Washington County Middle School. Response to Intervention Manual Tier 2 and Tier 3 Reading and/or Math

Transcription

1 Washington County Middle School Response to Intervention Manual Tier 2 and Tier 3 Reading and/or Math

2 RTI Team Membership and Meeting Schedule Team Members: Principal: Ty Howard Interventionist: Anne M. Taylor Classroom Teachers: Nicole Wilson, Samantha Hoppes and Kristen Bartley Meeting Schedule: Dates: First Monday of the month One meeting after each MAP testing (fall, winter, spring) Time: 3:15 Possible Agenda Items: Analyze MAP data 3 times per year. Review Referral Forms Review Student Intervention Plans Review Progress Monitoring Data Review Skills Lists Review Individual Learning Paths Review Parent Contact Logs Review Student Motivation Fidelity Checks Review Parent Input Forms Complete Review Forms

3 RTI School Screening Plan 1. WCMS will use MAP 3 times per year as its Universal Screener to identify or predict students who may be at risk for poor learning outcomes. 2. After the administration of the first MAP the RTI team will analyze the Student Projected Performance data report to determine which students need to be further screened for possible entry into RTI Tier 2 for Reading and/or Math. This report will identify the students as Below Standards, Proficient or Advanced. 3. The students that are identified as Below Standards will take a SkillsPointer Pre-Test in a specific area. The RTI team will analyze each students Individual Learning Path to determine which students will be placed in a RTI Tier 2 for Reading and/or Math class. This will be determined by putting the students in order based on the number of skills not mastered on their Individual Learning Path. The RTI team will place approximately the bottom 15% of the students in each grade level in each subject (Reading and/or Math) in a Tier 2 RTI group. 4. The areas that will be tested using SkillsPointer are: a. Reading i. Reading Analysis and Evaluation ii. Reading Comprehension iii. Vocabulary b. Math i. Algebraic Ideas ii. Data, Statistics, Probability iii. Geometry/Measurement iv. Problem Solving v. Number Sense, Computation, Operations 5. After the administration of the second MAP the RTI team will analyze the Student Projected Performance data report to determine which students need to be further screened for possible entry into RTI Tier 2 for Reading and/or Math. This report will identify the students as Below Standards, Proficient or Advanced. Please refer to steps 3-4 above to see how these students will be further screened for placement consideration. 6. At this time the RTI team will also look at current students in RTI Tier 2 for Math and/or Reading to determine if they may exit RTI Tier 2 for Math and/or Reading. This will be determined by analyzing the Student Projected Performance data report to see if they have met proficiency.

4 7. Any student that has still not made progress or fallen back even further according to MAP after being in RTI Tier 2 for Reading and/or Math will be considered for movement into RTI Tier 3 for Reading and/or Math. 8. The RTI team will review the referral forms and progress monitoring documentation from RTI Tier 2 Reading and/or Math for these students to determine if RTI Tier 3 for Reading and/or Math is necessary for these students. 9. After the administration of the third MAP the RTI team will follow the steps above to determine correct placement of students into RTI Tier 2 or Tier 3 for Reading and/or Math. Student Referral Forms/Summary of Student Intervention Plan Forms/Tier 2 or Tier 3 Review Forms 1. When it is determined after looking at all data that a student will be receiving Tier 2 services for Reading and/or Math the RTI Team will draft a Student Intervention Plan that will be kept in the student s individual RTI folder. 2. These plans will be reviewed by the RTI teacher and monitored by the RTI Team. 3. When it is determined, after looking at all data that a student will be receiving Tier 3 services for Reading and/or Math the RTI Team will complete a Student Referral Form that will be kept in the student s individual RTI folder along with a newly drafted Student Intervention Plan. 4. These forms will be reviewed by the RTI teacher. 5. When the RTI Team determines, after analyzing all data, whether or not a student should exit to Tier 1, remain in Tier 2 or move to Tier 3 the team will complete a Review Form 6. The Review Form will be kept in the student s folder and reviewed by the RTI teacher. Family Communication Plan 1. At the beginning of the school year the RTI Team will create a letter/brochure that explains RTI for Tier 1, Tier 2 and Tier This letter will be sent home in all students Thursday folders. 3. When the RTI Team determines, after looking at all data, that a student needs to be placed in RTI Tier 2 or Tier 3 for Reading and/or Math services the family will be contacted by letter to explain RTI.

5 4. Each parent with a child receiving RTI Tier 2 or Tier 3 services for Reading and/or Math will complete a Parent Input to Support Team form. 5. Each individual RTI teacher will keep a Parent Contact Log in each student s folder. Contacts may be made by phone, letter or . For Tier 2 students contacts should be made at least once per month and for Tier 3 student s contacts should be made at least once biweekly. These logs will be reviewed at each RTI Team meeting. 6. Some of the issues that may be discussed could be progressing monitoring data, student motivation, lists of skills that have been or will be covered, MAP results, etc. Progress Monitoring/Pre-Test/Posttest 1. Each RTI teacher will have a list of skills, determined by their students Individual Learning Paths from SkillsPointer, posted on their classroom door to follow. 2. Before a teacher begins instruction on a new skill he/she will give the students a pretest consisting of 5 multiple choice and 1 constructed response question. These pretests will be generated by SkillsPointer. 3. The teacher will analyze the pre-test to determine if there is any child that scored an 80% or better on the test. 4. Any student that meets the goal and scores an 80% or better on the test will take a pre-test over the next skill. 5. When the teacher determines a skill that the student does not meet the goal of 80% mastery on than he/she begins instruction with the child on that skill. 6. The RTI teacher needs to document the skill the student will begin working on along with the baseline score on the Progress Monitoring Data sheet. 7. After three days of instruction and practice the teacher may administer the pre-test again as a posttest to determine if the student is at 80% accuracy. 8. If the students meets the goal of 80% mastery or higher the RTI teacher records the data on the Progress Monitoring Data sheet and moves the student to the next skill. 9. This process continues until a student has mastered an 80% or higher on all posttest. 10. When all skills have been covered on a student s Individual Learning Path he/she takes the online SkillsPointer test over the specific area he/she has been working on. 11. If the student masters all skills on the online SkillsPointer test and has no more skills to cover on his/her Individual Learning Path the RTI teacher gives the students name to the RTI Team so that they can complete a Review Form and the student may return to Tier For Tier 2 and Tier 3 Math the RTI teacher will spend the first 10 minutes of each class on basic math facts (addition, subtraction, multiplication and division).

6 i. To determine which set of facts a student needs to focus on the RTI teacher will give a 2 minute timed test separately in addition, subtraction, multiplication and division. ii. The RTI teacher will check to see which set of facts the student does not have at least 80% accuracy and fluency in and have the student begin practicing this set of facts. iii. The students will progress at their own pace and practice during the 10 minutes on the facts that they will be tested on. iv. Each Friday the RTI teacher will administer a 2 minute timed test to the student to see whether or not he/she has achieved at least 80% accuracy and fluency on the set of facts that he/she has practiced. v. The RTI teacher will keep a separate Progress Monitoring Data sheet to chart advancement of accuracy and fluency of these facts. vi. These Progress Monitoring Data sheets will be kept in the student s folders and reviewed by the RTI Team. 13. For Tier 2 and Tier 3 Reading the RTI teacher will spend the first 10 minutes of each class on reading accuracy and fluency. i. As students begin in RTI Tier 2 RTI teacher will take a Running Record once per 2 weeks on each student to determine how many Words per Minute the student can read accurately. ii. Each student will have an Individual Fluency Monitoring Chart. iii. The Individual Fluency Monitoring Chart will be kept in the student s folder to be reviewed by the RTI Team. iv. As students begin in RTI Tier 3 RTI teacher will take a Running Record once per week on each student to determine how many Words per Minute the student can read accurately. Skills Charts 1. Each RTI teacher will have a Skills Chart to work through in sequential order with students that will be posted on their door and highlighted as all students have achieved 80% mastery on the skill. 2. All students may achieve 80% mastery at the same time. The skill should NOT be highlighted until ALL students have achieved 80% mastery. 3. The RTI Team will determine the skills that the students will work on according to their SkillsPointer Individual Learning Paths. RTI Lesson Outline

7 1. Tier 2 Math Lesson 40 Minute Lesson 10 Minutes Fact Fluency with 2 minute timed tests on Friday. The students should know that this is what they do Monday Thursday and begin as soon as they come into the classroom. The RTI teacher could have various games, flash cards, online resources, etc. for the students to use. 10 Minutes Focus on word problems; included within this should be contextualization and de-contextualization and vocabulary instruction. A good resource for this would be Math for Today. This should be done as a group with lots of discussion. 20 Minutes Systematic instruction on deficient skills. This is when the students will work individually on the skills that that they need to work on. This could be through SkillsPointer, Study Island, Coach Books, DIGITS Resources, Games, etc. The teacher should work individually or in small groups with each student at some point during these 20 minutes to ensure that the students are improving at the skill they are working on. The students will record the skill and activity that they completed for the day in their working folders on their Skills/Activities Checklist page. This would also be the time that students take pretest as needed. 2. Reading Lesson 10 Minutes Read aloud to improve accuracy and fluency. This could be done by the teacher reading aloud one day, the students popcorn reading one day, the students peer reading one day, etc. 5 Minutes Engaging discussions on what the students read today to increase comprehension skills 25 Minutes Systematic instruction on deficient skills. This is when the students will work individually on the skills that that they need to work on. This could be through SkillsPointer, Study Island, Coach Books, Pearson Resources, Games, etc. The teacher should work individually or in small groups with each student at some point during these 20 minutes to ensure that the students are improving at the skill they are working on. The students will record the skill and activity that they completed for the day in their working folders on their Skills/Activities Checklist page. This would be the time that students taking pretest as needed. 3. Tier 3 Math and Reading Lesson Differentiation by tiers should include increased time, intensity, explicitness, strategic instruction, and response opportunities. Student Motivation

8 1. Tell the students that they are going to be setting some goals for themselves and have them generate a list of 10 reasonable tangible or intangible rewards that they would like to have if they reach their goals. 2. Have the student keep the list in their student folders and when they reach the goals they set reward them. 3. Share the students MAP scores with them and have them set realistic goals for their next MAP on the Individual Goal Setting sheets provided by MAP. 4. Share the students Individual Learning Path with them and allow them to highlight the skills as they are mastered. Also, share their Progress Monitoring Data sheet for skills. 5. Math a) Share the students Progress Monitoring Data sheets for fact fluency and have them set goals for fluency and accuracy after each test on Friday. 6. Reading a) Share the students Progress Monitoring Data sheets and have them set goals for Words Per Minute with accuracy. 7. If it is determined that a student is disengaged the RTI team and the student s teachers will analyze the students behaviors to determine if the student is disengaged due to a) Control The student has to be in control of the situation. b) Competence The student is not competent of completing the assigned tasks. c) Community The student is not comfortable in the school community. Fidelity Checks 1. Students will be observed during RTI class to determine their level of engagement. 2. During periodic fidelity checks the RTI team will look for the following: a. Methodology Are the RTI classes being taught correctly? b. Dosage Are the students in RTI classes getting enough intervention? Student Folders 1. Math and/or Reading Tier 2 Skills Pointer Individual Learning Path Student Intervention Plan Progress Monitoring Data Sheet Skills (Reading and Math) Progress Monitoring Data Sheet Fact Fluency and Accuracy (Math)

9 Progress Monitoring Data Sheet Running Record for Fluency (Reading) Parent Contact Log Parent Input to Support Team Student Skills/Activity Checklist Student Generated Reward List MAP Goal Setting Sheets Fact Fluency and Accuracy Goal Setting Sheet (Math) Running Record for Fluency Goal Setting Sheet (Reading) Review Form (Upon Exiting Tier 2) 2. Math and/or Reading Tier 3 Referral Form Skills Pointer Individual Learning Path Student Intervention Plan Progress Monitoring Data Sheet Skills (Reading and Math) Progress Monitoring Data Sheet Fact Fluency and Accuracy (Math) Progress Monitoring Data Sheet Running Record for Fluency (Reading) Parent Contact Log Parent Input to Support Team Student Skills/Activity Checklist Student Generated Reward List MAP Goal Setting Sheets Fact Fluency and Accuracy Goal Setting Sheet (Math) Running Record for Fluency Goal Setting Sheet (Reading) Review Form (Upon Exiting Tier 3) Templates/Forms See the Following Pages

10 Washington County Middle School The Generals 603 Lincoln Park Road Springfield, Kentucky or Fax: Ty Howard, Principal Dear Parent/Guardian of, As part of district-wide efforts to improve student achievement, all Washington County Public School students are given brief assessments, or universal screenings, three times per year (fall, winter, spring) to measure their progress in the curriculum over time. Interventions (extra support) will be provided as needed to all students who did not meet expected levels of achievement in reading, math, and/or behavior. This system of providing intervention based on individual student needs is called Response to Intervention (RTI). On the universal screening, your child did not meet the expected range for his/her grade level for the Fall Winter Spring benchmark assessment. To better meet your child s needs, our school will begin providing your child with supplemental and/or small group instruction in the following area(s): Reading Math Behavior. Your child will be involved in a level of RTI referred to as Tier II, which is best described as a level of intervention in which teacher(s) use different instructional strategies and/or interventions with your child. The teacher(s) track your child s progress over time to monitor his/her success, and you will be periodically notified about your child s performance. If you have any questions about this process, please do not hesitate to contact the school. Respectfully,

11 Washington County Middle School The Generals 603 Lincoln Park Road Springfield, Kentucky or Fax: Ty Howard, Principal Dear Parent/Guardian of, As part of district-wide efforts to improve student achievement, all Washington County Public School students are given brief assessments, or universal screenings, three times per year (fall, winter, spring) to measure their progress in the curriculum over time. Interventions (extra support) will be provided as needed to all students who did not meet expected levels of achievement in reading, math, and/or behavior. This system of providing intervention based on individual student needs is called Response to Intervention (RTI). Earlier this year, your child did not meet the expected range for his/her grade level for these benchmark assessments, and was referred to Tier II supplemental intervention and/or small group instruction in the following area(s): Reading Math Behavior. Your child s teachers have monitored his/her success, and the obtained data indicates the need for more intensive intervention, referred to as Tier III. Using these more intensive interventions, the teacher(s) track your child s progress over time to monitor his/her success, and you will be periodically notified of your child s performance. If you have any questions about this process, please do not hesitate to contact the school. Respectfully,

12 List 10 reasonable tangible or intangible rewards that you would like to have if you reach your goals

13 Student Skill/Activity Checklist Student Name: Date Skill Activity

14 WCMS Response to Intervention Tier 3 Student Referral Form Student: DOB Last First Middle Race/Ethnicity: Gender: Parent/Guardian: Address: Phone: Grade: REASON FOR REFERRAL: Reading Skills Math Skills Behavioral Skills A. STUDENT RECORD REVIEW Academic Screenings Fall Results Mid-Year Results Spring Results Attendance: Last year - # Days Present Absent Tardies This year - # Days Present Absent Tardies List all schools attended: Testing Information: KPREP EXPLORE Current Test Scores by Area: Reading Math Writing Science Social Studies Composite Academic Grades: School Year: Grade: Subject: Grade/Score Reading Math Writing Science Social Studies Other: Discipline Record Average Weekly Infractions Number of Classroom Discipline Reports Number of Office Referrals Number of Suspensions In School Suspensions Out of School Suspensions Special Concerns Medical History Health Conditions Social/Family Screening Information Date Results Recheck needed Speech: Hearing: Vision: Academic Screening (DIAL III,Other: ) Currently Receiving OT PT Speech/Language Therapy Mental Health Counseling Tutoring Enrolled in After School Program Mentor Other: Previous Interventions Math to Achieve Reading Recovery Preschool/Head Start Additional Year in Primary Year Grade Junior/K MS/HS Intervention Course: Other

15 B. LIMITED ENGLISH PROFICIENCY - If not applicable, check this box and skip to next section. How long has the student spoken English? Is there a language other than English spoken by the student? Is there a language other than English spoken in the home? (If the above information indicates the student has not always had English as their primary language, please address the following questions.) What Limited Proficiency services or assistance has been provided? Do the results of the evaluation by the ESL teacher indicate expected progress in the English language? Yes No If not, explain C. TEACHER OBSERVATIONS Check areas of concern: Reading: Phonics Reading: Phonological Awareness Reading: Fluency Reading: Comprehension Reading: Vocabulary Math: Counting and Cardinality Math: Operations Math: Algebraic Thinking Math: Number, Operations, Base 10 Math: Measurement, Data, Geometry Math: Ratios, Proportions (MS/HS) Math: Expressions, Equations (MS/HS) Math: Statistics, Functions, Probability Written Language Skills Handwriting Skills Spelling Skills Communicates Clearly Follows Directions Functions Independently Attends to Class Work Completes Assignments Test Anxiety Motivation and Effort Retention of Information Motor Coordination Disrupts Learning of Others Relates well to peers Organization Skills Relates well with adults Punctuality Other D. Parent Contacts Indicate below what communication, or attempts for communication, have occurred. Means of Contact Person Making Contact Date Result D. DOCUMENT ATTEMPTS TO MEET STUDENT NEEDS WITHIN THE REGULAR PROGRAM Indicate below the strategies/interventions used over a reasonable period of time in response to this student s problem(s). Attach Tier 1 Documentation Form: Student Interventions/Strategies Signature of Principal or Designee upon receipt of referral Date

16 WCMS Review Form for Exiting and/or Entering RTI Tier 2 or Tier 3 Math or Reading Student Name: Subject of Intervention: Date: Recommendation Notes Attendees Signatures [ ] Continue with current intervention. [ ] Teacher (s): [ ] Change frequency or duration of intervention to: [ ] Principal/Counselor/RTI Support: [ ] Try new intervention: [ ] Other: [ ] Change Tier to: [ ] Goal reached. Discontinue intervention. Date of next meeting: Parent Notified on: Please attach reports and/or data.

17 WCMS Summary of Student Intervention Plan STUDENT NAME: Tier 1 Tier 2 Tier 3 BASELINE DATA (Level at which student is currently performing): MEASURABLE GOAL: IDENTIFIED INTERVENTION: IMPLEMENTER: START DATE: PROGRESS MONITORING PLAN: Assessment Data to be Collected Frequency of Assessment SUMMARY OF TEAM NOTES:

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