Response to Intervention (RtI) Services

Transcription

1 Taft ISD will help districts respond successfully when students struggle to learn. This plan will integrate assessment and intervention within a multilevel prevention system to maximize student achievement and to reduce behavior problems. Response to Intervention (RtI) Taft High School Principal: Angel Lopez Services The goal to improve student learning must be the primary goal. RtI helps to make student learning the renewed focus.

2 Taft High School Response to Intervention School Plan Table of Contents Statement of Intent and Non-negotiables 2 Core Principles of RtI.. 2 Definition of RtI 2 Tiered Model of Interventions Overview 3 Tier Criteria.. 4 Instructional Time Requirements.. 4 Duration of Intervention & Instructional Group Size. 4 Universal Screening Tools. 4-5 Assessment 5 Progress Monitoring 5-6 Fidelity of Instruction: Teaching as Designed. 6 Data Analysis Reports and Response Plans. 6-7 Instructional Materials and Strategies. 7-8 Accountability: School Improvement Plans RtI and Parent Involvement. 10 RtI and Professional Development.. 10 Key Terms. 11 Key Components for RtI

3 Statement of Intent and Non-negotiables Taft High School believes that all students can and deserve to learn to read and write. It is the intention of Taft High School to uphold the academic standards of the State of Texas and to provide intervention to students who demonstrate assessed need, with a focus on math and science. In order to accomplish this task, this RtI plan will be followed with no-negotiability. Core Principles of RtI We can effectively teach all children if we: Intervene early Use a multi-tier model of delivery Use a problem solving model to make decisions within a multi-tier model Use evidence based, validated intervention and instruction to the extent available Monitor student progress to inform instruction Use data to make decisions regarding student response to interventions Use assessments for screening, diagnoses, and progress monitoring Definition of RtI The National Center of Response to Intervention defines RTI as: Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity and nature of those interventions depending on a student s responsiveness, and identify students with learning disabilities. In short, RtI is a framework for making instructional decisions based on data, in order to accelerate learning for all students. RtI is a whole school instructional framework intended to improve instruction and learning for ALL students. ALL faculty and staff members share responsibility for RtI. Source: TEA 2

4 Tiered Model of Interventions Overview Tier 1 Quality Curriculum Program Tier 2 Targeted Intervention Focus All Students Indentified students with marked difficulties who have not responded to Tier I efforts. (10-15%) Tier 3 Intensive Intervention Indentified students with marked difficulties who have not responded to Tier I and Tier II interventions (5-10%) Program Scientific researchbased curriculum and instruction Evidence Based interventions Individualized and intensive intervention Grouping Frequency As determined by classroom teacher As determined by classroom teacher Homogeneous small group instruction (1:3, 1:4, 1:5); (up to 15 with small group 2x/week) 30 minutes per week in addition to core instruction Homogeneous small group instruction (1:1, 1:2, 1:3, 1:5) 60+ minutes per week in individual or small group instruction in addition to core instruction Assessment Universal Screening at the beginning of the academic year (or more often if determined) Progress monitoring every 6 weeks on target skill(s) to ensure adequate progress and learning Progress monitoring every 6 weeks on target skill(s) to ensure adequate progress and learning Interventionist General Education Teacher Determined by RtI campus team Determined by RtI campus team Setting General Education Teacher Determined by RtI campus team Determined by RtI campus team 3

5 Taft High School has defined tiered criteria as follows: Tier Criteria : What academic criteria defines each tier of instruction? Tier 1 : All students receiving CSCOPE instruction and who have been successful on TAKS. Tier 2 Students who are performing one to two grade levels below proficiency based on TAKS and benchmark assessments and/or students who fail two or more core classes per semester. Tier 3 : Students who are performing two or more grade levels below proficiency based on TAKS and benchmark assessments and/or students who fail a certain content area core class twice a semester. For those students, who fail a certain content area core class twice a semester, a mentor will be assigned. Instructional Time Requirements: Grades 9-12 Tier 1 50 minutes per day Tier 2 30 minutes per week Tier minutes per week Duration of Intervention: Students will receive structured intervention for 6-12 weeks Instructional Group Size Instruction and Intervention will be taught in the following student to teacher ratios (optimum and maximum) Tier 1: 25:1 Tier 2: Tier 3: 15:1 max 5:1 max Universal Screening Tools An essential component of RTI, universal screening of all students enables educators to establish an academic and behavioral baseline and to identify learners who need additional support. Instructional decisions can then be made based on the screening results to improve learner outcomes. Universal screening is the key to a prevention model, helping classroom teachers to differentiate their instruction and/or provide early intervening services so that students can be assisted before they fall too far behind. 4

6 We are currently using TAKS and benchmark results as our screening tool for determining Tier levels. We plan on looking into other universal screening tools (i.e. STAR Math & Reading). The universal screening will be done at the beginning, middle, and at the end of the year. The same tool will be utilize to obtain the measurable growth of the student. When RTI is being used from the very earliest grades, prevention is the ideal. Universal screening is used for two purposes: Assessment: 1. To identify students who are presently at/above, near, or below the standard or cut point on the criterion measure and, 2. To demonstrate the nature and size of the school/district problem (i.e., what percentage of students fall into each category). Cut Screen Diagnose Monitor Cut Points, Screening and Diagnostic: (3 times per year) o State Assessment and Benchmark Assessments CSCOPE unit assessments will be utilized o Universal screening: norm referenced measure administered 3 times per year to determine student need. o Diagnostic: skill based measures to determine specific needs for students eligible for intervention. o Screening & Diagnostic TAKS & Benchmark Data INOVA Attendance Records Discipline Records DMAC Data Progress Monitoring: Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum. A fundamental assumption of education is that students will benefit from high quality instruction. That is, typically, students will learn and achieve the skills and content taught in the classroom. For students who are not responsive to classroom instruction, alternative interventions can be provided and again the students response to that instruction can be monitored. Progress monitoring is a valid and efficient tool for gauging the effectiveness of 5

7 instruction, determining whether instructional modifications are necessary, and providing important information for eventual classification and placement decisions. Our campus will monitor student progress with the following methods/tools: Report Card Skill Assessment Teacher Observation and informal assessments Progress monitoring can include content-based measures or normative measures, in conjunction with assessment reference tools, including INOVA & DMAC. Tier 1: TAKS & Benchmarks Tier 2: TAKS & Benchmarks, TAKS Science Preparation (Grade 10 & 11) Assessments, Accelerated Curriculum for Science (Grade 11) Assessments, TAKS Preparation Material from Stephen Murray, Measuring Up for Math Tier 3: TAKS & Benchmarks, TAKS Science Preparation (Grade 10 & 11) Assessments, Accelerated Curriculum for Science (Grade 11) Assessments, TAKS Preparation Material from Stephen Murray, Measuring Up for Math, Brain POP Assessments Progress Monitoring frequency : 6 weeks Fidelity of Instruction: Teaching as Designed In order to determine the effectiveness of tiered instruction, all math and science intervention curricula and strategies will be taught and implemented as designed. Teachers will receive training and support in whichever curriculum, strategies and interventions that they are expected to instruct. Our campus will submit data analysis reports and data response plans to the district office three times per year as per the following schedule : Report #1: October Report #2: Report #3: January May Data Analysis Reports and Response Plans will include the following items: Academic Growth Explanation of the growth or lack thereof Report on the current level of fidelity of instruction and intervention Teacher observation reports Description of on site, ongoing support for teachers Numbers of students currently receiving intervention Number of students exited from intervention 6

8 Numbers of teachers trained and those who still need training School response plan based on current data report Instructional Materials and Strategies: First instruction, supplemental interventions and strategies are research and evidence based as well as culturally and age appropriate. Grade level instruction is based on state standards and contains a specific scope and sequence with time for differentiation. Interventions are explicit, sequential and systematic. They are based on targeted student need(s) and contain a specific scope and sequence. Grade Level Tier 1 Tier 2 Tier CSCOPE Math Textbook and Resource Materials; Measuring Up Science TAKS Science Preparation; Accelerated Curriculum for Science; TAKS Preparation Material from Stephen Murray Math Textbook and Resource Materials; Measuring Up Science TAKS Science Preparation; Accelerated Curriculum for Science; TAKS Preparation Material from Stephen Murray Note : If a teacher desires to use materials that do not appear on the preceding list, they must submit a rationale, background research, effectiveness data and cost analysis for the proposed program in order to use it prior to approval. Instructional Strategies and Research Based Interventions Tier 1 Tier 2 Tier 3 CSCOPE Instruction & Activities Cooperative Learning Graphic Organizers ELL Strategies 7

9 Multiple Intelligences Science & Math Bingo Word Walls Marzano s 7 High Yield Strategies Small Group Intervention/Enrichment Period (30 minutes) Tutorials Peer to Peer Tutor (Math & Science) Math - Textbook Adoption Materials Math - Measuring Up Science - TAKS Science Preparation (Grade 10 & 11), ESC4 Online Store Science - Accelerated Curriculum for Science (Grade 11), ESC4 Online Store Inclusion Support TAKS Preparation Material from Stephen Murray 8

10 Accountability: School Implementation Plans Taft High School will provide for Taft ISD Central Office the following: RtI team members and meeting calendar. Roles and responsibilities for RtI team members, administration and teachers Class design o Who will teach or assist the teachers for each tier of instruction? o What will instruction look like in the classroom? o Group or class size per tier o Differentiation strategies Instructional schedule Choice of curricula, specific strategies, and intervention for each tier of instruction Professional development content and calendar (initial training, follow up, ongoing support) Duration of instruction for each tier. (How much time per day and per round of intervention?) Accountability system o Staff agreements o Classroom visitation schedule o Assessments: Cut points, screening and progress monitoring instruments Grade level periodic assessments and who will take them. o Assessment schedule o Assessment procedures o Problem solving protocol o Data review schedule Data Analysis procedure and schedule Placement procedure Confirmation of placement (if a student is misplaced) Referral procedure (referral to more or less intervention and referral to Special Education) Exit procedure New student procedure (students entering after the school year begins) Intervention grading policy RtI calendar that includes regularly scheduled meeting times for teachers to analyze and respond to data. Parent information and involvement plan Appendix o Useful templates o Sample weekly schedule o Appropriate strategies o Data reporting, analysis and report forms. o Progress reports o Grading policy o Sample parent letters 9

11 Administrators and staff will be held accountable for implementing a comprehensive RtI system through self -evaluation and district evaluation in the areas of: student progress data, implementation data (teaching as designed), and adherence to the district and school RtI plans. RtI and Parent Involvement The primary purpose of parental involvement in the response to intervention process is to include the parent in the plan to assist the student. Parents can and will play a key component in the overall success of an RTI system. Parent involvement in a Tiered Service-Delivery Model, or any service-delivery system, should be characterized by consistent, organized, and meaningful two-way communication between school staff and parents with regard to student progress and related school activities. Through this communication, parents are enabled to play an important role in their child s education by assisting in the learning and by being involved in decision making as it affect tier-level instruction to increase their child's achievement. In an RTI setting, parents should expect to receive information about their children's needs, the interventions that are being used, who is delivering the instruction, and the academic progress expected for their child. Frequent communication with the school, receipt of regular progress (or lack of progress) information, and participation in decision making should provide parents the information needed to determine whether their child should be referred for a special education evaluation. Taft High School will include parents in RtI by: Keeping the parents informed of the student s needs and difficulties, interventions being used, who will deliver the instruction, the academic plan, and the academic progress expected. Providing written and oral information in the parent s primary language. Include the parents in the overall process of RtI. RtI and Professional Development Success with RtI, like with any educational initiative, requires a plan for effective professional development. Critical topics that have been identified at our campus are: Overview of RtI a general understanding of RTI concepts and goals, and specific procedures adopted by our campus Delivery of the selected core and intervention instructional programs, with fidelity of implementation Understanding and using assessment data intensive training for RtI team; and a general orientation for all staff members Understanding and using formative assessments in the classroom Working in RtI learning teams RtI and the connection to Professional Learning Communities 10

12 KEY TERMS Evidence Based Practice: A program or instructional practice that is evidence based has gone through rigorous research, has demonstrated a record of success, and there is reliable, trustworthy and valid evidence to suggest the program is effective. The evidence supporting these practices or instruction should be scientifically based research. Universal Screening is a step taken by school personnel early in the school year to determine which students are at risk for not meeting grade level standards. Universal screening can be accomplished by reviewing recent results of state tests, or by administering an academic screening test to all children in a given grade level. Those students whose test scores fall below a certain cut-off are identified as needing more specialized academic interventions. Student Progress Monitoring is a scientifically based practice that is used to frequently assess students academic performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used with individual students or an entire class. Pyramid of Interventions is also known as the Student Achievement Pyramid of Interventions. It is a conceptual framework developed by our campus that will enable all students in to continue to make great gains in school. The pyramid is a graphic organizer that illustrates layers of instructional efforts that can be provided to students according to their individual needs. Benchmark Assessment- Universal screening method is repeated 3 to 4 times per year. Curriculum Based Measurement (CBM) A family of assessment instruments that are designed to assess basic skills progress using tests with a number of common features. CBM tests are: (a) standardized, (b) short (i.e. usually less than 5 minutes), (c) easy to administer and score over time, (d) technically adequate, and (e) sensitive to improvement. Risk Status Student scores on the universal screening tool are evaluated according to predetermined cut scores and are then assigned to benchmark (students scoring above the cut score), strategic (students scoring between the cut scores set for moderate and high risk status) and intensive (students scoring below the cut score set for high risk status) risk groups. Key Components for RtI High quality, Scientifically Research Based Core Instruction: Core instruction should be researched based and meet the needs of a majority of students (approximately 80%) determined by using school wide screenings. School Wide Screening and Progress Monitoring: School wide screenings should be implemented to ensure the core instruction is meeting the needs of the majority of students. This is typically done three times a year. Progress monitoring is used for students in tier II and 11

13 tier III and should be done on a weekly to bi-weekly basis to determine the effectiveness of the interventions. Best practice is to use a technically adequate instrument such as Curriculum Based Measurements (CBM). CBMs provide an easy and quick method for gathering student progress that is reliable and valid and allows for comparison to district and national data. Data-Based Decision Making: Data-based decision making involves examining all data available when making decisions. It should involve defining the problem, developing an assessment plan, analyzing the assessment results and developing an intervention plan based on the results. Well-functioning Problem Solving Teams: A problem solving team should consist of both general and special education teacher, school psychologists, parents, administrators and any other specialist such as social workers or speech and language pathologists. The function of the team is to analyze data from the universal screening as well as the progress monitoring data using a systematic set of activities to guide each meeting. Tiered Model of Interventions: Intensity of interventions and frequency of progress monitoring increases as students move up in tiers. Movement across tiers should be fluid and change based on results of progress monitoring and decisions made by problem solving teams. Evidence Based Interventions: A program that is evidence based has gone through rigorous research and has demonstrated a record of success; there is reliable, trustworthy and valid evidence to suggest the program is effective; evidence supporting the practice should be scientifically based. Fidelity of Implementation: All interventions and core instruction should be implemented with integrity. To ensure fidelity of implementation checks should be in place such as observations or checklists. 12