Recommended School Based Teams

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1 Recommended School Based Teams Literacy, Math, and Positive Behavior Interventions and Supports Team Possible Members Meets PBIS Team Administrator Positive Behavior Interventions and Supports Teacher Counselor Primary & Intermediate Regular Education Teachers Specialist (Music/Library) Literacy Team Administrator Title/Literacy Support Teacher Grade Level Representative(s) Literacy Support Teacher Math Team (To be in place in the school year) Administrator Title Teacher Math Support Teacher Grade Level Representative(s) Team Functions: Focus on systems-level structures (i.e., building, whole school, after school, classroom, common areas). Schedule school-wide data collection. Analyze school-wide data. Develop and guide implementation of school improvement goals. Select academic and behavioral interventions (Tiers 1 & 2) based on district recommendations. Recommend allocation of intervention resources (e.g., time in addition to the core) for the lowest 20% of students in the building. SPS RtI Rev 2 6/10 The online version of this handbook is official. Therefore, all printed versions are unofficial. RTI Structures 1-5

2 Recommended School-Based RtI Team Team Possible Members Meets Length of Intervention RtI Administrator Support Teacher (s) with each grade level team, for a total N/A of 6 mtgs. per Counselor month (K-5) Title/Reading Specialist ELL Work with system-level teams (PBIS, Literacy, Math) and grade level teams. Focus on classroom/core and targeted skills/intervention groups. Assist grade level teams to: o Review grade level data and core program. o Identify students needing strategic support. o Identify students needing intensive support. Schedule diagnostic assessments for strategic and intensive students in collaboration with grade level teams. Recommend allocation of intervention resources (e.g., time in addition to the core) for the lowest 20% of students in the building. Use diagnostic information to place students in existing academic and/or behavior interventions (e.g. fluency building, phonics instruction, check in/check out, point card, etc.). Provide suggestions for adjusting instruction in core academics and behavior. Determine progress monitoring logistics in collaboration with grade level teams. Suggest adjustments for the behavior or academic interventions if the student is not making adequate progress. Determine with grade level team when to refer a student to Individual Student Supports. Continue to monitor students who have moved to Individual Student Support Team level. Refer directly to the Individual Student Supports if diagnostic assessments indicate student requires individualized plan. If parent requests an evaluation, the Evaluation Planning Team is required to meet regardless of interventions that have taken place. SPS RtI Rev 2 6/10 The online version of this handbook is official. Therefore, all printed versions are unofficial. RTI Structures 1-6

3 Recommended Grade Level/ Cross Grade Level Team (Green/Yellow) Team Possible Members Meets Activities Grade Level i.e., 1 st grade teachers, 2 nd grade teachers, etc. OR primary/intermediate cross grade teachers Minimum of 1x/mo. for 1 hr. each with RtI team. May choose to meet as a grade level team another time for curriculum planning, etc. Collaborate with building teams (literacy, math, PBIS) Assist with diagnostic and progress monitoring assessments Maintain documentation of student progress Review grade level and core program data. Use a planned agenda format to: o Review progress-monitoring data and recommend interventions for students. o Determine referrals to Individual Student Supports. One of six different decisions may be made for each student being reviewed: 1. The group intervention has been successful and the student has reached benchmark so the resources should begin to be faded. 2. The group intervention has been successful but the student has not yet reached benchmark, so a new goal should be set. 3. The intervention appears to be working for the student and should be continued as is. 4. The group intervention is not working for the student and should be revised or refined. 5. The group intervention is not working for the student, and the plan has been modified three times; therefore a more individualized plan is needed. 6. For students on an individualized plan, follow the Individualizing, Intensifying Intervention procedures. Team may meet without the RTI team an additional time during each month to: o Discuss curriculum planning. o Plan for cross-classroom groupings, etc. SPS RtI Rev 2 6/10 The online version of this handbook is official. Therefore, all printed versions are unofficial. RTI Structures 1-7

4 Individual Student Supports (Red) Team Members Meets Length of Intervention ISS Parent As needed 4-6 weeks with a Classroom Teacher minimum of 4 data RtI Team (necessary team members) points Focus on individual student Provide individualized specific interventions based on student behavioral or academic deficits Review diagnostic assessments Seek assistance from personnel outside of the building staff as needed. Conduct a formal Functional Behavior Assessment (FBA) if needed. Provide separate core instruction in behavior and/or academics if needed. Collect student progress monitoring data (designated member of Individual Student Supports, for example, the student s case coordinator) Review progress monitoring data Convening a meeting for student move-in: If student moves into school with severe behavioral and/or academic needs, RtI Team will review records and determine if student may need immediate planning through Individual Student Supports If a student needs immediate planning through Individual Student Supports, the RtI Team Facilitator will schedule a meeting with the student s parent(s), classroom teacher, and the necessary members of the RtI Team Convening a meeting for RtI Process: If after three interventions through Grade Level Team, the team determines student may require an individual plan, student is referred to Individual Student Supports by RtI Team Facilitator SPS RtI Rev 2 6/10 The online version of this handbook is official. Therefore, all printed versions are unofficial. RTI Structures 1-8

5 Evaluation Planning Team Team Members Meets Length of Intervention Evaluation Parent As needed N/A Classroom Teacher Specialist(s) and/or School Psychologist Discuss the evaluation procedures for special education identification Focus on individual students Meeting may result in: o Prior Notice and Consent for Evaluation, but continue through RtI process for academic/behavior o Sign permission to obtain information for the purpose of observations, functional assessments, etc. (this should not be done if the information might be used as information for eligibility decisions in the future). If a Prior Notice to evaluate is signed, it is likely that the 60-day evaluation timeline will be exceeded in order to go through the intervention process. In this case, an exemption form will be signed due to Response to Intervention process and the need to collect data over an extended period of time. If parent requests an evaluation, this team is required to meet regardless of interventions that have or have not taken place. SPS RtI Rev 2 6/10 The online version of this handbook is official. Therefore, all printed versions are unofficial. RTI Structures 1-9

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