Where Learning Comes First Catherine Farris Peterson Coordinator of Psychological Services

Transcription

1 Haralson County Schools Response to Intervention/Student Support Team Resource Guide Where Learning Comes First Catherine Farris Peterson Coordinator of Psychological Services Janet Goodman System Instructional Specialist Ann Gray Director of Personnel & Student Services Pepper Dearing Moon Director of School Improvement & Federal Programs Lorilyn Houston 7-12 School Improvement Specialist

2 Table of Contents Introduction Introduction to Response to Intervention and Student Support Team 1 Georgia Student Achievement Pyramid of Interventions 3 Student Achievement Pyramid of Interventions description 4 Haralson County RTI Process 6 Pyramid of Interventions Table 7 Pyramid of Interventions in the Classroom 8 Process/Procedures Goals, Process, and Procedures 12 How to Guide for RTI Coordinators 24 How to Guide for Teachers: Steps to Response to Intervention 25 Haralson County Example of the RTI Process flow chart 26 Tier I / Tier II Tier I Explanation 27 Tier II Explanation 28 Haralson County Board of Education Intervention Checklist 29 Tier II Notification Letter 30 Referral from Tier I to Tier II 31 Initial Tier II Minutes 32 Student Intervention Documentation Plan 33 Subsequent Tier II Minutes 34 Tier III Tier III Explanation 36 Eligibility Determination and Categories of Eligibility 37 Referral from Tier II to Tier III (Student Support Team) 38 Notification and Hearing/Vision Consent Letter 40 Parent Invitation Letter 41 Initial Tier III Minutes form 42 Student Intervention Documentation Plan 43 Subsequent Tier III Minutes 44 Progress Report for Modifying Intervention Plan 46 Tier III Request for Diagnostic Screening 47 Permission for Diagnostic Screening 48 Additional Forms Documentation of Contact form RTI/HC 1 Tier III / SST Team Log RTI/HC 2 Confidential Parent Information form RTI/HC 3 Hearing and Vision Screening Report RTI/HC 4 Notice of Hearing and Vision Failure RTI/HC 5 Functional Hearing and Vision Screening Results RTI/HC 6 Statement of Status RTI/HC 7

3 Student Support Team End of Year Summary RTI/HC 8 Emotional/Behavioral Information Sheet RTI/HC 9 Student Intervention Documentation Plan RTI/HC 10 By Pass SST Form RTI/HC 11 Dismissal from Tier Form RTI/HC 12 Permission for hearing/vision screening RTI/HC 13 Resources Academic (yellow section) Behavioral (green section) Section 504 Information

4 Introduction to Response to Intervention and Student Support Team Currently there is no case law concerning Response to Intervention (RTI) since its use in the eligibility criteria for students with Specific Learning Disabilities (SLD) was recently enacted in IDEIA 2004 and only this year has been implemented in school systems. Zirkel (2006) reports that case law concerning students with SLD up to 2006 primarily focused on the LEA s nondetermination of eligibility for SLD. Rather the historical and legal context of the use of RTI includes prereferral interventions and teacher assistant teams, including Student Support Teams. In Georgia, Student Support Teams are mandated by a State Board of Education Policy (GADOE, 2000). These regulations arise from a settlement in NAACP v. the State of Georgia, often referred to as the Marshall case. The main thrust of the plaintiffs argument was disproportionate representation of minorities in intellectually disabled classes and whites in specific learning disability classes. Further argument centered on the lack of any formal mechanism for developing and utilizing intervention strategies before referral for special education placement. Although the state prevailed and proved that the students identified were eligible for special education services, it was less successful in proving that intervention strategies were employed before placement. The function of the SSTs was to identify and assist students who were observed to have academic and/or behavioral difficulties. Acting on referrals from parents and school staff members, the SST would recommend alternative strategies to be implemented with the identified student, periodically meet to discuss the student s progress, and try different strategies before considering a referral for psychoeducational testing through special education. The mission of the SST continues to evolve in keeping with the requirements of the law. Originally, the District Court mandated that SSTs exist as a stopgap measure against hasty and inappropriate IDEA placement and to identify students who might be eligible for services under the Rehabilitation Act of 1973, specifically Section 504 of that act. Response to Intervention or the Georgia Pyramid of Interventions,(GADOE, 2006) as it is known in Georgia, is a refinement and more inclusive version of the Student Support Team. Tiers I and II refer to general instruction and supplemental instruction respectively, as they occur for all students. Tier III consists of a referral to the formal SST process and more individualized and targeted interventions. In the Georgia School Board Rule, the Board outlined a six-step SST process as follows: (1) Identification of needs; (academic or behavioral) (2) Assessment, if necessary; (3) Education plan; (4) Implementation; (5) Follow-up and support; and (6) Continuous monitoring and evaluation. The Haralson County Board of Education adopted a companion SST policy. In subsequent years, many schools have chosen formats that were individualized for the needs of their particular student population, educational level and SST management 1

5 system. While the formats are somewhat diverse in appearance and methodology used, the SST procedures of documentation and intervention are consistent throughout the county. While it is recognized that the SST process will not be exactly the same at all local schools, this resource guide should provide the outline for a consistent SST philosophy and ensure appropriate procedural safeguards. It should also provide local schools with a wealth of resources to assist them in the overall task of SST implementation. Hopefully, this Resource Guide will assist local schools in getting maximum benefit from the SST process. It should also serve as a valuable source of information for newly appointed local school SST Coordinators and SST Grade/Team Leaders. In this 2007 revision of the SST manual, Response to Intervention will be addressed and the steps outlined for each of the four tiers of the Georgia Pyramid of Interventions. GADOE (2000, October). State Board Rule Code: IGB. Student Support Team. Retrieved November 30, 2007 from 123FE4810FFF55BC103AB8DEE33A506330B4BF7C03119&Type=D GADOE (2006, February). Georgia Student Achievement Pyramid of Interventions. Georgia Department of Education. Retrieved November 30, 2007 from pdf?p=39ef345ae192d900f620bfde9c014ce65f48e7e4cc eb3 D2B367434F67EC4756D61498C8&Type=D Zirkel, P. (2006). The legal meaning of specific learning disability for special education eligibility. Arlington, VA: Council for Exceptional Children. 2

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7 STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Tier 1: Standards Based Classroom Learning describes effective instruction that should be happening in all classrooms for all students. As Georgia moves towards phasing in the implementation of the Georgia Performance Standards (GPS) it is recognized that the curriculum standards are the foundation for the learning that occurs in each classroom. This type of instruction/learning focuses on the GPS and includes evidenced based instruction that is differentiated according to students various needs. Teachers utilize progress monitoring results to guide and adjust instruction. Tier 1 is not limited to instruction in the academic content areas, but also includes all developmental domains such as behavioral and social development. This tier represents effective, strategic, and expert instruction that is ideally available in all classrooms. Through standards-based learning and on-going formative assessments we can answer DuFour s questions of are kids learning; and how are they learning? Tier 2: Needs Based Instruction/Learning: Standard Intervention Protocols: Tier Two becomes the answer to the question what are we prepared to do when they do not learn? Tier 2 describes pre-planned interventions that should be in place for students who are not being sufficiently successful or adequately challenged with Tier 1 interventions alone. In many schools in Georgia, students who need additional interventions in the general classroom have been referred to the Student Support Team and possibly evaluated for special education services. The new conceptual framework illustrates the potential for having interventions for students before their gap becomes so large that specialized instruction is needed. Tier 2 interventions are not a substitution for Tier 1 interventions, but are layered in addition to the Tier 1 instruction that is provided. Tier 2 interventions are not solely reliant on the expertise and diligence of individual teachers across the school. They should include pre-planned interventions developed and supported at the school level, thereby becoming standard intervention protocols that are proactively in place for students who need them. Working collaboratively, teachers and instructional leaders should determine concepts and content areas that have traditionally proven difficult for students in their school. Then, they should develop interventions that are available when specific students show weaknesses in those areas. For 1st and 2nd - grade students who struggle with learning to read, for example, Tier 2 interventions may include structured, diligent, pre-planned tutoring interventions for those specified students. Similarly, schools should determine concepts and content areas that are likely to have been mastered by highly able students and, through strategies such as pretesting and curriculum compacting, be prepared to provide modified curriculum. All students who need a Tier 2 intervention (in addition to their Tier 1 instruction) should be identified through the progress monitoring evaluation data. Tier 2 interventions can be used at all school levels. Virtually every high school has students who become disenfranchised and unsuccessful and therefore become high risk for dropping out of school. High schools, possibly in collaboration with local middle schools, can anticipate this and 4

8 identify those students very early in their high school careers who are high risk for this type of difficulty. They can then build systematic mentoring programs that encourage students to become active and engaged in high school activities. In addition, specific academic interventions can be established for students who are missing core academic skills (e.g. strong reading skills) that will increase the probability that high risk students will have the necessary skills to be successful. To maintain motivation and improve academic achievement, high schools should use a variety of strategies to encourage more students to engage in rigorous coursework, e.g., vertical teaming that leads to AP courses. Tier 2 interventions should not be endless for individual students who are struggling. Schools must ensure that specific students are not labeled as being Tier 2 students and thereby create lower expectations or tracking for those students. Tier 2 interventions are proactive and maintain high expectations for all students. Tier 3: Student Support Team Driven Instruction/Learning provides an additional layer of analysis and interventions. The Student Support Team (-and other small group teams such as the Gifted Eligibility Team) meet to discuss students who are still not provided the instructional experiences to meet their needs. During this process, the diagnostic team analyzes the specific needs of the individual student. In Tier 2, schools establish standard intervention protocols that are available across the school. Tier 3 becomes much more individualized as the student s teachers, other personnel, and parents systematically determine the issues that need to be addressed for the student. Instructional interventions are then strategically put in place for the student and progress monitoring processes, including sensitive instruments that may be formal or informal in nature, are implemented frequently to determine if the student is responding to the interventions. Effective Tier 3 activities are exemplified by systematic activities to determine a student s needs, implementation of scientifically-based interventions that are strategically incorporated with fidelity to meet the student s individual needs, and frequent progress monitoring to inform continued instruction. Tier 4: Specially Designed Instruction/Learning is developed specifically for students who meet the respective eligibility criteria for special program placement. With three effective tiers in place prior to specialized services, more struggling students will be successful and will not require this degree of interventions. Tier 4 will provide instruction that is targeted and specialized to meet students needs. Tier 4 instruction would include formal Gifted Education services for students who qualify, but it may also include interventions suggested by the Gifted Eligibility Team for regular classroom curriculum modification for any student with advanced learning needs. It may include special education and related services for eligible students, provided in the general education classroom, or in some cases, in a resource room. Tier 4 does not represent a location for services, but indicates a layer of interventions that may be provided in the general education class or in a separate setting. Tier 4 is not a substitute for Tier 2, but is layered upon Tier 2 interventions. Georgia Department of Education, Kathy Cox, State Superintendent of Schools, February 2006, All Rights Reserved 5

9 Haralson County RTI Process The Pyramid of Interventions is in place in Haralson County to help educators determine if students are progressing as expected or if students need additional help to be successful in school. It is a proactive approach that does not wait for students to fail before intervening. It focuses on examining data and adjusting instruction for students who are struggling and then provides layers of intensive interventions and progress monitoring. TIER I standards-based classroom instruction with differentiation, progress monitoring, such as DIBELS, Accelerated Math, ABC Behavior Chart, SLP observations, etc. Begin to take note of students who are having difficulties and start to collect data. TIER II move into Tier II after 6 weeks minimum of progress monitoring (complete the Tier II Information Sheet). Bring this sheet to the meeting to discuss with the team. This is the first formal Tier meeting and the parents should be notified. The team will devise Tier II Interventions to be implemented. TIER III move into Tier III (SST) after 6 weeks minimum of progress monitoring of intensive interventions is completed. If the student is not making adequate progress, a referral to Student Support Team (SST) is made. Parents should be invited to this meeting. The student remains in SST for up to 6 weeks and then a referral for screening can be made at this time. Once the screening is complete, there will be a meeting to go over screening results. Then determine if there is a need to proceed with an evaluation if there is a lack of response to intervention. If no evaluation is warranted, the student will remain in Tier III with additional interventions and monitoring continues with a Tier III meeting every six weeks to discuss progress and possible movement back to Tier II. TIER IV if a student is made eligible for services in Special education, they remain in this tier. Special education is Tier IV. The student must meet state eligibility criteria and parental consent is required. 6

10 Pyramid of Interventions Tier 1 Intervention Focus Program Grouping Time Assessment Interventionist Setting For all Students Standards-based classroom instruction Multiple grouping formats to meet all student needs All day Benchmark assessment and progress monitoring throughout the academic year General Education Teacher General Education classroom Tier II Intervention Focus Program Grouping Time Assessment Interventionist Setting For students who have been identified as at-risk in a certain area or areas and have not responded to Tier I Interventions Needs-based Instruction Flexible, small groups 60 minutes per day, 2-3 times per week of intervention in addition to all Tier I Interventions Established intervention programs; frequent progress monitoring General Education Teacher and Specialist Appropriate setting determined by the team- may be within or outside of the classroom Tier III Intervention Focus Program Grouping Time Assessment Interventionist Setting Focus Program Grouping Time Assessment Interventionist Setting For students with marked difficulties and who have not responded to Tier I or Tier II efforts SST-Driven Instruction Small grouping 90 minutes per day, 3-5 times per week of intervention in addition to all Tier I and Tier II Interventions Frequent formative assessment and intense weekly progress monitoring General Education Teacher and Specialists for individualized interventions Appropriate setting determined by the team- may be within or outside of the classroom Tier IV Intervention For students who have marked difficulty and have not responded to Tier I, Tier II, and Tier III Interventions Specially designed instruction Small group instruction According to IEP According to IEP According to IEP General ed and/or Special ed classroom--according to IEP 7

11 Pyramid of Intervention Haralson County Schools Tiers Examples Academic Interventions Behavior Interventions Tier I Standards-based Classroom Instruction All students participate in instruction that is: Communication Interventions Resource Needs 8 Standards-based Differentiated Evidence-based Guided by progress monitoring and assessment Effective classroom Instruction Language instruction in all grades Parent involvement at all grade levels Flexible scheduling Common planning time Grade level/content meetings Common assessment Unit planning Instructional calendars/frameworks Standardized test results used for instruction Administrative/peer observations Parent Involvement activities tied to standards Students provided with examples of exemplary work Grade level rubrics in all core subject areas Emphasis on reading across the curriculum Exit students who are successful with Tier I interventions Classroom management plans Positive behavioral supports School-wide discipline Code of conduct provided to all students in handbook Emphasis on literacy at all grade levels Support vocabulary development SLP's Serve as consultant to school based teams on best practice Continued training in GPS Continued Professional Learning in differentiated instruction Inclusion and coteaching training and support Continued funding support from State and Federal programs

12 Tiers Examples Academic Interventions Behavior Interventions Tier II Needs based Instruction Students participate in instruction that includes Tier I plus: Communication Interventions Resource Needs 9 uses established intervention programs provides enhanced opportunities for extended learning uses flexible small groups includes frequent progress monitoring in order to move students between tiers as needed student needs identified and incorporated into an instructional plan EIP Small group instruction before/after school programs extension classes mentors functional behavior assessment Supplemental Educational Services Research-based intervention strategies Extended learning time Team meetings Administrative meetings with teachers Teacher meetings with atrisk students Home visits Before school program After school program Administrative meeting with at risk students Assign mentor Double dose classes Remedial Education (MS and HS) Year long math and language arts Credit completion Credit recovery Direct Instruction Exit students who successful with Tier II interventions Conflict resolution Social Skills training Track discipline data Group and individual counseling Priority scheduling Renaissance Learning recognition program Peer mediation Behavior contracts weekly behavior charts SLP's Consult with teams delivering targeted intervention/instruction Direct services for eligible students Student Incentives Federal funds to reduce class size Reading First Grant Remedial Education Grant

13 Tiers Examples Academic Interventions Behavior Interventions Tier III SST Driven Instruction Targeted Students will participate in: Communication Interventions Resource Needs 10 Individual assessment Tailored interventions to respond to their needs Frequent formative assessment Consideration for specially designed instruction only when data indicates a lack of response to intervention Implementation of SST recommendations Individualized /group diagnostic assessment small group instruction Direct/Prescriptive Instruction Frequent benchmark assessments Exit students who are successful with Tier I or II interventions Daily behavior charts Weekly progress monitoring Individual behavior assessments change in antecedent Administrator in charge of discipline at all SST meetings Language intervention to student with delays consult with speech/language pathologist on students individual needs Continued professional learning on best utilization of SST

14 Tiers Examples Academic Interventions Behavior Interventions Tier IV Specially Designed Instruction Communication Interventions Resource Needs 11 Services will be determined by placement committee- Students must meet state eligibility requirements - Parental consent required Targeted Students will participate in: Specialized programs Adapted content, methodology, or instructional delivery GPS access/extension Special education/504 services School based administrative support at all IEP/504 meetings Frequent School based administrative meetings with students experiencing problems Related service to special education Continued professional learning w/emphasis on coteaching, paraprofessional utilization Support for inclusive students Continued professional learning for resource teachers on GPS

15 GOALS, PROCESS, and PROCEDURES GOALS Systems and Methodologies To ensure that all students are making adequate progress, systems and methodologies must be in place at each tier. In setting up these systems, school-based teams must answer critical questions such as: 1. Data-based Goals: Using Georgia Performance Standards, what specific goals do we have for our students in each content or targeted area? What are their personal goals? 2. Instruction: Are we implementing instruction, curricula, and methodologies based on scientifically based research? 3. Core Instruction (Tier I): What are the critical instructional components that need to be in place to reach our goals? 4. Differentiated Instruction and Targeted Interventions (Tiers II and III): What do we have in place at Tier I, II, and III to meet each student s needs? 5. Assessment: Based on Georgia Performance Standards, CRCT, Benchmark Testing, classroom assessments and progress monitoring data, how are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? TEAM MEMBERS The composition of the RTI team can vary based on the needs of the referred student. Minimum composition would be the referring teacher and at least three of the following participants, as appropriate to the needs of the student: Administrator RTI Coordinator Parents (must be invited in a timely manner to attend all RTI meetings) Grade/Team Leader Counselor Special Education Lead Teacher Speech/Language Pathologist School Psychologist Grade/Subject Specialist ESOL Teacher Special Education Teachers (see later section for details) School Social Worker Central Office Personnel Outside Specialists (e.g., physicians, rehabilitation specialists, etc.) Inclusion of school psychologists, school social workers or special education teachers should be limited to those cases where their particular skills and training would be most helpful. Time constraints would make it impossible for these resource personnel to attend all Tier III (SST) meetings. However, it is recommended that the School Psychologist and Special Education Lead 12

16 Teacher become a part of the Tier III (SST) meetings before any referral is made to Special Education. This will provide valuable information to the School Psychologist if a referral is made for a complete psychological evaluation and allow the Lead Teacher to explain the referral process to parents. It is recommended that special education teachers not be standing members of Tier III (SST) because of their instructional obligations. However, special education teachers may be invited to participate in the Tier III (SST) process when they possess expertise useful for working with a particular student. The special education teacher may be able to suggest further interventions and modifications for the student before he/she is referred to Special Education. It is important to exhaust all strategies before a referral is made for a complete psychological evaluation. RTI TEAM MEETING SCHEDULES The development of the RTI team schedule is a local school decision. A regular schedule of RTI meetings is necessary to ensure teacher access to the RTI team for support. It is the responsibility of the local school RTI Coordinator and Administrator to develop RTI procedures for the school based on the information in this guide and on the school s unique needs, schedules, etc. PARENT REQUESTS At times, parents present concerns about their child s functioning or make requests for services that can be best addressed by the RTI process. The procedure is the same as that of teacher referrals to RTI. The student s teacher would notify the RTI Coordinator to bring the student (parent) concerns to a Tier II intervention team meeting. The RTI process should be explained to the parent so that they understand the requirement for providing interventions for a minimum of twelve weeks and progress monitoring during this time. PRIVATE SCHOOL/HOME SCHOOL Occasionally, requests for evaluation are made for private school students and/or home school students. These requests are to be considered in the same manner as for Haralson County Schools students utilizing the RTI process. The procedure is the same as that of teacher referrals to RTI. The student s teacher would notify the RTI Coordinator to bring the student concerns to a Tier II intervention team meeting. The RTI process should be explained so that the referring party understands the requirement for providing interventions for a minimum of twelve weeks and progress monitoring during this time. The child s private school teacher should take the place of the referring teacher. For home school students, the parent would provide all necessary information. The RTI team convenes in the public school the student would attend. Attendance by the student s teacher and parent is encouraged so the RTI may evaluate the benefits of any previously attempted interventions and determine the necessity of additional strategies. The RTI team may then suggest additional interventions and methods for progress monitoring. 13

17 BYPASS PROCEDURE The Tier III Student Support Team (SST) initiates referral. The SST may be bypassed only in extreme situations in which a disabling condition is apparently severe or profound. All bypass situations should be discussed in detail with the School Psychology Coordinator and signed by the Special Education Coordinator. PRE-KINDERGARTEN REFERRAL PROCEDURE For Pre-K regular education students with academic (readiness) or behavior concerns: 1. Pre-Kindergarten teacher should request an SDD evaluation prior to the child s 7 th birthday if there is concern. The Regular Education Pre-K teacher will request an evaluation through Special Education Lead Teacher. 2. If the child is already 7 years of age and there is significant concern, refer to RTI team and follow the normal RTI process. RTI/SST FILES AND RESOURCES 1. Teacher maintains all Tier II documentation for their students in the RTI process. 2. The RTI Coordinator will maintain all Tier III (SST) files in a secure location easily accessible to the intervention teams. All RTI/SST information is strictly confidential and should be viewed only by parties directly related with the education of the student. 3. Intervention manuals and other resources will be maintained by the RTI Coordinator and available for checkout by teachers. RTI/SST LOGS 1. Intervention Team Logs will be maintained by the RTI Coordinator. 2. School logs will be maintained by the RTI Coordinator. These logs should be updated quarterly and forwarded to the County RTI/SST Coordinator. POWERSCHOOL 1. For any new students initially referred to Tier III (SST), the RTI Coordinator will enter data in PowerSchool. 2. The RTI Coordinator(s) are responsible for updating any changes in the PowerSchool Tier III (SST) record for students. 14

18 SST FOLDERS-Placement of Information *Information will be added with the latest information on top 1. First Section-Inside of front cover/first clip: a. Referral to Tier III (SST) on top b. Background Information Checklist c. Documentation of Parent or Agency Contacts 2. Second Section-Second clip: a. Diagnostic Screening Request b. Parent Permission for Vision/Hearing Screening and/or Diagnostic Screening c. Statement of Status Checklist (Eight Areas of Learning) d. Work Samples, CRCT scores e. Emotional/Behavioral Information-Maladaptive Form, data collection 3. Third Section-3 rd Clip: sorted in this order for each meeting, most recent on top a. Invitations b. Minutes c. Student Intervention Documentation Plan and progress monitoring from Tiers II and III, DIBELS d. End of Year Summary, report card 4. Fourth Section-4 th Clip: a. Vision/Hearing Screening Results b. Diagnostic Screening Results *It may be necessary to combine sections three and section four. SPEECH/LANGUAGE REQUEST For new referrals to RTI: If a student is having difficulty that appears to involve speech/language issues the referral to RTI intervention team must include input from the speech/language pathologist. 1. The speech/language pathologist must observe the child in the classroom and then offer interventions to be documented at the Tier II intervention meeting. 2. Interventions will be provided and modeled for the classroom teacher and progress monitoring will take place in consultation with the SLP. 3. Also, if a severe articulation concern is noted, the speech/language pathologist will determine if the SST process should be bypassed (speech/language only) and will complete that paperwork prior to S/L evaluation. 4. RTI Coordinator should provide a copy of the minutes and permission to screen to SLP. 5. If the final disposition is to receive speech/language services only and there is no other academic or behavior concern, the student file can be closed and accommodations will be provided by the SLP for regular education. If a problem arises later, the student would be referred to the RTI process at Tier II. 6. If academic or behavioral concerns are noted, the student will be referred to the RTI process at Tier II. For Kindergarten students who were served in speech/language in PK, if there is a concern for academics, behaviors, etc., the teacher should refer to the RTI process. 15

19 REFERRAL TO TIER II INTERVENTION TEAM 1. Student is not making adequate progress in Tier I Standards-Based Classroom instruction. Referring teacher brings student information to the Tier II Intervention Team for discussion of interventions to be implemented that target specific academic, behavioral, or language difficulties. 2. Parents will be notified via Tier II Notification Letter (p. 29). 3. Teacher completes top half of Referral from Tier I to Tier II (p. 31) and brings to Tier II Intervention Team meeting for further discussion of interventions to be implemented. 4. Interventions will be put into place and progress monitored bi-weekly for at least 6 weeks. Any interventions that are ineffective during this time should be replaced with another appropriate intervention that targets the specific difficulty. If student makes progress, discussion should take place about putting student back into Tier I. If student is not making adequate progress after 6 weeks, new interventions should be put into place in Tier II and/or referral to Tier III (SST). REFERRAL TO TIER III (SST) INTERVENTION TEAM TIER III (SST) REFERRAL (Referring Teacher) Tier II interventions and lack of progress should be discussed with the parent at this initial Tier III meeting. During the meeting, the teacher and parent may share concerns and any interventions and progress that has been documented in Tiers I and II. This allows the team and the parent an opportunity to discuss interventions that have been successful either at home or school. At this time the teacher should describe the RTI/SST process with the parent. As always, provide the parent any support necessary in order to help them feel comfortable. Documentation of Parent or Agency Contact Form (RTI/HC1) will be useful in noting any contact regarding a student. 1. Teacher will refer student to Tier III (SST) and notify the RTI Coordinator: a. Create a Tier III (SST) folder for the student. b. Schedule the initial or first Tier III (SST) meeting. c. Complete and send (with student or by mail) the initial parent invitation. This letter should be sent to the parents at least 5 days in advance of the meeting. It is important to note that parents must be invited to attend all Tier III (SST) meetings and should be notified in a timely manner. d. Inform the Team Leader of the scheduled meeting. e. Invite appropriate people to the Tier III (SST) meeting. This can be done by or by sending written notice of the meeting. f. Enter the student s name in the Tier III (SST) log with the date of the first scheduled meeting. g. Give this information to your school s SIA to enter data into PowerSchool SST record for student. 16

20 2. VISION/HEARING SCREENING PROCEDURE Beginning school year, students initially referred to Tier III (SST) will receive vision and hearing screenings through the following procedure: a. Permission for vision/hearing screening will be sent home. b. Upon receipt of the parent s permission for V/H screen, which is included with the Initial Invitation Letter, the RTI Coordinator will request a vision/hearing screening by the school nurse. c. A student must pass the vision and hearing screenings prior to further diagnostic screenings. d. Remember-No vision and hearing screenings can be done without parent permission. 3. DOCUMENTATION OF INTERVENTIONS AND OUTCOMES (Referring Teacher) If the student is not making adequate progress in Tier II, a referral to Tier III (SST) can be made. Parents should be invited to this meeting. Tier II interventions and progress monitoring of the student will be discussed and further targeted interventions will be implemented based on the Tier II progress (or lack of). The student receives intensive, targeted interventions in Tier III (SST) for at least 6 weeks with weekly progress monitoring. After 6 weeks, student progress will be analyzed for further interventions or a referral for screening can be made at this time. Any Tier II and Tier III interventions that have been somewhat successful will be continued during this process. Once the screening is completed, there will be a meeting to go over screening results. A determination will be made at this time if there is a need to proceed with an evaluation if there is a lack of response to interventions. If no evaluation is warranted, the student will remain in Tier III with additional intensive, targeted interventions and progress monitoring continues with meetings every six weeks. Progress monitoring documentation should include interventions made prior to the referral. These interventions should be appropriate to the referring problem and areas of concern that are affecting the student s educational performance in the classroom. The referring teacher should also complete a review of the student s permanent record for pertinent information. 4. WORK SAMPLES (Referring Teacher) If the concern is primarily academic, the referring teacher should gather one or two work samples indicating the student is performing below expectancy or below grade level. If there are communication issues, the SLP should be involved in providing intensive interventions and tools for progress monitoring. 5. BEHAVIORAL DOCUMENTATION (Referring Teacher) If the concern is primarily behavioral, the referring teacher should provide written documentation of the type of behavior, setting(s), what happens immediately before the behavior is exhibited, consequences, interventions, positive behavior supports, and data collection on the inappropriate AND appropriate behaviors. 17

21 INITIAL TIER III (SST) MEETING The purpose of this meeting is to provide a better understanding of the student s progress by examining the student s performance while receiving Tier II interventions. The results of the progress monitoring in Tier II should provide information for development of more intensive and targeted interventions if progress in Tier II is not adequate. THE RTI BUILDING COORDINATOR WILL CONDUCT THE FIRST TIER III (SST) MEETING USING THE FOLLOWING OUTLINE: *Designate a person to write the minutes (This may be the Team Leader). 1. Introduce everyone in attendance. 2. State the purpose of the meeting. For example, The reason we are meeting today is to discuss the educational concerns regarding student s name. 3. Review information provided by the referring teacher from the Tier II and Tier III forms regarding progress monitoring and targeted interventions that have been implemented up to this point. 4. Ask the teachers to update the RTI team on the child s present level of functioning. 5. Ask the parent to share any concerns regarding the student. This may include what works at home, any problems at home, and any suggestions for improvement. 6. The Tier III (SST) will brainstorm targeted interventions that may improve educational performance relative to the concern, whether academic, communication, or behavioral. Appropriate interventions will be determined and implemented in the classroom with weekly progress monitoring. 7. The interventions decided upon will be included on the Student Intervention Documentation Plan (RTI/HC 10) and provided to all teachers working with the student relative to the area of concern. For example, if the problem is behavioral and affects all classes then all teachers will have a Student Intervention Documentation Plan and will monitor outcomes regarding the effectiveness of the strategy. 8. The RTI Coordinator will provide the parents with the Confidential Parent Information Form (RTI/HC3) and Notification and Hearing/Vision Consent Letter (p. 40). Encourage the parent to complete this information following the meeting if possible. Otherwise request the forms be returned to the RTI Coordinator within three (3) days. If the parent is not present at the meeting, these forms should be mailed to the parents or the parent should be notified that the packet will be sent by the student and should be returned within three days. Document that this information has been given to the parents. 8. The RTI Coordinator will orally summarize the minutes, including the next steps and any interventions agreed upon by the team. 9. The next meeting date (at least 6 weeks) will be determined. RTI team may meet before 6 weeks if student is not making progress and interventions need to be changed. 10. All members present at the meeting will sign the minutes page. 18

22 11. A copy of the minutes and any other paperwork will be given to the parents. In the absence of the parents, the referring teacher will be responsible for notifying the parents of the meeting results and will send a copy of all paperwork to the parent. Forms to be completed at the Tier III (SST) meeting include: 1. Tier III (SST) Minutes (pp. 42 & 44) 2. Student Intervention Documentation Plan (p. 43) 3. Confidential Parent Information Form (RTI/HC3) 4. Permission for Hearing/Vision Screening (p. 40) The Tier III (SST) Minutes form must be completed during any Tier III meeting and should fully document any discussion and decision from the meeting. Additional pages may be attached if necessary. An approximate date for the next meeting should be recorded. All persons present at the meeting should sign the minutes page and a copy should be given to the parents. The Student Intervention Documentation Plan must be completed for all students who are discussed at a Tier III (SST) meeting. The purpose of this form is to record interventions that will improve educational performance targeted to the referral problem so that outcomes can be monitored and results documented. The Student Intervention Documentation Plan may be subject or class specific. All teachers implementing the specific intervention should have a copy of the plan and record progress monitoring. If student does not show progress, another intervention should be implemented and progress monitoring continued. Interventions should be individualized and targeted to the specific student s area of difficulty. Student Intervention Documentation Plan: 1. The RTI team should discuss any objective/task (academic, communication, and/or behavioral), targeted interventions, and criteria for progress should be documented per subject area. This sheet should be given to the teacher or other school personnel responsible for carrying out the intervention. Space is provided for the teacher to record the progress monitoring data and the dates of the progress check. It is important to remember that many interventions require an extended period of time before benefits are recognized. The teacher is responsible for measuring and recording progress and sharing this information at the subsequent RTI (SST) meetings. An updated copy of the Documentation Plan should be presented to the RTI Coordinator at each Tier III (SST) meeting to be included in the Tier III (SST) file. 2. As interventions are being implemented and progress monitored, meetings should be scheduled every 6 weeks. Remember, parents must be notified five (5) days prior to any SST meeting. 19

23 SUBSEQUENT TIER III (SST) MEETINGS The RTI Intervention Team will reconvene to review interventions, progress monitoring, and address continuing or additional concerns. At this time, additional interventions may be recommended and progress monitoring continued. It is anticipated that for the majority of students, the interventions implemented in Tiers II and III will sufficiently address the student s needs. Tier III meetings can be called as needed. It is important to remember that parents should receive an invitation in a timely manner. All teachers should: 1. Be prepared to share information regarding current level of performance and any Tier II and Tier III interventions implemented and progress monitoring data. 2. Updated Student Intervention Documentation Plans (with weekly progress monitoring recorded) must be brought to the Tier III (SST) meetings. 3. A copy should be provided to the RTI Coordinator to be included in the student s Tier III (SST) file. IMPORTANT POINTS TO REMEMBER: For students making progress and no further Tier III interventions seem necessary, the RTI Team (at a meeting with the parent) may determine that there is no further need to monitor this student through Tier III (SST). In this case, o The Tier III (SST) minutes should document that the RTI Team has decided to close the file and move the student back to Tier II interventions. o The RTI Coordinator will: Place the closed Tier III (SST) file on inactive status. Document on PowerSchool the SST file is inactive. o At any time in the future, a student s Tier III (SST) file may be reopened as need arises. If this is done, the RTI Coordinator is responsible for updating the PowerSchool file by indicating the file has been reactivated. Referral for Diagnostic Screening: SST Permission for Diagnostic Screening (p. 48). It is important to help the parent understand that the purpose of a diagnostic screening is to provide additional information regarding interventions that will improve the educational performance of the student in the regular education classroom. The Diagnostic Screening IS NOT a comprehensive psychoeducational evaluation. The Permission for Screening (p. 48) form is required prior to any diagnostic screenings, which may include cognitive, academic, communication, and/or behavior screening. School nurses will administer the vision and hearing screenings. Before other screenings can be administered, the student must pass the vision and hearing screenings within the last year. While the results of these tests are often very helpful for planning interventions, they are not to be used in the determination of eligibility for special education services. The Permission for Screening should be completed by the RTI Coordinator and signed by the parents. If the parents are not present at the meeting, the RTI Coordinator will follow up with the parent and explain the Permission for Screening form. 20

24 3. The RTI Coordinator will: a. Assist the teacher(s) in completing the Request for Diagnostic Screening form including specific information about student behaviors and performance. b. Complete and gather the following to send to the Diagnostician at Central Office: Request for diagnostic screening(p. 47) Signed permission for diagnostic screening (p. 48) Vision and hearing screening results (RTI/HC 4) Confidential Parent Information Form (RTI/HC 3) SST minutes (P. 42 & 44) Student Intervention Documentation Plan (p. 43) Statement of Status (if the concern is primarily academic) (RTI/HC 7) ) Emotional/Behavioral Information form (if the concern is primarily social, emotional or behavioral) (RTI/HC9) 4. The RTI Coordinator will forward the completed Tier III (SST) file to the Educational Diagnostician. (A record should be kept of any students referred for diagnostic Screening for your records.) If the packet is not complete, the Educational Diagnostician will return it to the RTI Coordinator for completion. Document date request is sent to Central Office on Team Log. 5. The Educational Diagnostician will enter the request to the Screening Log. 6. Screenings will be scheduled as soon as possible by the Educational Diagnostician. 7. Screening results will be reviewed by the School Psychologist. 8. The School Psychologist will contact the RTI Coordinator to schedule a meeting to discuss screening results. a. If the recommendation is to refer for psychoeducational evaluation, all paperwork will be completed at this final meeting. b. If the recommendation is to continue interventions and progress monitoring, the student will remain in Tier III and a meeting will be scheduled for 6 weeks later. 21

25 Referral to Psychological Services: Although there is no required minimum number of Tier III (SST) meetings prior to making a psychoeducational referral for evaluation, interventions and progress monitoring must occur for at least 12 weeks. Tier III (SST) paperwork must clearly identify the problem and document intensive, targeted interventions within the general education curriculum. Only after a lack of response to intervention has been documented is it appropriate to initiate a special education evaluation. 1. The RTI Coordinator is responsible for scheduling this final Tier III (SST) meeting and inviting all necessary persons, including the parents. It is strongly recommended that the school psychologist become a member of the SST, as well as the special education lead teacher, before the student is referred for special education services. This meeting should be coordinated with the School Psychologist. Notification may be sent by or in writing. 2. The RTI Coordinator should confirm the meeting with the parents. It is pertinent that parents attend this meeting in order to receive necessary information and complete required paperwork prior to the referral for psychoeducational evaluation. 3. At the final Tier III (SST) meeting, if the committee agrees that a recommendation to refer for a comprehensive evaluation is appropriate, this decision is recorded in the minutes. 4. The Special Education Lead Teacher reviews with the parents the process of referral for the evaluation. The parents are presented a copy of Parental Rights and a list of evaluation instruments. The Permission to Evaluate is signed by the parents. If the student is referred for a psychoeducational evaluation, the School Psychologist will take the referral packet. If the referral is for a suspected Learning Disability: Information required for all referrals Statement of Status(RTI/HC 7) Analyzed Work Samples and Observations for all areas of concern on Statement of Status If the referral is for suspected Emotional/Behavioral Disorder: Information required for all referrals Behavioral Rating Scales (Parent and Teacher) Direct Observation Discipline Records If the referral is for suspected Intellectual Disability: Information required for all referrals Formal Adaptive Behavior Rating Scales (Parent and Teacher) Informal Adaptive Behavior Assessment Structured Observations If the referral is for suspected Other Health Impairment: Information required for all referrals Medical Examination Report Form (current within one year) Behavior Rating Scales 22

26 5. Following the psychoeducational evaluation, an eligibility meeting will be held. a. In the event the student is found eligible for Special Education services, the Tier III (SST) file becomes part of the School Special Education file. b. In the event a student is found ineligible for special education services, the Tier III (SST) file and a summary of the evaluation will be returned to the RTI Coordinator. Receipt of the parent s signed permission for evaluation by the school initiates the 60-day time line between referral for an evaluation and eventual placement into special education, should the student be determined eligible. For students found ineligible, a nonplacement staffing ends the 60-day procedure. This 60-day interval consists of calendar rather than school days, but does not include winter or spring breaks. A student who is in Tier III (SST) must continually be monitored even while referred for a diagnostic screening and/or a psychoeducational evaluation. Students may move throughout the RTI Tiers at any time during their school careers when concerns are identified. In the case of student transfers within the system, files will be forwarded within the Haralson County Schools without specific parental permission. When a student transfers to another district, RTI (SST) information will be sent with information from the student s permanent record. 23

27 Haralson County Schools How to Guide for RTI Coordinators TIER I Are the GPS being taught in the general education classroom? Is the curriculum differentiated? Is differentiation observable when visiting the classroom? Is differentiation documented in the teacher s lesson plans? How is student progress monitored? How frequently is progress monitored? Has instruction been modified as a result of progress monitoring data? Has universal screening or benchmark testing been done? Date(s) Were 80% or more of all students on target (meeting expectations)? Were 80% of the student s subgroup meeting expectations? Are 80% of the students passing the class or subject? What is the average grade (GPA) for the class? Have learning interventions been applied for the student(s) in question? TIER II Have parents been notified that the student is struggling and needs extra instructional support? In which established intervention programs/services has the student participated? Do the interventions have specific entry and exit criteria? Who is responsible for delivering Tier II interventions? How long has the student been receiving Tier II interventions? Are the interventions scientifically researched based? Are Tier II interventions different than instruction delivered in Tier I? Are Tier II interventions in addition to Tier I instruction? Are the interventions being delivered with integrity as designed? If NO, explain how it is being modified and why. Who is responsible for progress monitoring and managing the data? Is student progress being monitored at least once a week? Is the student showing any progress? TIER III Has a completed referral packet been sent to the RTI Coordinator documenting the interventions? Did the SST meet to review Tier I and Tier II interventions and make recommendations? Were individual assessments administered to determine specific educational needs and/or weaknesses? What individual interventions were provided based on the assessment results? Are the interventions different than Tier I and Tier II intervention? Are the interventions in addition to Tier I and Tier II interventions? How long has the student been receiving Tier III interventions? How much time per day is spent on interventions for this student? Is student progress being monitored 2 to 4 times per week? Is the student showing progress? Did the SST meet again to review the results of Tier III interventions and make further recommendations? Has a hearing/vision screening been passed? These are the questions that must be asked as you work through the Pyramid of Interventions. At each point in the process there should be documentation to support your answers. You are not required to submit this sheet to the school psychologist or the intervention team. It is for your guidance. 24

28 How-to Guide to Teachers: Steps to Response to Intervention (RTI) 1. Teacher begins to collect data on students having problems (academic, behavioral, communication) around progress report (4.5 weeks) or when problems are noticed. 2. Complete Tier II information sheet and bring to meeting (after 1 st progress report). School RTI Coordinator will determine when to schedule meetings. Team will discuss Tier II interventions to be implemented (EIP, PBS interventions, SLP interventions) and determine if a specialist needs to be involved or how action will be taken. These action determine what data will be collected 3. Teacher implements interventions for at least 6 weeks and progress monitors bi-weekly. If student makes progress, complete progress monitoring sheet and submit to RTI Coordinator. If no response to intervention then schedule a Tier III (SST) meeting. 4. At Tier III (SST) meeting the team decides on more intensive interventions and gives the teacher the Student Intervention Documentation Plan to complete with interventions and weekly progress monitoring. 5. Teacher implements interventions at least 6 weeks and progress monitors weekly. A specialist (school psychologist, diagnostician, SLP, etc.) may come in at this time to do structured observations. Analyze Student Intervention Documentation Plan at the next Tier III (SST) meeting. If student responds to intervention continue interventions or drop back to Tier II. If little or no student response, discuss further steps at next Tier III (SST) meeting, different interventions and/or diagnostic screening. If all intervention documentation is there get permission to screen signed by parent. Need to compare student progress to grade level norms for academics or examine graphs of target behavior for behavioral, or language sample for communication. 6. Diagnostician screens student, results go to School Psychologist for final Tier III (SST) meeting. Get consent to evaluate if necessary. File goes to Due Process Coordinator to ensure all documentation and testing is correct. 25

29 Haralson County Example of the RTI Process Student is performing below grade expectancies bottom 25%), or parental concern, or school concern Parents notified Teacher implements classroom interventions with fidelity and biweekly progress monitoring Parents notified RTI Team Student doesn't respond to intervention Student responds to intervention Intervention plan developed, changed, revised Teacher/staff implements targeted intervention with fidelity with weekly progress monitoring Student remains resistant to sustained, intense intervention Parents notified Referral for SST services Student responds to intervention Intensive intervention plan developed, changed, revised Teacher/staff implements targeted interventon with fidelity with weekly progress monitoring Student remains resistant to sustained, intense intervention Student responds to intervention Parental consent SST screening initiated, screening results reviewed by team No referral for testing, continue intense interventions and progress monitoring Student remains resistant to sustained, intense intervention Referral for psychological evaluation Student responds to intervention Parental consent Student is eligible and in need of special education 26 Student is not eligible for special education 7/30/07

30 TIER I Tier I provides effective instruction in every classroom for every student based on the Georgia Performance Standards. This section contains information and forms to guide the Tier I process. The Checklist can be used to make sure all file content is in place as individual students participate in interventions. Should a teacher need further assistance at Tier I from peers, counselors, psychologists or speech pathologists, there is a form available to request assistance. This form looks similar to SST forms of the past. Please note there are additional suggestions and intervention strategies in the RTI manual. Universal screening for academic issues is done through benchmark testing throughout the year in PK 8 th grade to quickly identify students who may be at risk for school failure. This and other progress monitoring data should be analyzed by the teacher and Tier II team whenever students appear to be at risk. One example of progress monitoring would be DIBELS in grades K 6. To help in determining students who may have a high impact on AYP, RTI coordinators will be provided with a database of students who have scored at risk on universal screenings after benchmark tests. If students do not make adequate progress indicating that they are closing the gap towards their expected grade level performance, the teacher may consider making a referral to Tier II. Note: If the concern is Speech/Language, please contact the speech pathologist for suggestions on Tier I interventions before making a referral to Tier II. Likewise, if the concern is emotional or behavioral, contact the school counselor, system diagnostician, or the school psychologist for interventions. They should be able to observe and help the classroom teacher set up an intervention plan at Tier I. For further ideas on interventions for academic, behavioral, or communication issues at Tier I, please consult with the appropriate specialist at the school. 27

31 TIER II In the event a student needs more intervention than the classroom teacher can provide through differentiation, the teacher should consider a referral for Tier II. The referral form for Tier II is sent to the RTI Coordinator with supporting documentation for review. The RTI Coordinator should carefully review the student s performance and compare it with the overall performance of the other students in the classroom. The RTI Coordinator will then determine whether more Tier I interventions are needed or whether the student should progress to Tier II. If there is a group of students in the same classroom that appear to have similar problems, it may be more beneficial to work with the entire class than to remove individual students for intervention. If the decision is made to progress to Tier II, the RTI Coordinator should be contacted and the parents notified. A sample letter is included in this section. Information about established Tier II interventions is given in the resource section of this manual. Training is provided for selected interventions to designated school personnel. If a school desires to use a program not listed, please contact the Director of School Improvement. He/She will offer guidance and help verify that the program provides scientifically research-based instruction. If this is not done, the intervention may not qualify for Tier II and may impact any advancement to Tier III. Tier II is data driven. It requires regular progress monitoring and reporting to parents and administrators. Progress monitoring is specific to each program used. Reports to parents indicate how the child is progressing in the intervention program and include tips parents might use to help their child at home. Please note that simply being enrolled in an established Tier II intervention does not mean intervention is taking place. Students must meet specific requirements for the amount of time actually spent working in the program. Several of the programs also provide the opportunity for students to work in the programs at home. Instructions will be sent to the parents if interested. Note: If there are concerns in the area of Speech/Language, there should be consultation with the school s SLP at Tier I. If there is agreement that a referral to Tier II is appropriate, there is an additional referral form to be completed. If there are concerns in the area of emotional/behavior, the school counselor and/or psychologist should be consulted at Tier I. 28

32 Haralson County Board of Education Intervention Checklist (include this checklist in the front of the SST/Tier III folder) Please use this checklist in conjunction with the Administrative Guide to the Pyramid of Interventions and RTI/SST forms. Student Teacher RTI Coordinator Date Procedure Complete Referral from Tier I to Tier II form and send home Tier II Notification Letter to parents Complete Student Intervention Documentation Plan for Tier II interventions, progress monitor every two weeks If there is no progress in Tier II, report changes on Subsequent Tier II Minutes form on document interventions and progress monitoring on the Student Intervention Documentation Plan If there is no progress after 6 weeks in Tier II complete Referral From Tier II to Tier III (Student Support Team) form before initial Tier III meeting. Send Notification and Hearing /Vision Consent Letter to invite parents to initial Tier III (SST) meeting Conduct Initial Tier III (SST) meeting, fill out Initial SST/Tier III Minutes form and discuss referral to Tier III with parent Develop and implement an individual intervention plan and document on Student Intervention Documentation Plan, progress monitor weekly Follow-up Tier III (SST) meeting (after 6 weeks) and document on Subsequent Tier III Minutes form Review progress monitoring results, and revisit and adjust interventions if necessary, continue weekly progress monitoring Recommend continuation of interventions, modify interventions or complete Request for Diagnostic Screening and Permission for Diagnostic Screening and send completed file to diagnostician When diagnostic screening is completed hold final SST meeting with personnel from School Psychological Services to determine next step of continuation of interventions or referral for psychoeducational testing Conduct additional meetings as needed Date Additional forms needed to complete file Confidential Parent Information Form Results of passed Hearing/Vision Screening (within one year) Statement of Status Emotional/Behavioral Information Sheet (if there are behavior problems) 29

33 Date Dear Parents, Your child has been selected through a school-wide screening process to participate in a program to enhance his/her educational performance. A member of the Response to Intervention Team will supervise the intervention process and provide individual help as needed. Progress monitoring will occur on a frequent basis to ensure your child s classroom success. If you have any questions about the program or your child s participation, you may contact me at. Sincerely, Tier II notification letter 30

34 Haralson County Schools Referral from Tier I to Tier II Student Name: Date: Teacher: Grade: Problem prompting referral: Check all that apply Academic Behavior Social/Emotional Speech Other Attach copy of most recent report card CRCT Scores / Benchmark Testing Date Reading Language Arts Math Social Studies Science Additional Information: Tier I Interventions: List interventions you have implemented in the classroom and the dates that interventions were started: How often are the interventions taking place? How have you progress monitored the interventions? What are the results of the interventions? Attach dated work samples before and after interventions were implemented. Attendance: Days Present Days Absent Discipline: Number of discipline referrals: Language: Does the student receive SPL services? Results of universal screenings: MClass Math (K-1): DIBELS (K-5): Benchmark Testing (K-8): Other: Referral from Tier I to Tier II 31 Teacher Signature

35 Haralson County Schools Initial Tier II Minutes Student: Date: Person responsible for folder: Team Members Consulted: Concerns in addition to those stated on Referral from Tier I to Tier II Form: Selected Target Concerns Academic/Behavioral/Speech Goals-Goals should be observable, measurable, and realistic Complete Student Intervention Documentation Plan-provide copies to all parties responsible for interventions Review Plan Progress monitoring needs to be reported every two weeks on the student intervention documentation plan. Date Intervention Plan will begin: Date and time for follow-up consult: 6 weeks) Initial Tier II Minutes 32

36 Haralson County Student Intervention Documentation Plan Student: Promoted, Placed, Retained: Grade Placement: School: Subject: Teacher(s): School Year: (Review most recent CRCT reports, Teacher Made Tests, Grades, and Research-Based Intervention Data): Attach copy of summary report of any standardized tests. Team Members Signatures: Use as many sheets as necessary for interventions 33 Objective/Intervention Who Responsible Criteria for Mastery Report of Progress Monitoring (PM) Obj: Weekly Date Int: Eval. Method Results of PM Obj: Weekly Date Int: Eval. Method Results of PM Obj: Weekly Date Int: Eval. Method Results of PM Brief summary of outcomes of the Intervention Plan: Examples of Methods of Evaluation: Weekly Probes, Weekly Behavior Logs, Benchmark Testing, Chapter Test, Work Sample, etc.

37 Haralson County Schools Subsequent Tier II Minutes Student: Date: Consult #: Person responsible for folder: Team Members Consulted: Was the Intervention Plan developed at the initial meeting implemented as expected? Was the plan altered in any way? Explain. Is it necessary to reschedule the meeting for people to complete their designated task? If yes, date of rescheduled meeting: Results from progress monitoring, classroom observations, assessments, etc. Attach copies of Student Intervention Documentation Plan sheets with results. Will new interventions be put into place at this time? List specific interventions. (Attach Intervention Progress Report for Modifying Intervention Plan) Additional Recommendations: Review Plan: Date and time for next consultation (no later than 6 weeks): 34 Subsequent Tier II Minutes

38 TIER III Should a child not make adequate progress at Tier II, the RTI team will make the recommendation in conjunction with the school, to advance the student to Tier III. The intervention process then becomes Student Support Team driven. Parents need to be contacted. A sample guide is included for the parent contact. The school s RTI coordinator also needs to be notified, if not already involved. There are new forms for the SST process to reflect the Pyramid of Intervention and the new State Special Education Rules. Please do not use old forms unless they are specifically included in this manual. The referral form to Tier III (SST) must be completed in its entirety. It includes forms attached from the previous tiers. Interventions at Tier III are determined specifically for each student, based on lack of progress after Tier I and Tier II interventions have been implemented. Tier III interventions require more frequent progress monitoring and reporting to parents. Note that some programs may be used at more than one tier by increasing the intensity and frequency of the intervention and progress monitoring. A limited amount of diagnostic testing may be recommended at Tier II to target specific weaknesses and to help determine appropriate interventions. Students who are still unsuccessful after all interventions have been implemented and progress monitored may be referred for consideration for Special Education and related services. 36

39 Code: IDDF (5) ELIGIBILITY DETERMINATION AND CATEGORIES OF ELIGIBILITY. Required Data Collection... (a) Data is collected and considered prior to conducting a formal evaluation for special education: (i) At least two current (within twelve months) assessments such as the results of the CRCT, norm-referenced achievement tests or benchmarks indicating performance that does not meet expectations for grade level standards; (ii) Information from the teacher related to routine classroom instruction and monitoring of the child s performance. The report must document the child s academic performance and behavior in the areas of difficulty. (b) Supplementary instruction is provided: (i) that lasts for a minimum of 12 weeks; (ii) At least four data collections of progress monitoring occur during the twelve weeks; (iii) the strategies used and the progress monitoring results are presented to the parents at regular intervals (c) Any educationally relevant medical findings that would impact achievement. (2) After consent is received from the parents for a comprehensive evaluation for special education determination the following must occur: a. An observation by a required group member; b. Documentation that the determination is not primarily due to any of the exclusionary factors; c. Current analyzed classroom work samples indicating below level performance as compared to the classroom normative sample; and d. Documentation of a pattern of strength and weaknesses in performance and/or achievement in relation to age and grade level standards must include: (i) A comprehensive assessment of intellectual development designed to assess specific measures of processing skills that may contribute to the area of academic weakness. This assessment must be current for the academic school year and (ii) The current school year s Response to Intervention data based documentation required prior to referral indicating the lack of progress toward the attainment of grade level standards. (iii) As appropriate, a language assessment as part of additional processing batteries may be included. Georgia DOE Special Education Rules Adopted July 14, 2007 Retrieved December 12, 2007 from 37

40 Haralson County Schools Referral From Tier II To Tier III (Student Support Team) Date of Referral School Student Name Birthdate Grade Parent/Guardian Home Phone Address Work/Cell Phone Referring Teacher(s) Primary Concern: Academic Behavior Emotional Speech/Language Other How have parents been notified of the problem? Check all that apply. Phone Call(s) Written Note(s) Conference(s) Other Summarize the progress monitoring from Tier II that documents the student is not closing the achievement gap, meeting behavior expectations and/or speech and language expectations: Address factors that may be negatively impacting the student s performance. For emotional, behavioral, speech and language concerns, does there appear to be an academic impact as a result of the problem? Yes No In what setting does the problem most frequently occur (subject, time of day, structured vs. unstructured, transition, etc.)? Referral from Tier II to Tier III 38

41 List interventions implemented to correct or resolve the concern. Include modifications in the classroom, Tier I and Tier II interventions. Provide input from all teachers. Attach the Student Intervention Documentation Plan and any other progress monitoring as a result of the interventions listed. What are the student s strengths, talents or interests? What positive incentives does the student find motivating? Does the student take medication, wear glasses, wear hearing aides, have a medical condition? Explain Vision Screening Date Results Hearing Screening Date Results CRCT Date Rdg. LA Math SS Sci Benchmark Date Rdg. LA Math SS Sci Other Evaluations (include private or previous school evaluations) Number of absences for current school year Number of absences previous school year Please attach copy of all necessary information on interventions and progress monitoring and forward to RTI Coordinator. Additional Comments: Signature Date Referral from Tier II to Tier III 39

42 HARALSON COUNTY SCHOOLS TIER III/STUDENT SUPPORT TEAM NOTIFICATION AND HEARING/VISION CONSENT LETTER Student Name: Date: School: Grade: Referring Teacher(s): Dear Parent(s)/ Guardian(s): We welcome your involvement in educational planning to assist your child in performing on grade level and meeting promotion standards. In order to more effectively help plan your child s educational program we would like to discuss your child s present program with our Tier III Student Support Team. The Intervention Team is a school committee of teachers and other school system staff who assist teachers with instructional/ behavioral planning for students. We would like you to attend the initial Tier III/SST meeting. This meeting is scheduled as follows: (Date) (Time) (Location). As part of the Response to Intervention process, we will conduct a hearing and vision screening. The purpose of this screening is to determine whether problems in these areas are causing or contributing to your child s difficulties in class. Please complete the information below so that we may proceed with this screening. Any information, including CRCT scores, collected by the Intervention Team will be used to determine the accelerated, differentiated, or additional instruction to which your child will be assigned. Any additional assessments for progress monitoring that may be appropriate, and an intervention plan specifically designed to meet your child s needs will be discussed at this meeting. As always we welcome your input in educational planning for your child. If you have any questions, please contact me at. Please sign and return this form to me. (telephone number) Respectfully, RTI Coordinator I have read this letter and am aware that my child is being referred to the Tier III/Student Support Team. Yes, I will attend. No, I will not attend. Please send me the information gathered. I will be unable to attend, but I would like for a time to be scheduled so that I may attend. (Please list times that would be convenient for you.) Yes, I agree for Haralson County Schools to conduct hearing and vision screenings on my child. No, I do not agree for Haralson County Schools to conduct hearing and vision screenings on my child. Student s Name: Parent/Guardian Signature: Date: Please sign and return the bottom portion of this form to your child s teacher. Tier III Notification and H/V Consent Letter 40

43 HARALSON COUNTY SCHOOLS Tier III/Student Support Team Student Name Date School Grade Teacher Dear Parent/Guardian: We would like to invite you to attend a Tier III/Student Support Team meeting to discuss ways to help plan your child s educational program more effectively. This meeting will be: in. date time place If you have any questions, please contact me at. telephone number Yes, I will attend No, I will not attend. Respectfully, RTI Coordinator I will be unable to attend, please send me any paperwork. I will be unable to attend, but I would like for a time to be scheduled so that I may attend. (Please list times that would be convenient for you.) Student s Name Parent/Guardian Signature Date ***Please return this form to your child s teacher as soon as possible. Tier III Parent Invitation Letter 41

44 Haralson County Schools Initial Student Support Team/Tier III Minutes Student: Date: Team Members Present: Title: Concerns in addition to those stated on Referral from Tier II to Tier III Form: Selected Target Concerns Academic/Behavioral/Speech Goals-Goals should be observable, measurable, and realistic Intervention Plan (Attach Student Intervention Documentation Plan) Review Plan will follow up with the classroom teacher(s) by and review weekly intervention progress reports. Date Intervention Plan will begin: Date and time for follow-up meeting: (suggested within 2 to 3 weeks) Signatures: Initial Tier III Minutes 42

45 Haralson County Schools Subsequent Student Support Team/Tier III Minutes Student: Meeting #: Team Members Present Date: Title: Was the Intervention Plan developed at the initial meeting implemented as expected? Was the plan altered in any way? Explain. Is it necessary to reschedule the meeting for people to complete their designated task? If yes, date of rescheduled meeting: Results from progress monitoring, classroom observations, assessments, etc. Attach copies of Intervention Plan sheets with results. Subsequent Tier III Minutes 44

46 Will new interventions be put into place at this time? List specific interventions. (Attach Intervention Progress Report for Modifying Intervention Plan) Additional Recommendations: Review Plan: will follow up with teacher(s) by and continue reviewing weekly intervention progress reports. Date and time for next meeting (no later than 6 weeks): Date Time Signatures Subsequent Tier III Minutes 45

47 Haralson County Schools SST/Tier III Intervention Progress Report for Modifying Intervention Plan Student: Date: Intervention: How often is the intervention being implemented and in what setting(s) Was the intervention implemented as planned? YES NO Comments: What is working? What is not working? Progress Monitoring results: Progress No Progress Attach progress monitoring data. Additional Comments: Next Progress Report Date: Team Members: Progress Report for Modification 46

48 HARALSON COUNTY SCHOOLS STUDENT SUPPORT TEAM REQUEST FOR DIAGNOSTIC SCREENING Date of Screening Request: Name of Student: Date Of Birth School: Grade: Referring Teacher: Parent/Guardian Name: Phone: Address: (Street, P. O. Box) City State Zip Code The following screenings are requested: Vision Academic Achievement Observations Hearing Behavioral/Emotional Speech/Language Cognitive Visual-Motor Skills Adaptive Behavior Other REASON FOR REQUEST: (Be specific) The following forms must be attached before screenings can be administered: Referral from Tier I to Tier II Student Intervention Documentation Plans Referral from Tier II to Tier III All Tier meeting minutes Permission for Screening H/V screening within 1 year RTI Coordinator Signature Date Sent to Central Office Date Received Tier III Request for Diagnostic Screening 47

49 HARALSON COUNTY SCHOOLS TIER III/STUDENT SUPPORT TEAM PERMISSION FOR DIAGNOSTIC SCREENING Date Dear Parents: Your child,, is experiencing difficulty in school. We would like your permission to screen your child to help us gather more information regarding these difficulties and to help us better plan your child s educational program. The screening process may include assessment by a qualified/trained individual in the following areas: Vision Academic Achievement Observations Hearing Behavioral/Emotional Speech/Language Cognitive Visual-Motor Skills Other You may agree or disagree to have your child screened, but your decision must be indicated below. Please return this signed permission for screening form to school immediately. After the diagnostic screening is completed a Tier III/SST meeting will be scheduled in order to review these results with you. Should you have any questions regarding the screening process, please contact. (Name/Phone Number) Respectfully, Please check one: RTI Coordinator Yes, I give my permission for a diagnostic screening to be conducted by a qualified/trained individual within the Haralson County School System. No, I will not grant permission for the following reasons: Student s Name: Parent or Guardian Date Please sign and return this form to your child s teacher. Permission for diagnostic screening 48

50 End of Year Summary Process for RTI End of year summary forms need to be filled out for every student who currently has an SST folder. These NEW summary forms are in the RTI manual labeled as RTI/HC8. On this form specify whether the student is remaining in Tier III, moving down to Tier II or being looked at in September of the next year (check the appropriate choices on the form). Any students coming out of Tier III should go into Tier II and then if they are still doing well after the first nine weeks of the new school year they can be dismissed into Tier I. We have ordered manuals for each school and Tier II folders (yellow) to track students who will be in Tier II for next year. These folders should stay with the SST files for teachers to refer to for successful interventions. We will have meetings with coordinators during preplanning to transfer Tier folders to the receiving school for those who are changing schools in the fall. However permanent records are flagged for SST, they will also need to be flagged for Tier II.

51 DOCUMENTATION OF PARENT OR AGENCY CONTACT Student s Name School/Grade Date(s) Method of Contact (phone call, letter, home visit, school conference, etc. Summary of Contact(s) (Signature) Position All contacts (phone calls, school conferences, letters, home visits, etc.) concerning students will be documented. Contacts with parents, relatives, doctors, Health Department, Family and Children Services, Juvenile Court Services, etc. are to be summarized and filed in the student s confidential file. RTI/HC1 Documentation of Contact

52 TIer III/SST Team Log Meeting Dates to Discuss Progress Teacher/ Team Student's Name 1st 2nd 3rd 4th H/V Date Diagnosti c Screening Referral to Psych Services Speech/ Lang. Y/N? Change of Status Date Reason Reactivated Date RTI/HC 2 Tier III/SST Team Log

53 HARALSON COUNTY SCHOOLS CONFIDENTIAL PARENT INFORMATION FORM Student s Name: Date of Birth/Age: Gender: Name of parent(s) or guardian with whom child lives: Phone: Address: City: State: Zip Code: FAMILY BACKGROUND: Father s Name: Mother s Name Home Phone: Work Phone: Home Phone: Work Phone: Place of Work Place of work: Education Completed: Education Completed: Parents are: Living in the home Married Divorced Separated Remarried Single Widowed If the parent(s) works outside of the home, who is the primary caregiver when parent(s) is away? Father s attitude toward child s school or behavior problem: Mother s attitude toward child s school or behavior problem: Others currently living in the home, including brothers, sisters, grandparents, stepparent, etc.: Name Age Relationship Learning or behavior problems Name and ages of brothers and sisters living elsewhere: Is this child adopted? Yes No If yes, at what age was he/she adopted? Is this child currently in foster care? Yes No If yes, who is the child s legal guardian? Is there a foreign language spoken in the home? Yes No If yes, what language? PRENATAL INFORMATION: Duration of pregnancy: At term Yes No Premature Yes No If so, how many months? Delivery: Normal Breech Cesarean Was mother under physician s care? Yes No If so, how many months? Were there any problems with pregnancy? Urinary infection Toxemia High blood pressure Other Describe any other medical illness and treatments, including drugs, during this pregnancy: Operations during pregnancy? Yes No Describe: During pregnancy, did mother do the following: Smoke Drink Alcohol Take Drugs How much, RTI/HC 3 Confidential Parent Information 1

54 Was labor difficult? Yes Describe: No Were there multiple births? Yes If so, how many? No Do any of the following describe the baby at birth? Yellow jaundice Yes No Blue or cyanotic Yes No Slow in starting to breathe Yes No Special illness Yes No If so, describe: Did the baby require any of the following at birth? Resuscitation Yes No How? Oxygen? Yes No If yes, how long? Drugs to stimulate him/her? Yes No If yes, why? Incubator? Yes No If yes, why? In the newborn nursery, did the baby have any of the following? Exposure to bright lights or bilirubin lights over his/her crib? Yes No Drugs or other treatments? Yes No If yes, describe Was the baby ever called microcephalic? (having an abnormally small head)? Yes No Did the baby go home at the same time as the mother? Yes No If no, how long in the hospital? DEVELOPMENT: At what age in months did the child first perform the following? Sat Alone Crawled Walked Alone Said first words besides Mama or Dada Toilet trained (Day) (Night) Talk in two-three word sentences Speech was clearly understood by others outside the family Do you consider the ages Early Late Normal Any related information on family background or early development: PAST AND PRESENT MEDICAL HISTORY: Has he/she been in the hospital since birth? Yes No If yes, describe including the age of the student? Does he/she have any continuing disease? Yes No If yes, describe: Has he/she had any of the following? Age Mumps Yes No Spinal meningitis Yes No Measles Yes No Convulsions Yes No Seizures Yes No Asthma Yes No Blackouts Yes No Frequent colds Yes No If yes, describe: Frequent ear infections Yes No If yes, describe: Allergies Yes No If yes, describe: Speech difficulties Yes No If yes, describe: Hearing difficulties Yes No If yes, describe: Eye problems Yes No If yes, describe: Unconsciousness from head blow Yes No If yes describe: Skull fracture Yes No If yes, describe: Serious accidents or poisonings Yes No If yes, describe: Does he/she miss much school? Yes No If yes, why? Does he/she take any medications Yes No If yes, list names of medicines, dosages, and reason for medication: RTI/HC 3 Confidential Parent Information 2

55 List any previous psychological, psychiatric, neurological or EEG evaluations: Type Date Age Location of Evaluation Results Family Physician: Phone Number: Fax Number: Address: City: State: Zip Code: Information of Ear, Nose and Throat (ENT) Physician: Name of Doctor: Phone Number: Fax Number: Address: City: State: Zip Code: Information of Optometrist or Ophthalmologist (Eye Doctor): Name of Eye Doctor: Phone Number: Fax Number: Address: City: State: Zip Code: FAMILY MEDICAL HISTORY: Are there any diseases that seem to run in the family? Yes No If yes, describe: Indicate which family members, if any, have had the following: Birth Defects Cerebral Palsy Convulsions (seizures) Crossed Eyes Death before age 50 (Describe) Epilepsy Learning problems Mental illness Mental retardation Nervous breakdown Physical disability Reading problems Slow learning Other SCHOOL HISTORY: Has he/she attended: Nursery School/PK Yes No If yes, where? Kindergarten Yes No If yes, where? Age he/she started school Where? Grades failed or retained Grades placed Grades skipped Circle one: Do you consider him/her to be capable of above average, average or below average performance in school achievement? Easy subjects: Difficult subjects: Does your child like school? Yes No If no, why? Has your child been given any intelligence or achievement tests in the past? Yes No From the information given you by the school, what do you understand your child s problem to be? PERSONAL CHARACTERISTICS: Please check the following positive characteristics your child may exhibit: Cheerful Artistic Cooperative Mechanically inclined Creative Helpful Friendly Motivated Good leader Shows initiative Hard worker Considerate Kind Good eye/hand coordination Musically inclined Works well with others Good reading skills Good math skills Enjoys science Good actor/actress Athletic Enjoys social studies Polite Respectful RTI/HC 3 Confidential Parent Information 3

56 Check any of the following behaviors that may describe your child: Short attention span Smoking Suicidal Lacks self-control Drug use Oppositional Lethargic (low energy level) Controlling Nervous/anxious Inappropriate sexual behavior Inappropriate fears Follower Does not respond to or exhibit affection Destroys property Lies often Shows little emotional response Self-injurious Steals Seems overly energetic in play Seems impulsive Cries easily Easily frustrated/lacks patience Stubborn Overreacts Difficulty getting along Aggressive Has no friends Difficulty controlling anger Withdrawn Fidgety Loses items easily Cruel to animals Disorganized Does not adjust readily to change Plays with or sets fires Forgetful Difficulty following directions Sad Lacks motivation Poor self-esteem Depressed Compulsive Immature Night Terrors Other: HOME BEHAVIOR Child is disciplined: Frequently Occasionally Rarely Who disciplines the child: Mother Father Others: What type of discipline is used: Spanked Loss of privileges Restriction Time Out Discussion Rewards Other: Reactions to discipline: Becomes angry Cries Sulks & pouts Withdraws Fights back Effectiveness of discipline: Behavior improves Remains same Behavior changes Behavior worsens GENERAL INFORMATION List hobbies/interests? List clubs, sports, other activities in which your child participates: What does your child like to do in his/her spare time? How does your child get along with other children? How does your child get along with adults? What activities do parents participate in with child? What other information do you think would be helpful in dealing with your child? Signature of person completing form (Parent/Guardian) Date If school professional gathered this information, complete the following: The above information was given to me in an interview with Father Mother Guardian Signature of person conducting interview Date RTI/HC 3 Confidential Parent Information 4

57 HARALSON COUNTY SCHOOL SYSTEM Hearing and Vision Screening Report Student s Name: Date of Screening: Hearing Results: PASS FAIL Comments: Follow-Up Screening: Vision Results: PASS FAIL Comments: Follow-Up Screening: Screen completed by: Name & Title of evaluator RTI/HC 4 Hearing and Vision Screening

58 HARALSON COUNTY SCHOOLS Notice of Hearing and Vision Failure Student s Name: Date of Screening: Your child,, recently failed one of the following sensory screening tests: Hearing Vision Further testing is needed. The school will rescreen in two weeks. If your child fails either screening again, you will be notified and asked to make an appointment as soon as convenient. Date Notice Sent (Name and Title of Evaluator) Your child has failed two Hearing and Vision Screenings Please make an appointment with your physician or at the Haralson County Health Department, they conduct hearing and vision screenings by appointment. Whether you choose to see a physician or the Health Department, please bring a copy of the results to the school. Thank you for your attention in this matter. Date Notice Sent (Name and Title of Evaluator) cc: RTI Coordinator RTI/HC 5 Vision/Hearing Screening Failure Notice

59 HARALSON COUNTY SCHOOLS Functional Hearing and Vision Screening Results If several attempts are made to condition a severely disabled or very young child for hearing/vision screening(s) and no response can be obtained, then a quantitative description of the child/s hearing/vision must be completed by an individual who works with the child. HEARING 1. Does child respond to noise, i.e. ringing bell, rattle, etc.? Yes No N/A 2. Does child respond to name when called? Yes No N/A 3. Does child interact verbally or with gestures Yes No N/A 4. Can child identify body parts on verbal command? Yes No N/A 5. Does child respond to simple verbal command? Yes No N/A 6. Can child point or eye gaze to person or objects when asked? Yes No N/A 7. Is imitation speech present? Yes No N/A 8. Does child s eyes and/ or head turn toward a voice? Yes No N/A 9. Does child react when he hears No! No!? Yes No N/A 10. Does child attend to songs sung to him? Yes No N/A Describe additional behaviors to be considered in assessment and educational programming: VISION 1. Does child follow an object with eyes? Yes No N/A 2. When using a pencil or crayon does child follow marks with eyes? Yes No N/A 3. Does child pick up objects from table or floor? Yes No N/A 4. Does child reach for objects when handed to him? Yes No N/A 5. Does child look at an object when placed before him? Yes No N/A 6. Does child look at pictures in a book? Yes No N/A 7. Do eyes and head turn toward light that is introduced? Yes No N/A 8. Does child watch own hand movement? Yes No N/A 9. Does child look at self in mirror? Yes No N/A 10. Does child use a visual searching technique when objects are placed 11. out of sight? Yes No N/A Describe additional behaviors to be considered in assessment and educational programming: Examiner Date RTI/HC 6 Functional Hearing and Vision Screening Results

60 Adapted from Seven Areas of Learning Checklist Developed and Written by: Dr. Harry L. Dangel & Dr. E. Eugene Ensming STATEMENT OF STATUS (eight areas of learning: An in-depth checklist of academic status) Student s name: Informant: Date: On Grade Level Below Grade Level When this student is compared to others in the regular class... BASIC READING SKILLS (the ability to recognize and decode words) a. Accurately recognizes letters and letter order (i.e., no letter reversals or letter order transpositions) b. Reads fluently without overly relying on pointing with a finger, holding the book close, etc. c. Accurately sounds out unfamiliar words; smoothly blends sounds when attacking new words d. Has mastered frequently used, irregular words (especially th and wh words) e. Has mastered reading silently without inappropriate subvocalizing f. Reads orally and silently without inappropriate subvocalizing g. Reads and scans fluently without excessive omissions and substitutions or without losing his/her place h. Accurately reads new words in context after they have been introduced by the teacher i. Has mastered sight words of reading material READING COMPREHENSION (the ability to understand and relate information about what has been said) a. Comprehends the meaning of words in the reading vocabulary b. Recalls facts after reading orally c. Self-corrects word recognition errors so that miscues don t distort meaning d. Follows written instruction as well as peers e. Observes punctuation when reading f. Can find a main idea statement accurately; infers meaning beyond the text. g. Correctly uses textural elements such as headings, subheadings, introductions, summaries, graphic presentations, indexes, etc. h. Accurately comprehends statements with conditional words such as, only, never, always, either...or, etc. READING FLUENCY (the ability to read quickly, accurately and with expression) a. Reads smoothly without pauses b. Reading rate is appropriate for age level c. Automaticity is evident: decodes words with minimal use of attentional resources d. Accurately decodes words in text e. Prosody: uses appropriate phrasing and expression to convey meaning Comments RTI/HC 7 Statement of Status 8 areas 1

61 MATH CALCULATION (the ability to use basic arithmetic operations) a. Has mastered the elements of numeration, i.e., rote counting, rational counting, ordering, and recognizing b. Comprehends place value c. Has mastered basic mathematical facts for grade level d. Works math problems as quickly as classmates e. Can estimate and evaluate an answer that is approximately correct f. Can correctly complete operations that require multiple steps in solution (e.g., long division or subtraction with regrouping g. Follows a systematic procedure (algorithm) when completing computations, rather than responding randomly MATH REASONING (the ability to comprehend a problem statement and to determine what operations and numerals are necessary to solve this problem) a. Can recognize and comprehend key words which identify the operation used in a word problem b. Can identify the numerical elements to be used in solving a word problem c. Can set up a numerical statement from information given in a word problem d. Can express the equivalent parts of fractions, percentages, and decimals e. Can solve life related problems involving time, money, and measurements f. Can accurately estimate response to everyday problems in time, money, and measurement (i.e., how long until lunch, how far do you live from school, etc.) g. Can state the function and use of measurement terms to solve problems involving pounds, gallons, feet, square feet, etc. Including metric measurements if appropriate h. Can solve basic problems involving geometry ORAL EXPRESSION (ability to verbally communicate) a. Responds frequently with more than one or two word responses b. Vocabulary development is comparable to peers c. Able to provide verbal labels for common objects in school or home environment d. Verbal statements communicate ideas adequately (not dependent on gestures) e. Grammatical structure is comparable to peer group (considering cultural and family communication style) f. Verbal fluency is comparable to peer group (has little difficulty finding words to describe intent) g. Uses inflection and tone in speech to communicate meaning h. Verbal production adequate when picture stimuli provided i. Able to relate experiences, stories or tales in sequential order when picture or word cues are provided LISTENING COMPREHENSION (ability to understand verbal directions) a. Attends to peers when they are talking b. Associates non-verbal environmental sounds with source c. Follows simple verbal directions (requiring a single response) d. Follows multiple verbal commands e. Can select an appropriate picture to identify the meaning of a word RTI/HC 7 Statement of Status 8 areas 2

62 f. Can select an appropriate picture to identify the meaning of a sentence g. Can order a series of pictures to demonstrate an understanding of an orally presented story or lecture h. Can verbally paraphrase sentences or stories presented orally i. Detects humor or sarcasm in the verbal expressions of others WRITTEN EXPRESSION (the ability to express ideas in writing) a. Generates ideas orally b. Demonstrates motor coordination and motor fluency c. Writes a single sentence from a sentence starter d. Writes a single sentence form a picture e. Writes a single sentence from a word f. Writes a single sentence from a topic g. Writes a paragraph from a sequence of pictures h. Writes a paragraph from a picture i. Writes a paragraph following a verbal rehearsal of content with the teacher j. Writes a paragraph from a topic sentence k. Writes a paragraph from a topic l. Uses descriptive words (adjectives, adverbs) in writing RELATED BEHAVIORS (to be completed for students with problems in any of the seven academic areas) Teacher Observation of Problem Attenti on: a. Amount of time on task is comparable to 90% of the students in his/her class b. Able to focus attention on relevant stimuli, and screen out irrelevant stimuli c. Able to shift attention from one task or situation to another, appropriately d. Inattentive behavior occurs during specific situations or specific time periods, if true, please specify Memory: a. Ability to remember is comparable to 90% of the students in his/her class b. Memory is effected most for this student by one or more of the following environmental conditions: noise, arrangement of room, proximity of teacher, etc. c. When amount and complexity of material to be learned is reduced, student demonstrates ability to recall information d. When task and content are meaningful and of interest to the student, the ability to recall information is improved e. Remembering is improved when mnemonic or verbal rehearsal strategies are practiced with the student Working Style: a. Work is completed in a neat and organized manner b. Work is accurately evaluated by the student c. Accuracy of work is improved by close teacher proximity to student RTI/HC 7 Statement of Status 8 areas 3

63 Yes No d. Quality and quantity of student s work is improved by providing an appropriate contingency e. Work of student is more efficient in a small group rather than a large group f. Accuracy of work is improved when the amount of work is reduced g. Responses to questions (verbal or written) are made quickly without careful consideration h. Accuracy of responding improves when teacher asks leading questions to guide student thought i. Experiences and previously learned principles are generalized to new situations j. Performances on similar tasks are consistent from day to day Social Skills: a. Appropriately follows the rules reestablished for classroom operation b. Works effectively with other students c. Understands and accepts teacher s corrective feedback d. Has developed friendships among classmates e. Willing to try a new task or activity after it has been presented by the teacher f. Is aware of non-verbal cues present in social interactions The Following section MUST BE completed: ADDITIONAL COMMENTS: Do you believe that the following are the primary reason for the learning problem? If you answer yes on any of these questions, please explain. A. Attendance Problem.. B. Attitude and Motivational Problems. C. Emotional Problems.. D. Excessive School Transfers E. Illness or Other Medical Problems F. Vision or Hearing Problems.. G. Other (please specify) RTI/HC 7 Statement of Status 8 areas 4

64 HARALSON COUNTY SCHOOLS STUDENT SUPPORT TEAM END OF YEAR SUMMARY Name of Student: DOB: School/Grade/Team School Year Teacher(s) Referral for full evaluation?: Yes No 504 Accommodation Plan Yes No The team makes the following recommendation(s) for intervention services next year: If the child is to remain in Tier III/SST, he/she would be a: High priority Medium priority Low priority Move student into Tier II intervention services Examine Response to Intervention 6 weeks after school begins to adjust interventions as needed List Tier II and Tier III interventions that have been successful for the student: List any Tier II and Tier III interventions that have NOT been successful for the student: Attendance problems? Yes No Number of days absent this school year Services that this student is currently receiving: Speech/Language ELL After school remediation School Counseling Private Counseling CRCT remediation Tutorial/Remedial (Private) 504 EIP Other (ELT, extra class for remediation, Credit recovery etc.) Student will be retained placed promoted in the grade for the school year. Is this student currently taking medication? Yes No If so, what kind? RTI/HC 8 End of Year Summary

65 EMOTIONAL/BEHAVIORAL INFORMATION SHEET Student: School/Grade: Completed by: Date: Please report behaviors which significantly interfere with educational performance. Examples include: sudden mood changes, avoidance of interaction with others, destruction of property, hits or scratches self, complains of headaches or stomachaches, physically hurts others. Be sure to include what happened just before the behavior occurred and what happened after the behavior. Think of it as the ABC s of the behavior- Antecedent, Behavior, Consequence. Use maladaptive cards to record incidents and then summarize results below: Describe the problem behavior(s) in specific, observable terms: How frequently does the problem behavior(s) occur (i.e., number of times per day/week)? Where does the behavior generally occur (setting, i.e. classroom, playground, connections, bus, cafeteria, hallway)? What antecedent seems to precede the problem behavior (e.g., time of day, type of instructional activity, structured time, unstructured time)? What happens as a consequence of the behavior that may be reinforcing and maintaining it (i.e., peers laugh, reprimand from teacher, time out, help from peer or teacher) What function do you think this behavior is serving the student? RTI/HC 9 Emotional Behavioral Information Sheet

66 What appropriate alternative behavior(s) that serves the same function, could be taught to replace the problem behaviors? Please list attempts made in the classroom to correct the problem behavior and what results were observed (attach copies of point sheets or visual prompts if used): Behavior Interventions (see resource manual for ideas) Measurable Results Positive Behavior Supports in place in the classroom: School Counseling: Parental Involvement/Contacts: Other: Family/Social History to include discipline or emotional problems at home and other agency involvement that you may be aware of which may affect school performance. RTI/HC 9 Emotional Behavioral Information Sheet

67 Haralson County Student Intervention Documentation Plan Student: Promoted, Placed, Retained: Grade Placement: School: Subject: Teacher(s): School Year: (Review most recent CRCT reports, Teacher Made Tests, Grades, and Research-Based Intervention Data): Attach copy of summary report of any standardized tests. Team Members Signatures: Use as many sheets as necessary for interventions Objective/Intervention Who Responsible Criteria for Mastery Report of Progress Monitoring (PM) Obj: Weekly Date Int: Eval. Method Results of PM Obj: Weekly Date Int: Eval. Method Results of PM Obj: Weekly Date Int: Eval. Method Results of PM Brief summary of outcomes of the Intervention Plan: Examples of Methods of Evaluation: Weekly Probes, Weekly Behavior Logs, Benchmark Testing, Chapter Test, Work Sample, etc. RTI/HC 10 Student Intervention Documentation Plan

68 Haralson County School System Decision to By Pass the Student Support Team Student Name School Birthdate Grade Rationale: Parent Date Referring Teacher Date RTI Coordinator Date Principal Date Special Ed. Coordinator Date The Student Support Team (SST) initiates referral. The SST may be bypassed in only extreme situations. Examples of bypass situations include students with obvious disabilities. All bypass situations should be discussed in detail with the School Psychology Coordinator or Special Education Coordinator prior to the SST Bypass form being completed. RTI/HC 11 By Pass SST Form

69 Haralson County Schools Dismissal from Tier Student Name: Date: Teacher: Grade: Reason for dismissal from Tier services or Special Education Reason for Tier services: Check all that apply Academic Behavior Social/Emotional Speech Other Attach copy of most recent report card CRCT Scores / Benchmark Testing Date Reading Language Arts Math Social Studies Science Additional Information: Student s strengths: Tier Interventions: List interventions that have been successful. Goal/objective criteria Outcome Date What are the results of the interventions and what interventions are to be continued? Place student in Tier I Tier II Tier III Date Parent Signature Teacher Signature RTI/HC 12 Dismissal from Tier

70 Dear Parents: HARALSON COUNTY SCHOOLS TIER II PERMISSION FOR HEARING/VISION SCREENING Date Your child,, is experiencing difficulty in school. We would like your permission to screen your child to help us gather more information regarding these difficulties and to help us better plan your child s educational program. The screening process may include assessment by a qualified/trained individual in the following areas: Vision Hearing You may agree or disagree to have your child screened, but your decision must be indicated below. Please return this signed permission for screening form to school immediately. Should you have any questions regarding the screening process, please contact. (Name/Phone Number) Respectfully, Please check one: RTI Coordinator Yes, I give my permission for a hearing/vision screening to be conducted by a qualified/trained individual within the Haralson County School System. No, I will not grant permission for the following reasons: Student s Name: Parent or Guardian Date Please sign and return this form to your child s teacher. RTI/HC 13 Permission for hearing/vision screening

71 Maladaptive Behavior Card Location: Name: Date: Time: Antecedent Behavior What happened before? Appeared to be in Out of seat pain/discomfort Talking out Asked to do something Disrespectful (academic) Non-compliance Asked to do something Playing with objects (nonacademic) Fidgeting Asked to go Verbal aggression, threat or somewhere abuse Something interrupted Provoking/teasing others Could not get desired Physical aggression: hit, item scratch, kick, push, stab, Loud disruptive poke environment Property destruction: Bored: no materials or throwing, breaking, shoving activities objects Nothing: out of the Running away/leaving area blue Screaming/tantrum Transition time Self-injurious behavior Other: (specify) Other: (specify) Teacher: Consequence What did staff do? Physical discomfort relieved Nothing/ignored Interruption/blocking Required to continue task Separation within room or area Removed from room/area Verbal redirection to task Physical restraint Timeout: duration Office referral: detention, ISS, OSS, other: Other: (specify) Maladaptive Behavior Card Location: Name: Date: Time: Antecedent Behavior What happened before? Appeared to be in Out of seat pain/discomfort Talking out Asked to do something Disrespectful (academic) Non-compliance Asked to do something Playing with objects (nonacademic) Fidgeting Asked to go Verbal aggression, threat or somewhere abuse Something interrupted Provoking/teasing others Could not get desired Physical aggression: hit, item scratch, kick, push, stab, Loud disruptive poke environment Property destruction: Bored: no materials or throwing, breaking, shoving activities objects Nothing: out of the Running away/leaving area blue Screaming/tantrum Transition time Self-injurious behavior Other: (specify) Other: (specify) Teacher: Consequence What did staff do? Physical discomfort relieved Nothing/ignored Required to continue task Interruption/blocking Separation within room or area Removed from room/area Verbal redirection to task Physical restraint Timeout: duration Office referral: detention, ISS, OSS, other: Other: (specify) Maladaptive Behavior Card Location: Name: Date: Time: Antecedent Behavior What happened before? Appeared to be in Out of seat pain/discomfort Talking out Asked to do something Disrespectful (academic) Non-compliance Asked to do something Playing with objects (nonacademic) Fidgeting Asked to go Verbal aggression, threat somewhere or abuse Something interrupted Provoking/teasing others Could not get desired Physical aggression: hit, item scratch, kick, push, stab, Loud disruptive poke environment Property destruction: Bored: no materials or throwing, breaking, activities shoving objects Nothing: out of the Running away/leaving area blue Screaming/tantrum Transition time Self-injurious behavior Other: (specify) Other: (specify) Teacher: Consequence What did staff do? Physical discomfort relieved Nothing/ignored Required to continue task Interruption/blocking Separation within room or area Removed from room/area Verbal redirection to task Physical restraint Timeout: duration Office referral: detention, ISS, OSS, other: Other: (specify) Maladaptive Behavior Card Location: Name: Date: Time: Antecedent Behavior What happened before? Appeared to be in Out of seat pain/discomfort Talking out Asked to do something Disrespectful (academic) Non-compliance Asked to do something Playing with objects (nonacademic) Fidgeting Asked to go Verbal aggression, threat somewhere or abuse Something interrupted Provoking/teasing others Could not get desired Physical aggression: hit, item scratch, kick, push, stab, Loud disruptive poke environment Property destruction: Bored: no materials or throwing, breaking, activities shoving objects Nothing: out of the Running away/leaving area blue Screaming/tantrum Transition time Self-injurious behavior Other: (specify) Other: (specify) Teacher: Consequence What did staff do? Physical discomfort relieved Nothing/ignored Required to continue task Interruption/blocking Separation within room or area Removed from room/area Verbal redirection to task Physical restraint Timeout: duration Office referral: detention, ISS, OSS, other: Other: (specify)

72 Five levels of Scaffold Writing Instruction Modeled Writing The teacher writes in front of the students to create a text. While the teacher is writing, he/she thinks aloud about writing strategies and skills. Shared Writing The teacher and the students create the text together although the teacher does the actual writing. The students assist in spelling, content, punctuation, etc. Interactive Writing The teacher and the students share the pen to create the text. As they write, writing conventions are discussed. Guided Writing The teacher presents a structured lesson and supervises as the students write. The teacher also teaches a writing procedure, strategy, or skill. Independent Writing The student uses the writing process to write stories, informational books, poetry, etc. The teacher monitors student progress.

73 Components of Writing Workshop Writing Independent writing is the main focus of writing workshop. Students spend 30 to 60 minutes working on writing projects using the writing process to develop and refine their writing. During this time, conferences between peers, the teacher, and writing groups occur as well. Sharing Usually during the last 5 to 10 minutes of writing workshop, students take turns reading their writing aloud to classmates who respond to the writing and offer compliments. Minilessons Teachers provide 5 to 10 minute lessons on writing procedures, writing strategies, literary concepts, etc. Reading Aloud to Students Teachers read aloud to students from books or other sources to share examples of good writing.

74 Writing Strategies Generating By using personal background knowledge, writers brainstorm words, sentences, or ideas. Organizing Using, sequencings, grouping, or prioritizing skills to organizing ideas. Visualizing Writers use sensory details to make their writing more vivid. Monitoring Writers coordinate all writing-related activities. Playing With Language Writers incorporate figurative and novel uses of language into their compositions. Revising Writers add words, sentences, make substitutions and deletions to their compositions to communicate more effectively. Proofreading Identify text for mechanical errors. Evaluating Writers self-assess and value their writing.

75 Writing Skills Structuring Skills Simple, compound, complex sentences Indent Paragraphs Standard English Mechanical Skills Apply Spelling Rules Use abbreviations Dialogue with quotation marks Apostrophes in possessives and contractions Language Skills Similes and metaphors Alliteration Idioms and slang Rhyme and other poetic devices Synonyms to express precise meaning Reference Skills Using a Dictionary and Thesaurus Using Reference books Create a table of contents Read and create graphs and tables Using bibliographic forms Handwriting Skills Holding writing instruments correctly Form letters legibly Appropriate word and letter spacing Writing fluency Computer Skills Keyboarding messages

76 Import illustrations and photos Using spell check Location of internet information Assessing Writing Conferencing Types On-the-spot Prewriting Drafting Revising Editing Assessment Portfolio ****Important to use authentic assessments Process assessments using checklists, conferences, and selfassessments together with the finished product assessments provides a clearer and more accurate picture. Portfolios contain a collection of writings that provide evidence of both the products children create and the process they use. Entire writing projects contained in portfolios will include rough drafts that have been revised and edited, prewriting notes and diagrams, checklists and rubrics that have been marked. This are all needed to document authentic learning outcomes. Six traits or qualities of effective writing (Spandel, 2004) Ideas Organization Voice Word choice Sentence fluency Conventions

77 Writing References Atwell, N. (2002). Lessons that Change Writers. New Hampshire: Heinemann. Atwell, N. Learning How to Teaching Writing. In the Middle. Heinemann, 1987: Areglado, N., & Dill, M. (1997). Let s Write: A Practical Guide to Teaching Writing in the Early Grades. New York: Scholastic. Armstrong, T. (2003). The Multiple Intelligences of Reading and Writing. Virginia: ASCD. Bauman, A., & Peterson, A. (Eds.). (2002). Breakthroughs: Classroom Discoveries about Teaching Writing. California: National Writing Project. Berdan, K., Boulton, I., Eidman-Aadahl, E., Fleming, J., Gardner, L., Rogers, I. & Solomon, A. (Eds.). Writing for a Change: Boosting Literacy and Learning Through Social Action. California: Jossey-Bass. Bridges, L. (1997). Writing as a Way of Knowing. Maine: Stenhouse. Elbow, P. (1981). Writing with Power: Techniques for Mastering the Writing Process. New York: Oxford University Press. Fletcher, R., & Portalupi, J. (2001). Writing Workshop: The Essential Guide. New Hampshire: Heinemann. Gray, J. (2000). Teachers at the Center: A Memoir of the Early Years of the National Writing Project. California: National Writing Project.

78 Hartwell, P. Grammar, Grammars and the Teaching of Grammar. College English Feb. 1985: Hillocks, G Jr. (1995). Teaching Writing as Reflective Practice. New York: Teachers College Press. McCarrier, A, Pinnell, G., and Fountas C. Interactive Writing. Portsmouth, NH: Heinemann, Nagin, C. Because Writing Matters. San Francisco: Jossey-Bass, Peterson, A. (1996). The Writer s Workout Book. California: National Writing Project. Schoenbach, R., C. Greenleaf, C. Cziko, L. Hurwitz, The Reading Apprenticeship Framework. Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass, Spandel, V., & Stiggins, R. (1990). Creating Writers: Linking Assessment and Writing Instruction. New York: Longman. Walshe, R. D. What s Basic to Teaching Writing. English Journal. Dec. 1979: Weiss, M. J. (Eds.). (1979). From Writers to Students: the Pleasures and Pains of Writing. Delaware: International Reading Panel. Wilhelm, J. (2007). Engaging Readers and Writers with inquiry: Promoting Deep

79 Understandings in Language Arts and the Cont Areas with Guiding Questions New York: Scholastic. Zinsser, W. (1988). Writing to Learn. New York: Harper & Row. National Writing Project [ ReadWriteThink [ InkSpot [ The Literacy Web [ Wonderful Websites for Writing [ Writing Process Websites [ m] Persuasive Writing Websites [

80 Research-based strategies for reading Comprehension: 1. Building Background Knowledge 2. Check the Main Idea 3. Directed Reading Thinking Activity 4. Get the Gist 5. Self-Monitoring 6. Story Frame Chart 7. Story Map Graphic Organizers: 1. Author s style 2. Cause-and-effect 3. Character Comparison 4. Characterization Table 5. Circle of Friends 6. Compare and Contrast: Narratives 7. Developing and Using K - W L 8. K W L for Chapter or Lesson 9. Making It Clear 10. Plot Diagram 11. Prediction able 12. Preview Log 13. Reading Log 14. Setting Maps 15. Story Plan: Problem Resolution 16. Student-Generated Graphic Organizers 17. Summarizing Expository Text Vocabulary Strategies: 1. IT FITS 2. LINCS 3. Word Maps Word Identification Strategies 1. Closed Syllable Search 2. Look/Say/Cover/Write 3. Vowel Namesakes 4. Word Building Fluency Strategies: 1. Chunking 2. Phrase Card Reading 3. Play Reading 4. Preview Reading Passage Strategies from: Effective Instruction for Secondary Struggling Readers: Research-based Practices (2003). University of Texas Austin.

81 Research-based strategies for mathematics Use advance organizers Provide demonstrations Implement guided practice with a variety of levels of support Provide a variety of independent practice formats Maintenance and assessment Concrete-Representational-Abstract instructional process Teach procedural strategies Teach to mastery and fluency Emphasize real-world application Write to learn, have students write out procedures to identify gaps on process Use graphic representations Building on prior knowledge

82 Differentiation Model A Curricular Adaptation and Decision-making Model 1. Can the student actively participate in the lesson without modification? Will the same essential outcome he achieved? 2. Can the student s participation he increased by changing the instructional arrangement? From traditional arrangements to: Cooperative groups Small groups Peer partners Peer or cross-age tutors 3. Can the student s participation be increased by changing the lesson format? Interdisciplinary/thematic units Activity-based lessons, games, simulations, role-plays Group investigation or discovery learning Experiential lessons Community-referenced lessons 4, Can the Student s participation and understanding be increased by changing the delivery of instruction or teaching style? Examine the Demands and Evaluation Criteria of the Task 5. Will the student need adapted curricular goals? Adjust performance standards Adjust pacing Same content but less complex Similar content with functional/direct applications Adjust the evaluation criteria or system (grading) Adjust management techniques Examine the Learning Environment 6. Can the changes he made in the classroom environment or lesson location that will facilitate participation? Environmental/physical arrangements Examine the Structure of the Instruction Social rules Lesson location Examine the Materials for Learning 7. Will different materials be needed to ensure participation? Same content but variation in size, number, format Additional or different materials/devices Materials that allow a different mode of input Materials that allow a different mode of output Materials that reduce the level of abstraction of information Examine the Support Structure 8. Will personal assistance be needed to ensure participation?

83 From peers or the general education instructor? From the support facilitator? From therapists? From paraprofessionals? From others? Arrange Alternative Activities that Foster Participation and Interaction 9. Will a different activity need to be designed and offered for the student and a small group of peers? In the classroom ln other general education environments In community-based environments From Udvari-Solner, A. (1994). Curriculum Adaptations Project.

84 Professional Resources Websites for interventions and inclusion National Center on Secondary Education and Transition Planning Tools Special Education Reading Project DF Instructional Implementation Co-teaching: Principles, Practices, and Pragmatics Enhance Learning with Technology Tools for Teaching How to Differentiate Instruction Institute for Teaching and Learning Assessment CAST: Teaching Every Student d=21 Wright, J. Website: RTI Wire Accommodating all Students ssic.php National Center on Student Progress Monitoring

85 Behavioral Interventions Strategies to teach and reinforce replacement behavior and to address antecedents and consequences List is not exhaustive Classroom Structure Define limits, rules and task expectations Follow consistent routines Structure environment Limit distractions Define physical space Provide tasks to reduce overactivity Provide safe areas to regain control Curriculum variables Modify assignments Give concise instructions Provide multisensory cues and supports Check for understanding Allow extra time to process information Use visual prompts Teacher-student Interactions Signal nonverbally Frequent and specific praise Proximity control Redirect Use planned ignoring (for attention seeking) Praise appropriate behaviors of others (modeling) Allow time out for cool down External Controls Set short-term behavioral goals Contract for appropriate behavior Earn activities/reinforcers Token economy Individual daily behavior chart Self-monitor strategies Weekly behavior graphs Point or level system Withhold activities/privileges Teach calming strategies Pro-social Strategies Teach communication skills Teach social skills Teach problem solving Identify consequences of behavior (selfmonitoring) Teach alternative appropriate behaviors Use conflict resolution/mediation Use social stories Use role play Use peer modeling Below are necessary supports, but are not interventions for behavior Parental Involvement Contact/conference with parent Schedule reports to parent Home/school communication system Home/school rewards system Administrative Strategies Refer to administrator or support personnel Meet with student and administrator Write administrative behavior contract

86 BEHAVIOR CONTRACT For Target Behaviors: 1. I will keep hands and feet to myself and not touch classmates or their property without permission. 2. I will speak respectfully and comply with adult requests without argument or complaint. 3. I will remain quiet during class time. I will not call out or make noises and will wait to be called upon or given permission to speak. 4. I will leave my seat only with permission during academic periods. 5. I will travel independently through the hallway, walking directly to my destination and not bother other students or adults. I agree to work on these target behaviors. I understand that I must complete this quarter successfully. (With no major infractions or write ups) I understand that a daily Behavior Log will be used to track my target behaviors. This behavior log will be used as documentation. Positive consequence options for daily and weekly points can be earned. I understand that failure to comply with this contract will result in consequences as outlined Student Code of Conduct. Student - Parent - Teacher- Teacher- Teacher- Teacher- Principal -

87 Weekly Points Sheet for Week of: Behaviors Monday Tuesday Wednesday Thursday Friday 1. Keeps hands and feet to self. 2. Responds appropriately to and complies with instructions. 3. Remains quiet during class time and waits to be acknowledged before speaking. 4. Only leaves seat with permission. 5. Travels independently through halls and goes directly to next class. Total - Weekly Points Sheet for Week of: Behaviors Monday Tuesday Wednesday Thursday Friday 1. Keeps hands and feet to self. 2. Responds appropriately to and complies with instructions. 3. Remains quiet during class time and waits to be acknowledged before speaking. 4. Only leaves seat with permission. 5. Travels independently through halls and goes directly to next class. Total -

88 BEHAVIOR CONTRACT For Target Behaviors: 1. I will attend school on time and ready to learn every day. 2. I will speak respectfully and comply with adult requests without argument or complaint. 3. I will complete class assignments with a passing grade and ask for help appropriately if I do not understand something. 4. Acts in a manner appropriate to the situation which includes following class and school rules. 5. I will stay awake and attend to the lesson in class. I agree to work on these target behaviors. I understand that I must complete this quarter successfully. (With no major infractions or write ups) I understand that a daily Behavior Log will be used to track my target behaviors. This behavior log will be used as documentation. Positive consequence options for daily and weekly points can be earned. I understand that failure to comply with this contract will result in consequences as outlined Student Code of Conduct. Student - Parent - Teacher- Teacher- Teacher- Teacher- Principal -

89 Weekly Points Sheet for Week of: Behaviors Monday Tuesday Wednesday Thursday Friday 1. Attends school 2. Responds appropriately to peers and teachers. 3. Completes class assignments with a passing grade. 4. Acts in a manner appropriate to the situation which includes following class and school rules. 5. Remains awake Total - Weekly Points Sheet for Week of: Behaviors Monday Tuesday Wednesday Thursday Friday 1. Attends school 2. Responds appropriately to peers and teachers. 3. Completes class assignments with a passing grade. 4. Acts in a manner appropriate to the situation which includes following class and school rules. 5. Acts in a manner appropriate to the situation Total -

90 Reinforcer survey for secondary students Directions: Review each of the items below. For each item, mark whether you find it to be a preferred reward. Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Being a timekeeper for an activity. Spend time (with appropriate supervision) on the Internet at academic sites. Read aloud to the class. Select a class learning activity from a list of choices. Play academic computer games. Read a book of your choice. Help to design a class or hall bulletin board. Sit at a place of your choosing during independent work time. Have first choice in your seating assignments. Receive an IOU redeemable for credit on one wrong item on a future in-class quiz or homework assignment. Help the teacher to prepare or present a lesson. Help the custodian. Help the library media specialist. Help a connections teacher. Take a note to the main office. Be awarded an honor for good behavior or a caring attitude. Be praised privately by the teacher or another adult. Receive a silent "thumbs up" or other sign from teacher indicating praise and approval. Have the teacher call the your parent or guardian to give positive feedback about him or her. Have the teacher write a positive note to the your parent or guardian.

91 Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Not at all A little A lot Receive a "good job" note from the teacher. Sit near the teacher. Receive an ice cream coupon. Receive a pass to "Get out of one homework assignment item of your choice". Receive a coupon to be redeemed at a later time for a preferred activity. Get extra gym time with another class. Play non-academic computer games. Write or draw. Spend time (with appropriate supervision) on the Internet at recreational sites. Select friends to sit with to complete a cooperative learning activity. Select a friend as a "study buddy" to work with on an in-class assignment. Help a classmate with an academic assignment. Post artwork or school work on a class or hall bulletin board. Post drawings or other artwork in a public place such as on a hall bulletin board. Post a written composition or other writing assignment in a public place such as on a hall bulletin board. Sit at a reserved table in the lunchroom. Select a fun activity for the class from a list of choices. Have the lead position in line. Get a 'raffle ticket' on which the you write your name and put it into a fishbowl for later prize drawings. Not at all A little A lot Receive a sticker.