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What is RtI?
Response to Intervention is a federal and state mandated initiative for providing early intervention services & instructional supports for struggling students not identified as needing special education services (as well as those who are identified). Current RtI regulations stipulate that students identified as needing additional interventions in Reading and Math will receive the following supplemental instructional support:
– Tier 2: 120 minutes of intervention targeting Reading & Math skills– Tier 3: 180 minutes of intervention targeting Reading & Math skills– In the case of mathematics, implementation shall be on a timeline
and schedule as defined by the DOE with the goal of 2009-2010.
CSD and RtI
Christina School District is currently implementing RtI in the area of Reading at the Elementary Level. – Tier 2: 90 minutes of intervention
targeting Reading skills– Tier 3: 150 minutes of intervention
targeting Reading skills
RtI Framework
All students are tested using a universal screener 3 times per year.
Students who are placed in Tier 2 or Tier 3 instruction based on the screener (and other classroom measures when appropriate) are progressed monitored once per week.
Every 6 weeks, the progress is reviewed and changes made where necessary.
If after 12-18 weeks of intervention, the student is making little to no progress, the RtI Core Team in each building meets to discuss further evaluation .
So…where are you?
Universal Screener Groups (benchmark, benchmark @ risk, strategic, intensive)
PLC up and running (problem-solving team)
Reviewed at least one round (6 weeks) of data
RtI Core Team up and running
RtI Teacher’s GuideDiagnostic Toolkit
Literacy Links-RtI Resource center for teachersProgress monitoring pieces for teachersCurrently implementing RtI referral forms
Progress Monitoring
Form
Group Summary for Progress Monitoring
Grade:_________ Date:_________ Support Provided by: ______________________
Group(circle one): Benchmark @ Risk Strategic Intensive Inventory Used to Assist with Targeted Skill: (Check all that apply) □Phonological Awareness Inventory □Phonics Inventory □Spelling Inventory □Decoding Inventory □High Frequency Word Inventory Intervention Targeted Skill: _________________with a focus on ______________________________________________________ Goal for mastery: _________________________________________ Assessment Used (Pre/Post): _____________________________________________________
Insert Weekly Dates of Progress Monitoring Student’s Name Room # Baseline Score/Date i.e. 8/26
letter sounds or 20/100 high frequency words
Additional Comments On Back: Yes No
Vocabulary & Comprehension
Fluency & Comprehension
Word Recognition & Fluency
Phonemic Awareness & Word Recognition
Cover Page
Response to Intervention Referral Forms
Student ID _____________ Birth date: ___/___/___ Student Name: _____________________ School: _____________ Teacher:_____________ Grade: ____________ Parent(s): _____________________________ Phone: _______________ Address: ___________________________________________________ Reason for Referral: □ Academic □ Behavior
Note: Use the data collected from the diagnostic inventories to determine areas of concern in order to locate the first skill set where intervention should begin. Refer the RtI Diagnostic Toolkit for specific grade level and skill information. Use the following page to record the intervention plan.
All student specific data and graphs must be attached!
ATTENDANCE
Days absent last year _______ Days absent this year _______ Other schools attended: ____________________ ____________________ ____________________ Retentions: Yr(s) ___Gr(s)___ Previous enrollment in Special Education/Section 504 _________________________ Is the student identified as: ELL (English Language Learner) (circle one) Yes No
HEALTH Hearing: Date ______________ Results ____________ Recheck needed _____ Vision: Date ______________ Results ____________ Recheck needed _____ Other: _______________ _____________________
DISCIPLINE Number of discipline reports ______________________ Number of suspensions: In-school ___________ Out-of-school _______ Other ______________ ___________________ ___________________
Screening Fall Winter Spring
MAP
DIBELS
CSD Benchmark
List Other:
Intervention Plan
Student Name _________________________________ School ______________________________ Grade _______ Teacher _______________Year___________
Christina School District Student Literacy Intervention Plan: Response to Intervention (K-5)
Tier I @ Risk
40th%ile - benchmark Core Classroom Instruction Houghton Mifflin Reading
Tier II: (Cycle I) Date:__________
25-40th%ile Minimum 90 minutes per
week/targeted intervention/in addition to core instruction
After first cycle of Tier II Intervention (six weeks)
Tier II: (Cycle II) Date:___________
(Based on Student Need)
Tier III: (Cycle I) Date:____________
below 25th%ile 150 minutes per week/targeted intervention/in addition to core
instruction All students will receive 90 minutes of reading instruction daily with fidelity to the curriculum. The 90 minutes of instruction will also incorporate differentiated, flexible small groups to address specific student strengths and/or weaknesses. Progress Monitoring:
Tool Date Results
Focus of Intervention: _____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Next Step: Choose one of the following – □ Continue Tier II
intervention with the following modification:
____________________ ____________________ ____________________ ____________________ ____________________ □ Address another need. PLC Review Date: ______
Focus of Intervention: _____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Focus of Intervention: _____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Screening Results: DIBELS
Month Day Results Aug/Sept
Jan May
Diagnostic Results: (to determine targeted instruction for Tier II)
Tool Date Results*
*use back of page if needed
Timeline: (6 weeks: 90 min. per week)
________ to ________ Date Date
Progress Monitoring: Tool Date Results
Proceed to next step at top of page…
PLC Notes/Comments: Follow-up: Timeline:
Timeline: (6 weeks: 90 min. per week) ________ to ________
Date Date Progress Monitoring:
Tool Date Results
PLC Review Date: ______ Decision: □ Dismiss from Tier II □ Continue Tier II interventions □ Move to Tier III AND refer to
RtI Core team
Timeline: (6 weeks: 150 min. per week)
________ to ________ Date Date
Progress Monitoring: Tool Date Results
RtI Team Review Date: ______ Decision: □ Continue Tier III with modification: _______________ __________________________ AND review with RtI Core Team
Now, we’ll break it down…
Tier I @ Risk 40th%ile - benchmark
Core Classroom Instruction Houghton Mifflin Reading
All students will receive 90 minutes of reading instruction daily with fidelity to the curriculum. The 90 minutes of instruction will also incorporate differentiated, flexible small groups to address specific student strengths and/or weaknesses. Progress Monitoring:
Tool Date Results
Screening Results: DIBELS
Month Day Results Aug/Sept
Jan May
Diagnostic Results: (to determine targeted instruction for Tier II)
Tool Date Results*
*use back of page if needed
Tier 1 @ Risk• These students met the minimum
benchmark goal on Dibels, however, they may have weaknesses in one or more skill areas.
• They must be progress monitored at least once every 6 weeks, although we would encourage more frequent progress monitoring, to ensure that they remain on trajectory.
All data collected, should be recorded in the appropriate box.
Tier II: (Cycle I) Date:__________
25-40th%ile Minimum 90 minutes per
week/targeted intervention/in addition to core instruction Focus of Intervention:
_____________________ _____________________ _____________________ Interventions:
□ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other
______________ Timeline:
(6 weeks: 90 min. per week)
________ to ________ Date Date
Progress Monitoring: Tool Date Results
Proceed to next step at top of page…
Step 1:
Identify the focus for the instructional intervention using data collected from the screening instrument(s).
Example: Letter/sound recognition
Word recognition
Step 2:
Choose the intervention(s) that will be used.
Step 3:
Complete the timeline portion of the chart as indicated.
Step 4:
Begin the intervention and record the progress monitoring results in the table.
After first cycle of Tier II Intervention (six weeks)
Next Step: Choose one of the following – □ Continue Tier II intervention
with the following modification: ____________________
____________________ ____________________ ____________________ ____________________ □ Address another need. PLC Review Date: ______
PLC Notes/Comments: Follow-up: Timeline:
At the end of the first 6 week intervention cycle, the PLC will meet to review data and discuss the student’s response to the intervention.
Based on the review of data, the team may decide to:
Continue Tier II intervention with modifications(modifications should be listed in space indicated)
Address another need if the student has mastered the skill identified in the previous intervention cycle OR if the team decides that the data indicates a greater need.
The new targeted skill is recorded in the next column.
The bottom portion is used to record important notes,follow up information and to indicate a projected timeline.
Tier II: (Cycle II) Date:___________
(Based on Student Need) Focus of Intervention:
_____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Timeline: (6 weeks: 90 min. per week) ________ to ________
Date Date Progress Monitoring:
Tool Date Results
PLC Review Date: ______ Decision: □ Dismiss from Tier II □ Continue Tier II interventions □ Move to Tier III AND refer to
RtI Core team
• This section documents the next step in the intervention plan.
• The steps are the same as in Tier II-Cycle I with the exception of the review portion at the bottom of the column.
• At the end of the second 6 week cycle of interventions, the PLC team will meet to review data and discuss the student’s response.
• The team may decide to:– Dismiss from Tier II due to data– Continue Tier II interventions to allow
more time for the student to master skills OR
– Move the student to Tier III due to failure to respond to the intervention.
Referral to the building RtI core team is required at this time.
Tier III: (Cycle I) Date:____________
below 25th%ile 150 minutes per week/targeted intervention/in addition to core
instruction Focus of Intervention:
_____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Timeline: (6 weeks: 150 min. per week)
________ to ________ Date Date
Progress Monitoring: Tool Date Results
RtI Team Review Date: ______ Decision: □ Continue Tier III with modification: _______________ __________________________ AND review with RtI Core Team
Complete this column:• If the student fails to respond to
intervention after two cycles of Tier II interventions (12 weeks)
OR • If the student begins the RtI process
receiving Tier III interventions (as decided by the RtI matrix)
• After 6 weeks, discuss data with RtI team.
• Additional comments can be recorded on next page.
Insert this page for additional intervention cycles and comments.
Tier III: (Cycle II) Date:____________
Tier ___: (Cycle __) Date:____________
Tier ___: (Cycle __) Date:____________
Comments: Focus of Intervention:
_____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Focus of Intervention: _____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Focus of Intervention: _____________________ _____________________ _____________________
Interventions: □ Fundations □ Soar to Success □ Road to the Code □ ERI □ Earobics □ Reading Mastery □ Corrective Reading □ QuickReads □ Early Success □ Other ______________
Timeline: (6 weeks: 150 min. per week)
________ to ________ Date Date
Progress Monitoring: Tool Date Results
RtI Team Review Date: ______ Decision: □ Exit to Tier ___ □ Continue Tier ___ □ Refer for further assessment
Timeline: (6 weeks: ___ min. per week)
________ to ________ Date Date
Progress Monitoring: Tool Date Results
RtI Team Review Date: ______ Decision: □ Exit to Tier ___ □ Continue Tier ___ □ Refer for further assessment
Timeline: (6 weeks: ___ min. per week)
________ to ________ Date Date
Progress Monitoring: Tool Date Results
RtI Team Review Date: ______ Decision: □ Exit to Tier ___ □ Continue Tier ___ □ Refer for further assessment
These columns would be used for additional intervention cycles. At the end of each cycle (6 weeks), the RtI team will meet to discuss and decide how to proceed.
When to begin the Referral Forms…
The teacher should begin completing the RtI Referral forms when a student is not making the expected progress after at least two cycles of interventions for Strategic students and at least one cycle for Intensive students.
These forms replace the START form and are required as part of the referral process.
The completion of the RtI Referral form and collection of data are required prior to meeting with the RtI Core Team to discuss a student who has not responded to the interventions as expected.
Contacts
If you have additional questions about the RtI process, please contact your Inclusion Coach
Brookside MaclaryDownes MarshallGallaher West ParkJones Wilson
Contact: Rebecca Ryan
Bancroft McveyBrader PalmerKeene PulaskiLeasure Smith
Stubbs
Contact: Brenda Harrell