users can streamline their search by subject and grade level.


Response to InterventionRTI Challenge: Developing & Implementing Effective

Tier 2/3 Intervention Programs Tier 2/3 Intervention Programs • Discuss the current range of Tier 2/3

supplemental intervention programs that your school currently has in place to address the most frequent student academic problemsfrequent student academic problems.

• What are some positive steps that your school has taken to develop and implement Tier 2/3 has taken to develop and implement Tier 2/3 interventions?

• What are significant challenges that still remain?What are significant challenges that still remain?



Tier 3: Problem-Solving for the Non-Responding StudentResponding StudentFocus of Inquiry: How can our school put together a strong RTI Problem-Solving Team for those Tier 3 students who have not for those Tier 3 students who have not responded to earlier Tiers of intervention?intervention?



Tier 3 Interventions Are Developed With Assistance f h S h l’ RTI (P bl S l i ) Tfrom the School’s RTI (Problem-Solving) Team

Effective RTI Teams:• Are multi-disciplinary and include classroom teachers among

their members• Follow a structured ‘problem-solving’ model• Use data to analyze the academic problem and match the

student to effective, evidence-based interventions• Develop a detailed research-based intervention plan to help

staff with implementation• Check up on the teacher’s success in carrying out the

i t ti (‘i t ti i t it ’)


intervention (‘intervention integrity’)


The Problem-Solving Model & Multi-Disciplinary Teams

A school consultative process (‘the problem-solving d l’) ith t i li d b h i l i model’) with roots in applied behavior analysis was

developed (e.g., Bergan, 1995) that includes 4 steps: – Problem Identification– Problem Analysis– Plan Implementation– Problem EvaluationOriginally designed for individual consultation with teachers,

the problem-solving model was later adapted in various


forms to multi-disciplinary team settings.Source: Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.


How Is a Secondary RTI Team Lik MASH U it?Like a MASH Unit?• The RTI Team must deal with complex situations with

li it d d ti ht ti li ft b i f d t limited resources and tight timelines, often being forced to select from among numerous ‘intervention targets’ (e.g., attendance, motivation, basic skill deficits, higher-level , , , gdeficits in cognitive strategies) when working with struggling students.The ‘problem solving’ approach is flexible allowing the • The ‘problem-solving’ approach is flexible, allowing the RTI Team quickly to sift through a complex student case to identify and address the most important ‘blockers’ to y pacademic success.

• Timelines for success are often short-term (e.g., to get the student to pass a course or a state test) measured in


student to pass a course or a state test), measured in weeks or months.


Teachers may be motivated to refer students to your RTI Team b th

• can engage in collegial conversations about better ways to help t li l

because they…

struggling learners• learn instructional and behavior-management strategies that

th ith i il t d t i th f tthey can use with similar students in the future• increase their teaching time

bl t i t ti d t i • are able to access more intervention resources and supports in the building than if they work alone f l l i l t d h d li ith h ll i kid• feel less isolated when dealing with challenging kids

• have help in documenting their intervention efforts



RTI Team Consultative ProcessStep 1: Assess Teacher Concerns 5 Mins

Step 2: Inventory Student Strengths/Talents 5 Minsp y g

Step 3: Review Background/Baseline Data 5 Mins

Step 4: Select Target Teacher Concerns 5 10 MinsStep 4: Select Target Teacher Concerns 5-10 Mins

Step 5: Set Academic and/or Behavioral Outcome Goals and Methods for Progress Monitoring 5 MinsProgress-Monitoring 5 Mins

Step 6: Design an Intervention Plan 15-20 Mins

Step 7: Plan How to Share Meeting Information with the Student’s Parent(s) 5 Mins


Step 8: Review Intervention & Monitoring Plans 5 Mins


RTI Team Roles (p. 33 )

• Coordinator• Facilitator• Recorder• Time Keeper• Case ManagerCase Manager


Response to InterventionRTI Challenge: Establishing a Strong RTI Team for Students Who Need a Problem Solving ApproachStudents Who Need a Problem-Solving Approach

Complete the RTI Team Effectiveness Self-Rating Scale (pp. 41-42).

– What are current strengths of your school’s RTI Problem-Solving Team?g

– What are significant challenges that your RTI Team must address?



RTI Teams: Improving Problem-Solving Problem Solving Through Effective Case Management (pp 21Management (pp. 21-22)





Case Manager: Pre-MeetingCase Manager: Pre Meeting• Prior to an initial RTI Problem-Solving Team

ti it i d d th t meeting, it is recommended that a case manager from the RTI Team schedule a brief (15-20

i t ) ‘ ti ’ ith th f i t h minute) ‘pre-meeting’ with the referring teacher. The purpose of this pre-meeting is for the case

t h ith th t h th manager to share with the teacher the purpose of the upcoming full RTI Team meeting, to clarify t d t f l d t d id h t student referral concerns, and to decide what

data should be collected and brought to the RTI T ti


Team meeting.

80


Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting StepsHere is a recommended agenda for the case

t h timanager-teacher pre-meeting:1. Explain the purpose of the upcoming RTI Problem-

S l i T ti Th l i Solving Team meeting: The case manager explains that the RTI Team meeting goals are to (a) fully understand the nature of the student’s academic understand the nature of the student s academic and/or behavioral problems; (b) develop an evidence-based intervention plan for the student; and (c) set a p ; ( )goal for student improvement and select means to monitor the student’s response to the intervention


plan.

81


Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting Steps2. Define the student referral concern(s) in clear,

ifi t Th i ith specific terms. The case manager reviews with the teacher the most important student referral

( ) h l i th t h t d fi th concern(s), helping the teacher to define those concern(s) in clear, specific, observable terms. Th t h i l t d t i iti hi The teacher is also prompted to prioritize his or her top 1-2 student concerns.



Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting Steps3. Decide what data should be brought to the RTI

T ti Th d t h Team meeting. The case manager and teacher decide what student data should be collected

d b ht t th RTI T ti t and brought to the RTI Team meeting to provide insight into the nature of the student’s

ti ( ) presenting concern(s).



Case Manager: Pre-Meeting StepsCase Manager: Pre Meeting Steps





Team Activity: Defining the RTI Team ‘Pre-Team Activity: Defining the RTI Team PreMeeting’ With Case Manager and TeacherAt your table:At your table:

Discuss how your school can

• find the time for the case manager to ‘pre-meet’ with the referring teacher(s)

• identify people to serve as case managers.y p p g


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