RtI - Response to Intervention

Transcription

1 STEP BY STEP RtI PROBLEM SOLVING TEAM TRAINING YEAR 6 SAISD Dyslexia, Section 504 RtI Department School Year

2 Clear Learner Objective (CLO) 1. Facilitate the implementation of the RtI problem-solving process at the campus level. 2. Provide step by step training on RtI process implementation and documentation. Session Description 1. Introduction to RtI 2. Implementation/Roles and Responsibilities 3. RtI Step by Step Forms/Process 4. Resources and Next Steps

3 Our Mission & Core Beliefs To educate and graduate every student so that he/she is prepared to be a contributing member of the community. In SAISD we believe every student can learn and achieve at high levels. We will make all decisions based on attaining student achievement at or above grade level.

4

5 No: remain in Tier 2 San Antonio ISD Response to Intervention Decision-Making Process School Year School Year TIER 1 (All Students) Universal Screening Progress Monitoring Did student respond? Yes: remain in Tier 1 TIER 2 (7-10% of students) Progress Monitoring Did student respond? TIER 3 (3-5% of students) Progress Monitoring No No Yes: return Tier 1 No: remain in Tier 3 Did student respond? Yes: return to Tier 2 or Tier 1

6 Components of RtI Success Begin interventions Day 1 ONLY with students who ended prior school year in intervention. Afford ALL other students the opportunity to benefit from high quality core instruction with differentiation. Monitor students in core instruction using data to adjust changes in instructional strategies and behavior management. Supervise instruction to ensure that low achievement is not due to lack of appropriate instruction and differentiation. Ensure fidelity to formal interventions if recommended at Tiers II and III. Continue to monitor progress and use data to plan and drive instruction. Make testing a student s last option!

7 Response to Intervention (RtI) RtI is a proactive, problem-solving process that must be used for all students in order to provide assistance, support service or educational program (TAC /F6 in Administrative Procedures). Documentation needs to be entered and saved on the Interactive Online System to facilitate access to student status from campus to campus. The RtI coordinator acts as the gatekeeper of the RtI process and is responsible for scheduling problem solving meetings and documenting findings.

8 Implementation Steps 1. Form Leadership Team and reach consensus regarding meeting frequency. 2. Conduct RtI needs assessment and develop action plan. Meadows Center for Preventing Educational Risk (Building RtI Capacity, click on Tools and Resources, Campus-Wide Implementation, Click on Read More, go to Implementation Tools and click on Campus Needs Assessments and Action Plan) 3. Create master schedule that allows for flexible grouping during intervention block. 4. Provide training for staff or train team members and have team members help train staff.

9 Role and Responsibilities RtI Coordinator Lead the RtI process and team meetings. Monitor and support and the implementation of the curriculum guides as appropriate. Lead the grade level or team data review meetings and inform instructional decision making and student support. Attend all RtI trainings and share learning and planning with campus team. Provide input into district curriculum. RtI Team Meet on a regularly scheduled basis (monthly grade level or team meetings). Provide support to teachers who request assistance. Clarify and prioritize issues or concerns through use of data. Provide strategies or interventions for academic and behavioral issues. Evaluate progress, guide decision-making, and track tier movement.

10 RtI Meet 1x per Month Minimum Select team members that are respected and approachable, demonstrate commitment to instructional goals, willing to accept responsibility for at-risk students progress, have knowledge of multiple teaching strategies and interventions, experience in interpreting data, able to maintain confidentiality.

11 Role and Responsibilities Principal Understand and communicate RtI process and set the vision and teacher expectations. Ensure collaborative, problem-solving structures are in place. Monitor staff focus on fidelity to curriculum guides and differentiation strategies. Monitor use of interventions and progress monitoring data. Ensure follow-up and support program evaluation. Teacher Understand and implement the RtI process. Provide high quality instruction through implementation of the curriculum guides. Intervene early, often, and consistently, and request support for struggling learners from the RtI Team. Maintain fidelity of implementation of curriculum, interventions, and progress monitoring. Work collaboratively with RtI Team to use data to plan and drive instruction and behavior management.

12 Role and Responsibilities Special Ed Staff Collaborate with C&I to learn the requirements of district Reading and Mathematics curriculum, interventions, and progress monitoring instruments. Collaborate with RtI Coordinators at assigned campuses to support implementation of the RtI process. Attend RtI meetings at assigned campuses and assist RtI Team with interpretation of collected data, decision making, and intervention development. Share expertise on learning modalities and instructional and non-instructional strategies and resources. Provide, monitor, and support positive behavioral support strategies and implementation. Speech Pathologist Collaborate with RtI Coordinators at assigned campuses to support implementation of the RtI process. Attend RtI meetings at assigned campuses and assist RtI Team with interpretation of collected data, decision making, and intervention development. Share expertise on developmental milestones of speech/ language, strategies to support speech/ language development and ways to correct errors or weaknesses in speech/language skills. Provide, monitor, and support strategies and implementation.

13 When is the RtI Process Initiated? Elementary Level Danger of not meeting the year s Reading or Math expectations Behavior is interfering with learning Chronic medical problem interfering with learning Did not meet standard on state assessment Danger of being retained or history of retention Speech/language difficulties interfere with student s academic or social performance Other Data Guides Decision Secondary Level Currently failing two or more core subjects Reading or Math Behavior is interfering with learning Chronic medical problem interfering with learning Did not meet standard on state assessment Danger of being retained or history of retention Speech/language difficulties interfere with student s academic or social performance Other

14 12 STEP PROCESS

15

16 Step 1 Student fails to respond to documented research-based differentiated instruction and core instructional strategies or student displays speech/language that is not age-appropriate or demonstrates difficulty with age-appropriate language concepts Teacher consults with professional staff and intensifies instruction and differentiation. If student does not make adequate progress despite sustained Tier I efforts (10-12 weeks/6-8 weeks for speech), or student exhibits history of no progress, teacher presents data at Grade Level Meeting (GLM) or Team Meeting. For Head Start Centers, teacher consults with Head Start Director and evaluation staff or SLP.

17 Step 2 Data guides decision to initiate RtI documentation. Students are prioritized for Tier I meetings according to need. For 504 or student in need of immediate intervention (serious developmental, health, emotional, behavioral and/or academic difficulty), consult with evaluation staff or appropriate professional staff and share supporting data. For students who display speech/language problems that, in the opinion of the SLP, can only be corrected with direct speech therapy, the RtI process may be expedited at any stage, through an RtI meeting.

18 Step 3 Referring teacher makes formal parent contact to share speech/language, behavioral and/or academic difficulties. Referring teacher informs parent that nurse will schedule conference to access health information.

19 Step 4 RtI Coordinator grants online access to teacher. Teacher documents areas of speech/language, behavioral and/or academic difficulty, collects supporting documentation (District database profile/s, current and historical district/state assessment data, Home Language Survey, LPAC profile if appropriate, 2-3 graded work samples that demonstrate strengths and weaknesses, behavior log, if appropriate, etc.), and completes Tier I Review of Data [RtI 1, pg 1 of 8]. Include approved ECE assessment and student portfolio for ECE to include Head Start.

20

21 Step 5 RtI Coordinator schedules Tier I Review of Data meeting online and invites RtI Team members, including Diagnostician or LSSP, as well as other professionals whose expertise/knowledge will contribute to the decision-making process. RtI Coordinator provides parent with Parent Notification/Tier I Meeting Invitation and Consent for (RtI) Data Collection [RtI 2, pg 2 of 8] and copy of district RtI brochure.

22

23 Step 6 Nurse conferences with parent and completes Health Information [RtI 3, pg 3 of 8]. If applicable, medical records from outside agencies are requested and reviewed with appropriate staff. Medical conditions are corrected where appropriate.

24 TIER I MEETING

25

26 Step 7 RtI Coordinator chairs Tier I Review of Data meeting. Teacher presents problem and supporting documentation while coordinator documents data online on Student Status Log [RtI form 4, pg 4 of 8]. Team selects strategies and progress monitoring instruments from menu link to implement or continue in core instruction. Specific plan for intervention, instructional services or programs, and recommendations are reviewed and agreed upon and documented on Student Status Log.

27

28 Step 8 RtI Coordinator schedules and chairs additional tier meetings and forwards Parent RtI Team Meeting Invitation as appropriate [RtI 5, pg 7 of 8]. RtI Coordinator documents tier meeting decisions and follow-up meeting information.

29 TIER II MEETING

30

31 Step 9 Movement to Tier II occurs using historical and current data indicators as a guideline. Diagnostician, LSSP, or SLP is required to be in attendance ( Attach RtI Consultation Form in lieu of signature). Team selects and documents interventions and progress monitoring from menu link [RtI 4, pg 5 of 8]. Dyslexia-Section 504 Coordinator should be in attendance when addressing a student suspected of dyslexia or 504 disability.

32 TIER III MEETING

33

34 Step 10 For students not showing progress in Tier II (10-12 weeks/6-8 weeks for speech/language), RtI Team uses district/state assessment data and progress monitoring results to determine movement to Tier III [RtI 4, pg 6 of 8]. If data analysis confirms student continues to exhibit lack of progress following Tier III intervention (10-12 weeks/6-8 weeks for speech/language), RtI Team considers referral to special education and completes all required paperwork.

35 Step 11 Principal s signature on Tier III denotes all required RtI paperwork has been collected, completed, and reviewed. For special education referral, evaluation staff is responsible for ensuring procedural safeguards, prior written notice, and consent for evaluation. Referral documents are provided and parental consent for evaluation is secured. Special Ed referral checklist is completed.

36

37 Step 12 RtI Coordinator and Dyslexia-504 Coordinator, if applicable, utilize RtI Required Items Checklist [RtI 6, pg 8 of 8 ] to ensure that all required documents are completed and delivered to appropriate program/department.

38 DYSLEXIA AND SECTION 504

39 Dyslexia Assessment If at any time during Tier II intervention or after receiving Tier II intervention, (10 weeks maximum), the student s progress in the essential components of reading warrants continued intervention AND the student demonstrates characteristics of dyslexia (difficulty reading words in isolation, difficulty decoding nonsense/unfamiliar words, slow and/or inaccurate reading and spelling difficulties), dyslexia assessment may be recommended, Dyslexia Handbook Revised, 2007, Updated Student continues in Tier II pending dyslexia assessment results. If eligible, student moves to Tier III interventions. If ineligible, provide Tier III interventions and document progress.

40 Section 504 Eligibility Section 504 students are general education students with a physical or mental impairment that substantially limits a major life activity. Document disability at Tier I and move to Tier III to recommend 504 evaluation. Refer to Dyslexia-Section 504 campus coordinator for Section 504 or Section 504/General Education Homebound evaluation.

41 Test your RtI Knowledge 1. What should take place prior to initiating RtI documentation? 2. What type of data should teachers collect and bring to the RtI Tier I Review of Data meeting? 3. What is the role of the RtI team and how often should they meet? 4. Does the process need to be initiated on every student who demonstrates academic difficulties? 5. Does the RtI process need to be restarted each year or when a student transfers to another school?

42 Test your RtI Knowledge 6. What role does the parent play in the RtI process? 7. What should take place at the Tier I Review of Data meeting? 8. What determines movement to Tier II and how long does a student remain at Tier II? 9. What determines movement to Tier III and what differentiates Tier II and Tier III instruction? 10. When can the RtI process be expedited?

43 RtI Flow Chart RtI Meeting Agenda RtI District Website RtI Interactive Online Website RtI Step by Step Process RtI Decision Making Chart

44 District Team Contacts Early Childhood...Hilda Salas Speech..Stephanie Keller-Perkins Behavior..Beth Jones Reading/ELA..Dr. Derrick Thomas Bilingual/ESL.Luz-Garcia Martin Mathematics.Monica Garcia Sp Ed Assessment..Beth Jones RtI Process,Dyslexia, Leticia Carrasco

45 RtI Training Exit Ticket RtI implemented with a focus on instruction will ensure that every student has the opportunity to stand on the X! List 3 RtI facts that you learned today List 2 RtI steps you will take when you return to your classroom List 1 RtI question you still have. 1.