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K-8 Academic RtI Handbook Response to Intervention Processes and Procedures Updated September 2015 District RtI Team Members: Lauren Croix, Rachel Fellenz, Matthew Joynt, Michael Mooren, Stephanie Polzar

K-8 Academic RtI Handbook - MTSD District Website - · PDF file1 K-8 Academic RtI Handbook Response to Intervention Processes and Procedures Updated September 2015 District RtI Team

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Page 1: K-8 Academic RtI Handbook - MTSD District Website - · PDF file1 K-8 Academic RtI Handbook Response to Intervention Processes and Procedures Updated September 2015 District RtI Team

1

K-8AcademicRtIHandbook

ResponsetoInterventionProcessesandProcedures

UpdatedSeptember2015

DistrictRtITeamMembers:LaurenCroix,RachelFellenz,MatthewJoynt,MichaelMooren,StephaniePolzar

Page 2: K-8 Academic RtI Handbook - MTSD District Website - · PDF file1 K-8 Academic RtI Handbook Response to Intervention Processes and Procedures Updated September 2015 District RtI Team

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Table of Contents Response to Intervention (RtI) Overview

Core Principles/Definition .............................................................................................. 3 Wisconsin Road Map for RtI .......................................................................................... 4

Universal Screening Information ........................................................................................... 5

Tier I (Universal Instruction)

Definition ................................................................................................................... 6 Procedures ................................................................................................................... 6 Graphic ................................................................................................................... 7 What’s the Difference? .................................................................................................. 8

Tier II (Strategic Instruction)

Definition ................................................................................................................... 9 Procedures ................................................................................................................... 9 Graphic ................................................................................................................. 10 Guidelines for Selecting Interventions………………………………………………..11

Tier III (Intensive Instruction)

Definition ................................................................................................................. 12 Procedures ................................................................................................................. 12 Graphic ................................................................................................................. 13

Specific Learning Disability (SLD) Criteria Utilizing RtI ................................................. 14

Progress Monitoring and Data Rule Information .............................................................. 16 Appendix/Forms

Summary of F&P Reading Levels ................................................................................ 20 Parent Letters ................................................................................................................ 21 Fidelity Checklist …………………………………………………………………… 23 Culturally Responsive Checklist Levels ....................................................................... 24 Glossary of Key Terms ................................................................................................. 31 Additional Resources .................................................................................................... 33

Page 3: K-8 Academic RtI Handbook - MTSD District Website - · PDF file1 K-8 Academic RtI Handbook Response to Intervention Processes and Procedures Updated September 2015 District RtI Team

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RESPONSE TO INTERVENTION OVERVIEW

The mission of the Mequon-Thiensville School District, an active partnership of staff, school board, parents and community, is to maximize the academic achievement and personal growth of all students so they have the skills necessary to meet the challenges of a changing global environment.

The vision of the Mequon-Thiensville School District is to be an exemplary educational leader that supports and challenges all students to achieve their full potential.

Core Principles of Response to Intervention

Directly related to the mission and vision of MTSD, RtI is grounded in the belief that ALL students can learn and achieve given a high, standards-based curriculum. A comprehensive system of tiered instruction and interventions is essential for addressing the full range of students’ academic and behavioral needs. Collaboration among educators, families, and communities is the foundation for effective problem solving, and on-going academic and behavioral performance data should inform instructional decision making. Effective leadership at all levels is crucial for RtI implementation.

Page 4: K-8 Academic RtI Handbook - MTSD District Website - · PDF file1 K-8 Academic RtI Handbook Response to Intervention Processes and Procedures Updated September 2015 District RtI Team

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Page 5: K-8 Academic RtI Handbook - MTSD District Website - · PDF file1 K-8 Academic RtI Handbook Response to Intervention Processes and Procedures Updated September 2015 District RtI Team

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Universal Screening Information

All students will be universally screened three times per year. Assessments are designed to

measure critical academic skills shown to be strong indicators of student learning and curricular performance. Screening results provide a benchmark against which a student’s skill level can be gauged relative to local and/or national criteria. Screening assessments provide one source of information on student achievement and are triangulated (taken in context) with other available data.

• Reading o K-2: PALS o K-2: F&P o 1-8: Measures of Academic Progress (MAP)

• Math o K:Couting and Cardnality o 1-8: Measures of Academic Progress (MAP)

Determining risk status: To identify students who are at risk or in need of intervention, MTSD will use local comparative data for district student performance with benchmarks established for each grade level. Typically this cut score represents those scoring at or below the 30th percentile. If a student is flagged below the 30th percentile on Universal Screening, the Selected Team will triangulate data and determine need for intervention. The Selected team will meet after universal screening data is received from district office to triangulate data and determine need for interventions.

Questions to consider when reviewing Overall Universal Screening Data: • Are at least 80-85% of our students at or above proficiency standards with our universal

instruction? • Are there grade levels or particular classes with higher levels of need, and how do we best utilize

our resources to address those needs? • Are all students not meeting expectations based on our universal screener receiving

interventions? • What patterns are we seeing with students not meeting expectations based on our universal

screener? • What are we doing for our students exceeding expectations based on our universal screener and

other data?

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TIER 1 UNIVERSAL INSTRUCTION LEVEL DEFINITION: Standards-aligned instruction and school wide foundational interventions are provided to all students in the general education curriculum. Tier 1 also is used to designate students who are making expected grade level progress.

Tier I includes the curriculum, the core program, and the instruction that goes on in general education. Universal screening and any other supplemental materials can be used within the core program or to support the curriculum. Instruction should be taking place at Tier 1 in such a way that it helps most of the student population meet grade-level standards. In other words, if you review the data sources and see that more than 15-20% of your students require Tier II or Tier III interventions, then changes need to be made to Tier I. Instructional Interventions at the Tier I level are typically 8 weeks in duration and 4 progress monitoring data points should be gathered during that time frame to inform whether or not advancement to Tier II is necessary.

EXPECTATIONS AND PROCEDURES:

• All students receive instruction in an empirically supported standards based core curriculum. • According to research, 80-85% of students in a school will respond to a high-quality core

curriculum and will make adequate progress throughout the year. • Problem-solving around the core curriculum must take place at Tier I if less than 80-85% of

students are at benchmark, based on state and district standards. • The district identified screening process will be used to help monitor student progress. Screening

data must be reviewed three times per year. • Screening data flags students who may not be adequately responding to the core curriculum and

who are in need of additional instruction. • Classroom teachers are responsible for execution of the core curriculum and differentiated

instructional practices. • A Tier 1 strategy implemented for 8 weeks in duration and four progress monitoring data points

(using NWEA Skills Navigator) are required at Tier I prior to discussion regarding a student advancing to Tier II interventions.

• Teachers should be supported by grade level teams and school based teams that discuss and analyze data, brainstorm strategies, and support flexible groupings that will address the needs of all learners.

• For students receiving a class-based T1 intervention/strategy, classroom teachers will complete the Tier 1 Sections of the Student Review Form in Alpine

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Tier1

AllStud

ents

AllStudentsshouldbereceivinghighquality,differenUatedinstrucUonintheclassroom

Universal[gradelevel]teamscollaborateaXerUniversalScreeningresults.Studentsofteacherconcern,alongwithallstudentsreceivingT2orT3

supportsshouldalsobereceivingaddiUonalT1supports

IfateacherisconcernedaboutastudentsnotreceivingT2intervenUons,T1strategiesspecifictothestudent'sneedshouldbeimplementedforapprox.8weeksand4datapoints;progressshouldbesharedwiththe

SelectedTeamforfurtherdiscussion

TeacherswillprogressmonitorT1intervenUonsusingNWEASkillsNavigator,andwillupdatetheirUniversalTeamaXer4datapoints(8

weeks)onstudentprogress

AllstudentsreceivingT1intervenUonsshouldhavetheirintervenUonsandprogressdocumentedinAlpine'sStudentReviewForm

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TIER II STRATEGIC INSTRUCTION LEVEL

DEFINITION: Based on screening and other available data, the Selected Team (grade level teams, with the support of content specialists) discuss and identify students in need of intervention beyond the Tier I level. Through consultation with relevant specialists and support staff, intervention plans are developed for identified students. Students with similar needs receive intervention in a small group setting for a minimum of eight weeks. The teacher to student ratio at Tier II is no more than 1:6 and interventions are typically delivered 3 times weekly. Tier II includes standards-aligned instruction with supplemental, small group instruction, which may include specialized materials. Tier II is provided in addition to Tier 1. In other words, students are still full participants in the core curriculum and classroom differentiation at Tier I. The interventions that are selected and provided are in addition to the general classroom instruction. Most students at this level will make sufficient progress given this supplemental instruction and may be released back to Tier 1 instruction only, once they are achieving grade level benchmarks/standards.

EXPECTATIONS AND PROCEDURES:

• Students who do not respond adequately to the core curriculum and interventions at Tier I based on at least 8 weeks of intervention and analysis of 4 progress monitoring data, or based on triangulated universal screening and other data points, should be placed in a Tier II intervention.

• Students requiring Tier II should not exceed 20% of the students in a school which includes students already identified for special education.

• Teachers gather all relevant pieces of diagnostic and classroom data to reference during brief problem solving at the Selected Team meetings.

• If the team determines T2 intervention is appropriate, they will complete the T2 section of the Student Review Form in Alpine.

• In addition, the Parent Notification of Intervention will be sent home to the student’s parent(s). • The student will be provided supplemental instruction/intervention (in addition to the core

curriculum), which takes place 3 times weekly and often in a small group. • Student progress will be monitored every two weeks, or every 7 sessions at the middle school

level, on grade level, using STAR. • The Selected team will meet approximately every 8 weeks to monitor the data and determine if

the student is on track to meet the established goal. The T2 section of the Student Review Form in Alpine will be updated at this meeting and the classroom teacher will be responsible for bringing progress monitoring data/charts to aid in brief problem solving and form completion.

• At each selected team meeting, the team must decide how to proceed based on the decision rules outlined later in this handbook. The Parent Notification of Intervention Progress must also be completed and sent to parents after each T2 update.

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Tier2

SomeStud

ents

Forallstudentswhoscorebelowthe30thpercenUleonUniversalScreeningTool,theSelectedTeamtriangulatesotherdata(ie:F&Plevel,lexile,classroomassessments)anddeterminesappropriatenessofT2intervenUon

TheSelectedteamthendetermineswhichintervenUonwillbeprovidedtobestmeetthestudent'sneed,and

schedulestheintervenUoninaddiUontocoreinstrucUonUme

StudentswillreceiveT2intervenUonfromclassroomteacher.Themaximumgroupsizeis6andthe

intervenUonoccursthreeUmesaweekforaminimumof30minutes,unlessfrequencyisprescribedbytheintervenUon.Studentswillbepm'deveryotherweek(orevery7sessionsatthemiddle/highschoollevel),bytheintervenUonprovider,ongradelevel,usingSTAR

IntervenUonproviderswillsetamoderatelyambiUousgoalwiththestudent,usingSTAR'sgoalsefngwizard

IfaXer8-10datapoints,or80%oftheintervenUon,thestudentisnotshowingprogressbasedonthedecisionrules,aT2intervenUonchangemaybeconsideredby

theSelectedTeam

AllstudentsreceivingT2intervenUonswillhavetheirintervenUonandprogressrecordedinAlpine'sStudent

ReviewForm

IftwoT2intervenUonshavebeendocumentedwithfidelityandthestudentsconUnuestoshowalackofprogress,thestudentwillbereferredtotheSRT

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Guidelines for Selecting Interventions

• Interventions are chosen based on students’ diagnosed instructional need and not based on availability or convenience. This guideline means that we utilize individual student data to justify the choice of intervention.

• Scientific evidence for the effectiveness of the intervention must exist (see Intervention Matrix for recommendations/suggestions).

• There should be a pre-specified, structured, and organized plan for each intervention session. • Interventions should increase in intensity as needed based on a student’s progress monitoring

data relative to the established goal. This could include increasing the frequency or length of intervention sessions with the existing intervention or changing the intervention itself.

• There should be a minimum of eight weeks of intervention sessions (and at least four data points) before a determination of effectiveness is made - unless the guidelines for the intervention specify otherwise.

• Intervention sessions should be carried out as prescribed and there should be monitoring in place to ensure that they were implemented with fidelity. This includes a minimum rate of 80% attendance for all prescribed sessions.

• In most cases, there should be a minimum of two phases of T2 intervention before moving a student to Tier 3 or making a referral to a special education evaluation.

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TIER III INTENSIVE INSTRUCTION LEVEL

DEFINITION: Tier III is considered a problem-solving, team approach through which students with significant needs are identified, measurable targeted goals are collaboratively planned, intensive interventions are developed, and student progress is continually monitored. The teacher to student intervention ratio is no more than 1:3 and interventions are typically delivered daily. The Tier III intervention cycle is minimally eight weeks, or 80% of the fidelity of the intervention (if known).

EXPECTATIONS AND PROCEDURES:

• Students who do not respond adequately to core curriculum and strategic level (Tier II) interventions are discussed and Student Review Team for possibility of Tier III intervention.

• Students at Tier III should account for no more than 5% of the students in a school who are not identified as special education.

• These students are considered to be in need of intensive intervention based on their response to Tier I and Tier II supports. This could include students who are found not to be progressing or those not progressing quickly enough.

• Changes are made to the student’s intervention based upon his/her data and progress toward a specified goal. Tier III can involve a change in intervention, but it can also mean increasing the intensity (frequency, session length, group size) of an existing intervention.

• Students who make adequate progress at this level are gradually released to the Tier II and Tier I levels and monitored for skill maintenance and continued progress.

• Initiation of Tier III involves the convening of a Student Review Team (SRT). The selected team refers a student for an SRT meeting. The specialist will be responsible for scheduling SRT meetings with administrators in the building. NOTE: Parents are to be notified, and if possible included, in the initial Tier III SRT meeting.

• Upon analysis of Tier I and Tier II data the SRT will then complete the TIII section of the Student Review Form in Alpine. If parents are not in attendance, an updated Parent Notification of Intervention will be sent.

• The student will be provided with intervention identified by the SRT (again in addition to the core curriculum), 4-5 days per week either individually or in a group no larger than 3 students.

• Student progress will be monitored weekly, on their grade level, using STAR. • The SRT will determine a review date at which time the student’s data will be reviewed and a

determination of next steps made. At the review meeting and/or the end of the intervention the SRT will decide how to proceed based on the decision rules provided later in this handbook.

• Through the course of the intervention, the Parent Notification of Intervention Progress will also be completed and sent to parents on a weekly basis by the specialist.

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Tier3

FewStude

nts

StudentswhohavenotshownadequateresponsetotwodifferentT2intervenUons

AllT3intervenUonswillbecoordinatedbytheStudentReviewTeam.T3intervenUonsshouldoccu4x/weekfor15min.atminimumORto80%ofthefidelityoftheintervenUon.Maximumgroupsizeis3students

T3intervenUonsareprogressmonitoredweekly,bytheT3intervenUonprovider,ongradelevel,usingSTAR

StudentprogressmonitoringgoalinSTARshouldremainatmoderatelyambiUousunlesstheteamagreesthereis

sufficientdatatowarrantachange

TheSRTwillberesponsibleforensuringfidelityoftheT3intervenUons,inlcludingmonitoringstudentakendanceanddocumenUnganyapplicablestudentbehaviors

AllstudentsreceivingT3intervenUonswillhavetheirintervenUonandprogressrecordedinAlpine'sStudentReviewForm.ParentupdatesofintervenUonprogress

shouldbemadeweekly.

TheSRTmayreferastudentforevaluaUonforspecialeducaUonif,aXerreviewingdecisionrules,thestudentandtheirprogressmonitoringdatadoesnotshow

appropriateresponsetointervenUon

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SPECIFIC LEARNING DISABILITY (SLD) CRITERIA USING RtI

The SRT and/or the student’s parents, may refer a student for evaluation for a specific learning disability based on available data points. SRT members should be in consistent communication with a student’s parents throughout the intervention process, including progress monitoring updates. Evaluation for an SLD requires two intensive interventions prior to determining eligibility. For more information, please see: http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/sld-faq.pdf Three Essential Components

• Inadequate Classroom Achievement o Considers eight areas of achievement (basic reading, reading fluency, reading

comprehension, math calculation, math problem solving, written expression, oral expression, & listening comprehension)

o Determined based on individually administered, nationally normed achievement test o NOT tied to relationship with IQ (IQ testing no longer a requirement) o Student’s standard score must be 1.25 standard deviations or more below the mean

§ On most assessments this equates to a standard score of 81 or lower

• Insufficient Progresso Establish a baseline using the median of 3 data points o Progress monitoring data needs to be gathered weekly at Tier III using grade level

progress monitoring probes ONLY (you can gather additional instructional level data as determined by the SRT/evaluation team, but weekly grade level monitoring is a requirement if qualification becomes a consideration)

o For qualification purposes teams need to demonstrate insufficient progress to at least 2 research or evidenced based interventions which are:

§ Minutes ABOVE & BEYOND instruction provided to all students – in addition to, not instead of

§ Closely aligned with students learning needs § Implemented by a licensed teacher/specialist § Implemented with a minimum of 80% fidelity

o So, when is the rate of progress considered insufficient? § Rate (trend line) is same or less than peers (gap maintaining/worsening) § Rate (trend line) is greater than peers, but student will not reach peer benchmark

in a reasonable amount of time (improving, but too slowly) § Rate (trend line) is greater than peers, but the resources needed to attain/maintain

that rate or level of achievement are not available outside of special education

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• Exclusionary Factors o Exclusionary factors remain unchanged and include: English as a second language;

insufficient instruction; environmental, cultural or economic factors; or other disabilities o The criteria states that these factors cannot be determined by the IEP team to be the

PRIMARY cause of the learning difficulty o They CAN exist/be present, but cannot be determined to be the primary cause of the

learning difficulties

It should be noted that some students may always require Tier II and/or Tier III interventions to be successful in the core curriculum and meet expected benchmarks. These students may or may not go on to meet SLD eligibility requirements. The decision around referring and ultimately qualifying those students for special education remains with the SRT and Evaluation teams, including the student’s parents.

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Progress Monitoring and Decision Rule Information Progress monitoring is a systematic method of tracking and comparing an individual’s or group’s performance through data collection. A consistent monitoring plan is essential to determine the effectiveness of instructional programs and interventions. Individual student progress is measured by comparing expected and actual rates of learning. Based on these measurements, teaching and intervention are adjusted as needed. In this way, the student’s progression of achievement is monitored and instructional techniques adjusted to meet the individual student’s learning needs.

To monitor a student’s progress in an intervention:

Gather the Baseline: Prior to the start of a T2 or T3 intervention (including an intervention change recommended by the Selected or Student Review Teams) the intervention provider will establish the student’s baseline.

• To establish the baseline, three on grade level probes will be administered to the student and the mean will be entered into STAR as the student’s baseline score.

Set the Goal: At the onset of intervention, a clearly defined goal for the end of the intervention cycle is established. An aim or goal line is developed, based on the student’s starting point (baseline) and the student’s desired end point (goal). As progress monitoring data is gathered, the student’s data (trend line) is then compared to his/her goal line. To establish the goal for a student receiving T2 or T3 intervention, intervention providers will use STAR’s Goal Setting Wizard and select the ‘moderately ambitious’ goal. Monitor Student Progress:

• At the Tier I level, progress monitoring data will be collected using NWEA’s Skills Navigator and no less than 4 data points should be collected before making instruction/intervention adjustments.

• Throughout the course of a T2 intervention, the student’s progress will be monitored using grade level probes from STAR given by the intervention provider on an every other week (or every 7 sessions at the middle school levels) basis

• When a student is receiving T3 intervention, they must be progress monitored on grade level, on a weekly basis, using STAR.

• Teachers/Teams may choose to collect additional monitoring data using alternate probes or probes at the student’s instructional level in addition to the progress monitoring outlined above.

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Data-Based Decision Making

The most important part of progress monitoring is not the collection of data, but utilization of that information to make sound instructional decisions. Schools must look at data regularly, implement decision-making rules, and use that systematic process to continuously inform instruction. Within a tiered continuum of service delivery, decision rules are necessary for determining which students need intervention, what level (Tier) of intervention is indicated, and at what point is a special education referral appropriate. These decision rules must rely on relevant student assessment data. At each step of the process, good decision rules ensure effective, equitable, and consistent approaches across schools and students.

Decision Rules

Intervention time frames: Interventions at Tier II and Tier III should be a minimum of eight to ten weeks as determined by the Selected or Student Review Teams and specific intervention guidelines. Time frames for interventions can be extended beyond that if the teams determine the student is appropriately progressing or needs more time in a given intervention. As with any data based decision making, the more data gathered, the more reliable the decisions will be regarding a student’s response to an intervention.

After 8-10 weeks of intervention:

If the four most recent consecutive data points are all above the goal line and the trend line is showing on target progress, triangulate other data and consider releasing student back to lower tier of support.

If the four most recent consecutive data points are all at or near the goal line and the trend line is showing on target progress, consider continuing the current intervention.

If the four most recent consecutive data points are all below the goal line but the trend line is showing progress, triangulate additional data and determine if the intervention is working or if a change is needed.

If the four most recent consecutive data points are all below the goal line and the trend line is showing limited to negative progress, convene the Selected or Student Review Teams, triangulate additional data, and consider a change in intervention

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Application of Decision Rules

Thereareanumberoffactorstoconsiderwhenmakingdecisionsregardingtheeffectivenessofanintervention.Someelementsarehighlightedbelow.

* Theselectedscientificallyorevidence-basedinterventionmustbedeliveredwithfidelity(scopeandsequenceofinstruction/frequency/duration).

* Astudentmusthavereceivedatleast80%oftheintendedinterventionpriortodecision-making.

* Progressmonitoringdatamustbecollectedasdescribedinthestudent’sinterventionplan

* Ateammaydecidenottomakeadecisionaboutastudent’sinterventionplanforthefollowingreasonso Lackoffidelitytotheinterventiono Insufficientprogressmonitoringo Insufficientparticipationintheinterventiono Concernthatotherfactorsareimpactingthestudent’sprogress(attendance,language,life

stressors,culturaldifferences,etc.).

* TheCulturallyResponsiveChecklist(SeeAppendix)shouldbeusedtodetermineifextraneousfactorsareimpactingastudent’sacademicachievementbeforedeterminingthatastudentisnotmakingprogresswithaparticularintervention.

* Professionaljudgementofteammembersisnecessarywhenreviewingdatainordertotriangulateappropriatedata,determineoutlyingdatapoints,andreviewingotherfactorsasindicatedabove.

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APPENDIX/FORMS

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Instructional Level Expectations for Reading Fountas & Pinnel Levels

Grade Level Fall Winter Spring K

B

C

D

1

F

H

J

2

K

L

M

3

N

O

P

4

Q

R

S

5

T

U

V

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MEQUON-THIENSVILLE SCHOOL DISTRICTPARENT NOTIFICATION OF INTERVENTION

TO THE PARENT/GUARDIAN OF: __________________________________________

CHILD’S GRADE / DOB: ________________________________________

DATE: ________________

Based on recent screening, assessment, and/or progress monitoring information, your child will be receiving additional academic instruction/intervention to address the following identified need(s): (attach assessment profile)

_____________________________________________________________________________________

_____________________________________________________________________________________

This added instructional time will occur on the following schedule (days/times – note any removal from general education activities):

____________________________________________________________________________________

_____________________________________________________________________________________

We will be monitoring your child’s progress and communicating that information to you.

If you have any questions or concerns regarding this notification, please feel free to contact:

______________________________________ _____________________________________________ (Classroom / Homeroom Teacher) (Phone Number & Email Address)

We appreciate your partnership in the education of your child!

Place copy in student’s cumulative file.

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MEQUON-THIENSVILLE SCHOOL DISTRICTPARENT NOTIFICATION OF INTERVENTION PROGRESS-SELECTED LEVEL

TO THE PARENT/GUARDIAN OF: __________________________________________

CHILD’S GRADE / DOB: ________________________________________

DATE: ________________

Your child has been receiving additional academic instruction/intervention to address the following identified need(s): ______________________________________________________________________________

______________________________________________________________________________

Your child’s performance (baseline) at the start of intervention: ______________________________________________________________________________

The goal set for your child was: ______________________________________________________________________________

Your child’s current performance is: ______________________________________________________________________________

We have been monitoring your child’s progress every other week, and based on a review of that information we are taking the following action(s):______ Goal met, discontinuation of intervention with ongoing monitoring of achievement______ Goal met, reduce intensity of intervention

From:___________________________________________________To:_____________________________________________________

______ Goal not met, but progress indicated so continue current intervention______ Goal not met, so intervention will be adjusted as follows:

___________________________________________________________________________

_____ Goal not met, so a team meeting will be held to discuss appropriate next steps_____ Goal not met, so staff have referred to the Student Review Team to discuss more intensive intervention options

If you have any questions or concerns regarding this notification, please feel free to contact: ___________________________________________________________________________(Classroom / Homeroom Teacher) (Phone Number & Email Address)

We appreciate your partnership in the education of your child!

Place copy in student’s cumulative file

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MEQUON-THIENSVILLE SCHOOL DISTRICTPARENT NOTIFICATION OF INTERVENTION PROGRESS-INTENSIVE LEVEL

TO THE PARENT/GUARDIAN OF: __________________________________________

CHILD’S GRADE / DOB: ________________________________________

DATE: ________________

Your child has been receiving additional academic instruction/intervention to address the following identified need(s): ______________________________________________________________________________

______________________________________________________________________________

Your child’s performance (baseline) at the start of intervention: _______________________

The goal set for your child was: ______________________________________We have been monitoring your child’s progress on a weekly basis, and based on a review of that information your child’s current performance* is:

______ Trend line is showing above target progress, on track to exceed goal ______ Trend line is showing on or near target progress, on track to meet/be near goal______ Trend line is showing flat or limited progress______ Trend line is showing negative progress * Please note that progress monitoring data collected on a weekly basis may not show or be as sensitive to change as data collected over a longer period of time. Please contact the person listed below with data questions or concerns. ______ Due to lack of or limited progress, staff will be in contact to discuss the possibility of a

referral for special education services The next meeting to review your child’s data and determine next steps is scheduled for: ____If you have any questions or concerns regarding this notification, please feel free to contact: ___________________________________________________________________________(Intervention Provider) (Phone Number & Email Address)

We appreciate your partnership in the education of your child!Place copy in student’s cumulative file

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Mequon-Thiensville School District Intervention Fidelity Checklist

To be used if no formal fidelity check is provided with the prescribed intervention

Student: ______________________________________ Grade/Teacher: ___________________________ Intervention Tier: __________________ Date/Time of Observation:__________________ Interventionist: _________________________________ Student Concern Area & Research Utilized (Lesson Plan Provided to Observer):

______________________________________________________ ______________________________________________________ ______________________________________________________

YES (Comments) NO (Comments)

Intervention being implemented is district endorsed and/or research based.

Selected intervention appears well aligned with student area of need/concern.

Directions and goals of intervention session are clear to student and observer.

Teacher/Interventionist demonstrates competence in intervention implementation.

Student is on task and engaged in activities/lesson.

Off task behaviors are appropriately addressed by teacher /interventionist to ensure prescribed minutes are met.

Positive reinforcement and/or motivators are provided as appropriate.

Intervention is delivered as prescribed including instructional components, activities, and session minutes.

Observer’s Signature: _____________________________________

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Response to Intervention Key Terms Accommodation

Change in instructional strategies that enable all children to demonstrate their abilities in the classroom or assessment/testing setting; designed to provide equity, not advantage, for children

Aim Line Also referred to as the goal line, the aim line depicts the anticipated growth and offers a comparison to the trend line; the aim line is typically shown as the expected rate of progress toward either the district goal or a goal developed by the team

Baseline The initial performance level of a student; the median of three data points is used to determine a student’s true baseline; serves as the reference point for goal setting and future data collection

Benchmarks Expected rates of growth or learning; usually measured three times per year (fall, winter, spring)

Core Curriculum Course of study deemed critical and usually made mandatory for all students of a school or school system, as mandated by federal education statute, core curricula must represent scientifically-based practice

Culturally Responsive Practice Accounting for and adapting instruction/intervention to a specific culture or background; requires the examination of the curriculum and core practices employed to ensure the application of strategies and interventions that research has found to be most effective with various cultural, racial, and ethnic groups

Cut Score Scores used to determine at risk status for students based on Universal Screening data. Typically for MTSD students, this score is at or below the 30th percentile.

Data-based Decision Making Systematic process of making instructional decisions based on student learning data, to ensure effective, equitable, and consistent approaches across schools and students.

Differentiated Instruction A process of designing lesson plans that meet the needs of a range of learners; includes varied learning objectives (content); varied grouping practices and teaching methods (process); and varied assignments and materials (product); elements are chosen based on student skill levels, interests, and learning preferences; differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials

Evidence-based Practice Educational practices/instructional strategies supported by relevant scientific research studies

Fidelity of Implementation The degree to which instruction and/or interventions are implemented as designed; includes the instructional procedures, specified group size or other environmental parameters, and student participation in prescribed sessions (participation rate should not fall below 80%)

Formative Assessment Classroom/curriculum measures of student progress; monitors progress made towards achieving learning outcomes; informs instructional decision-making

Gap Analysis Review of data comparing present performance to expected performance

Goal Setting A clearly defined goal, set with the student, at the onset of an intervention cycle. The goal is the desired end point for the student’s skill and progress toward the goal will be monitored throughout the course of the intervention

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Intensive Interventions Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model

Learning Rate Average progress over a period of time, e.g. one-year’s growth in one year’s time

Modification Alterations that change, lower, or reduce learning expectations; can increase gap between the achievement of

students with disabilities and expectations for proficiency at a particular grade level Probe

Brief, skill-specific assessment to determine student progress – typically heard/used in reference to progress monitoring

Problem-solving Approach to RTI Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions

Progress Monitoring A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction and interventions. Progress monitoring can be implemented with individual students or an entire class. The process used to monitor implementation of specific interventions.

Research Based Intervention Intervention supported by education research to be effective with identified needs of sets of students Response to Intervention (RTI)

RtI is an integrated approach that includes general, remedial, gifted, and special education in providing high-quality instruction that is matched to individual student needs. It is based on a three-tiered model that monitors student progress with different levels of intervention intensity. By providing scientifically-based interventions to students, monitoring progress on interventions, and using this information to determine who is in need of more intensive services.

Scientific, Research-based Instruction/Interventions Curriculum and educational interventions that have been proven to be effective for most students based on

scientific study Standardized Assessment

Tests administered to large groups of students, using the same administrative procedures, for the purpose of measuring academic achievement and/or comparing growth of learning in relation to students at the same grade or age range

Student Review Team (SRT) Group of education professionals coming together to consider student-specific data, brainstorm possible strategies/interventions; and develop a plan of action to address a student-specific need – typically initiated at the Tier III level

Summative Assessment Comprehensive in nature, provides accountability and is used to check the level of learning at the point of

expected mastery; measures growth in relation to a specific set of criteria or standard/expectation Trendline

Indicates the actual rate of improvement and provides insight into future performance. This line is compared to the aim line to determine the student’s response to the intervention and helps inform adjustments to instruction/intervention

Universal Screening A brief academic or behavioral measure conducted with all students three times each school year; information is used to identify or predict students who may be at risk for poor learning or performance outcomes; data would not be used exclusively for decision making purposes, but taken in context with other available sources of information

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ResponsetoInterventionResources

WisconsinDPI:Wisconsin’sGuideforRtIandSpecificLearningDisabilitieshttp://lgdata.s3-website-us-east-1.amazonaws.com/docs/2495/616401/sld-guide.pdfTheWisconsinRtICenter:ThemissionoftheWisconsinRtICenteristoaccomplishtheW-RtIVisionbysupportingschoolsthroughthephrasesandsustainabilityoftheirRtIsystemimplementation.www.wisconsinRtIcenter.orgResourcesAvailableonthisSite:

• WisconsinRtIGuidingDocument• SpecificLearningDisabilities(SLDandResponsetoIntervention)• RtIRoadMap• WisconsinRtISchool-wideImplementationReview(SIR)• SelectingToolsforScreening,ProgressMonitoring,andInterventions• InteractiveRtIGraphic• RtIImplementationContinuum• ImplementationToolkit• Glossary• EventsCalendar

InternetSites:

• http://www.interventioncentral.org/-VarietyoftoolsforRtI• http://www.earlyliteracylearning.org–CenterforEarlyLiteracyandLanguage• www.rti4success.org–Organizationthatprovidestechnicalassistanceforbuildingcapacityin

implementingprovenmodelsforRtI• http://ies.ed.gov/ncee/wwc-Collects,screens,andidentifiesstudiesofeffectivenessofeducational

interventions(programs,products,practices,andpolicies).• http://www.centeroninstruction.org–Bestpracticesintheareasofmath,literacy,science,special

educationandothers.Reportsareavailabletobetterinformbestpractice.• http://www.crtiec.org• http://www.bestevidence.org–TheBestEvidenceEncyclopedia(BEE)presentsreliable,unbiased

reviewsofresearch-proveneducationalprograms.• http://www.dww.ed.gov–TheDoingWhatWorkssiteissimilartoWhatWorksbutthroughaseriesof

summaries,visualexamples,andillustrations.• http://www.studentprogress.org–TheNationalCenteronStudentProgressMonitoringprovides

resourcesontheimplementationofscientificallybasedstudentprogressmonitoring.• http//reading.uoregon.edu/index.php–Thiswebsiteisdesignedtoprovideinformation,technology,

andresources.BigideasinBeginningReadingfocusesonthefiveBIGIDEASofearlyliteracy:phonemicawareness,fluencywithtext,vocabulary,andcomprehension.

• http://www.rtinetwork.org–RtIActionNetworkisaprogramoftheNationalCenterforLearningDisabilities

• http://readilyaccessibletools.wikispaces.com–linkstoavarietyofresourcesonavarietyoftopics• http://www.fcrr.org–TheFloridaCenterforReadingResearch• http://www.readingrockets.org/-ReadingRockets• http://www.intensiveintervention.org/-NationalCenteronIntensiveIntervention