Response To Intervention

Transcription

1 WINTON WOODS INTERMEDIATE SCHOOL Response To Intervention Manual Winton Woods City Schools This document is a working document of the Response To Intervention Process that is used at the Intermediate School.

2 Winton Woods Intermediate RTI Plan Tier I - Core Instruction I. Core Reading & Math Curriculum a. Core Reading Instruction: 5 th and 6 th grade students will receive 120 minutes of daily Reading/Language Arts instruction using the balanced literacy approach; Daily 5 Framework (Guided Reading, Shared Reading & Shared Writing, Word Work, Independent Reading). b. Core Math Instruction: Students at Winton Woods Intermediate School will receive 120 minutes of daily math instruction using Math Investigations for 5 th grade and Connected Math for 6 th grade. II. Tier 1 Assessment/Progress Monitoring: All students will be administered Benchmark/Universal Screening assessments at least 3 times per year on a common collection of academic assessments in Reading and Math (100%). Reading/Language Arts Scholastic Reading Inventory DIBELS (Oral Reading Fluency & Daze) Developmental Spelling Assessment OAA Benchmark Assessment Math Scholastic Math Inventory OAA Benchmark Assessment III. Tier 1 Progress Monitoring/Data-based Decision Making a. Teacher-Based Teams (TBT): i. Teacher-Based Teams will meet as a department for 40 minutes each week to discuss and research instructional strategies. TBT s should analyze data on all students, set goals for the next assessment period and plan for whole-class instructional change based on the data. Interventions at this level are oriented toward whole-group instructional procedures, as the focus is on large-scale change to classroom instructional procedures. ii. TBT s will make data-based decisions using the following 5-step process: Step 1: Collect and chart data to identify how students are 1

3 performing/progressing Step 2: Analyze student work specific to the data Step 3: Implement specific effective changes in the classroom Step 4: Establish Adult Implementation Indicators (How will you know the strategy was successful?) Step 5: Select Data that will be used to Monitor & assess progress (collect, chart and analyze pre/post data) iii. Students who demonstrate a continual lack of progress based on the assessments given should be considered for Tier 2 intervention. Tier 2 Targeted Intervention I. Small Group Targeted Reading and Math Intervention a. Supplemental research-based reading and math instruction provided in a small group, in addition to core Reading and Math instruction. b. TBT s will use data-based decision making process to identify students who are not meeting grade level benchmarks and demonstrate moderate to significant gaps in performance to be considered for Tier 2 supports. As a general guideline, students falling within the bottom 20% of each grade level should be considered for entering the response-tointervention process. c. Only 10-15% of students should need this level of support to make appropriate progress. If more than 15% of students require this level of support, examine the need for further instructional supports at Tier 1. II. Interventions a. Teacher-led skill-based groups: students will be grouped into small groups that will utilize research-based intervention strategies that will meet three times per week for minutes, to be determined, per day. Student progress will be evaluated by comparing baseline student performance to progress monitoring assessments collected every two weeks. b. Title I Reading/Math: students will receive small group pull-out or push-in intervention for four days per week for minutes, to be determined, per day. Student progress will be monitored every two weeks. 2

4 c. After school tutoring program d. Computer-based Interventions III. Tier 2 Progress Monitoring/Data Based Decision Making a. RTI (Response to Intervention) Meetings i. RTI meetings will be held every 6 weeks with each grade level POD team to review progress monitoring data for students receiving Tier 2 interventions by following a similar data review process used during TBT meetings. ii. In addition to reviewing student data, the RTI will consider the following factors before considering the need to change the intervention: 1. Intervention implementation (was the intervention able to be implemented as planned?) 2. Student attendance and behavior during intervention iii. Students receiving Tier 2 intervention should be assessed 2 times per month to gauge their progress with this intervention (~15%). Progress monitoring measures may include curriculum pre- and post-assessments, DIBELS, SRI, SMI, or other CBM assessments. Tier 3 Intensive Intervention I. Individual/Small Group Intensive Supports a. Students who do not make adequate progress with Tier 1 and Tier 2 supports, or who demonstrate significant academic delays may be referred for Tier 3 supports. Students receiving Tier 3 supports should not exceed 5% of the student body. b. Tier 3 interventions are designed to accelerate a student s rate of learning by increasing the frequency and duration of individualized interventions based on targeted assessments. Intensive interventions are delivered individually or in groups of no more than three students. II. Intervention a. When it has been determined that a student should be referred for Tier 3 supports, an Individual Student Support Team meeting will be scheduled 3

5 to develop an individually-designed intervention plan. The child s parent needs to be included in this process. III. Progress Monitoring/Data-based Decision Making a. Progress monitoring at Tier 3 is completed more frequently, at least on a weekly basis. b. Student Support Teams should meet every 4 to 6 weeks to review student progress data and determine students response to intervention by answering the following questions: i. Has the student made adequate progress to return to Tier 2 or Tier 1 supports? ii. Can the Tier 3 intervention be modified or should another individualized intervention be implemented? iii. Have the interventions been implemented as designed? iv. Are the resources needed to sustain progress only available through special education? IV. Referral for Special Education Evaluation a. If the team determines that the resources needed to sustain progress are only available through special education and a disability is suspected, the following points should be considered: i. Level (discrepancy from benchmark, local standard, own baseline data) ii. Slope (rate of progress, considering rate of growth toward benchmark and what is needed to close achievement gap) iii. Intensity of instruction/intervention needed to close gap - change trajectory (rate of progress toward closing gap) V. Special Education TBT Meetings a. Weekly special education TBT meetings will be held to monitor academic progress of students with disabilities, as well as discuss and research effective instructional and intervention strategies with the goal of closing the achievement gap for special education students. 4

6 RTI Roles Tier 1 Teacher Administer Universal Screener with all students Enter Data Online Review cut scores and determine which students should move to Tier 2 Provide 90 minutes/day of LA instruction to all students Ask, Are students responding to the instruction? Monitor Student Progress Administrator Check that every student has a tracking sheet and folder Tier 2 Teacher Complete concern check list for at-risk students Progress Monitor bi-weekly Keep track of Progress Monitoring data Provide 90 minutes/week of LA intervention to small groups Document small group interventions Compile data in a Tier 2 folder for each student Progress Monitor data/graphs Documentation of Parent Contact Ask, Are students responding to the intervention? Administrator Conduct grade level RTI meetings (6 weeks) Complete checklist at RTI meeting Tier 3 Teacher Create intensive individualized intervention plan with the RTI team Follow the intervention Plan Continue Progress Monitoring Administrator Contact parent and set up team meeting date/time Complete the form with the team utilizing the checklist and progress monitoring data Attached are Forms for documentation 5

7 RTI Tier II Intervention/Progress Monitoring Form Student name: Area of Intervention: Alphabetic Principle Phonemic Awareness Phonics (Circle one) Sight Words Vocabulary/Comprehension Fluency Goal: Tier II Trial 1 Intervention Activity: _ Progress Monitoring Instrument: DATE Baseline: SCORE Recommendation: Tier I Tier II Tier III Parent RTI Mtg Tier II Trial 2 (optional) Intervention Activity: Progress Monitoring Instrument: DATE Baseline: SCORE Recommendation: Tier I Tier II Tier III Parent RTI Mtg Intervention Log 6

8 (Minutes Per Session) DATE Monday Tuesday Wednesday Thursday Friday Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 7