Multi-Tiered System of Supports (MTSS) School Based Team/Problem-Solving Team & Response to Intervention (RtI) Procedural Manual

Transcription

1 Multi-Tiered System of Supports (MTSS) School Based Team/Problem-Solving Team & Response to Intervention (RtI) Procedural Manual THE SCHOOL DISTRICT OF PALM BEACH COUNTY Single School Culture Initiatives March 2013

2 TABLE OF CONTENTS CHAPTER I - INTRODUCTION Acknowledgements 4 Purpose 5 Educational Reform 5 How All Initiatives Fit Together 5-6 MTSS 6-7 School Based Team 7 RtI Process 7-8 RtI/Tiers of Support 8-10 Visual Representation of MTSS Framework 11 Data and Progress Monitoring 12 CHAPTER 2 - THE PROBLEM SOLVING MODEL Visual Representation of Problem Solving Model 14 Problem Solving Steps CHAPTER 3 SCHOOL BASED TEAM Goals of the Problem Solving Team 20 Member Responsibilities CHAPTER 4 - PROBLEM SOLVING PROCEDURES Teacher Problem Solving 21 SBT Problem Solving CHAPTER 5 - INTERVENTION DEVELOPMENT What is an Intervention? 24 APPENDICES Academic Intervention: Case Study Behavioral Interventions: Case Study Four Stages of Second Language Acquisition 29 Common Terms Links to Websites School Based Team Forms RtI Forms RtI Flowchart General Education Students RtI Flowchart ESE students RtI Flowchart ELL students Frequently Asked Questions & Answers

3 Chapter 1 Introduction 3

4 ACKNOWLEDGEMENTS The Palm Beach County School District MTSS Leadership team would like to thank the individuals representing the following departments for their time, effort, and input to the development of this MTSS Procedural Manual. Without their tireless collaborative effort this Manual would have never come to realization. Department of Curriculum and Instruction Department of Exceptional Student Education Department of Multi-Cultural Education Department of Research and Evaluation Department of Single School Culture Initiatives 4

5 PURPOSE The purpose of this Manual is to facilitate the successful implementation of Multi-Tiered System of Supports (MTSS), School Based Team (SBT), Problem-Solving (PS), and Response to Intervention (RtI) to formalize District wide efforts to promote school wide practices that ensure highest possible student achievement in both academic and behavioral pursuits within the MTSS Framework for ALL students. Florida students have experienced significant growth in reading as a result of efforts using the key components of RtI through the Reading First Grant, as evidenced by a decrease in special education placement rates of approximately 40 percent (Torgesen, 2007). Florida students have also experienced significant improvements in positive behaviors as a result of Positive Behavior Support (PBS) implementations supported by Florida s PBS Project. Schools that implemented PBS with fidelity had 40 percent fewer office discipline referrals, inschool suspensions and out-of-school suspensions in comparison to schools that did not implement PBS with fidelity (Kincaid, 2007). EDUCATIONAL REFORM The Elementary and Secondary Education Act (ESEA, 2001) formerly known as No Child Left Behind Act (NCLB) of 2001 and the reauthorized Individuals with Disabilities Education Act (IDEA) of 2004 share a common goal for improved student outcomes which measure school accountability. The Elementary and Secondary Education Act (2001) and Individuals with Disabilities Education Act (2004) require the use of evidence-based practices to ensure that all students receive appropriate instruction as well as a contingency requirement for eligibility for special education programs (Specific Learning Disability, Language Impairment, and Emotional/Behavioral Disorders). Therefore, it is both necessary and worthwhile to apply the principles of Multi-Tiered System of Supports (MTSS), and problem solving (PS) to all school wide academic and behavioral access and acceleration efforts. This Manual provides schools with the critical components, definitions, and applications of MTSS, SBT, PS, and RtI to support the development of an effective school MTSS Framework. HOW IT ALL FITS TOGETHER A Multi-Tiered System of Supports is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. Need-driven decision-making seeks to ensure that District resources reach appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency. Multi-Tiered System of Supports is a more accurate term that refers to one seamless system that provides varying levels of academic and behavior supports to students based upon their need. The School Based Team is the venue where problem solving occurs for individual and groups students. The Response to intervention process is actually the 4 th step in the problem solving process. 5

6 The first steps towards meeting these statutory demands and Multi-Tiered System of Supports involves the development of the School Improvement Plan (SIP) that aligns with the District s MTSS initiatives (SwPBS, SBT, RtI, FCIM), curriculum, and instruction to teach the Common Core State Standards, as well as aligns assessments to determine which students have met or exceeded those standards. The next steps, involve identifying the students who have not met or are at risk of not acquiring the desired skill or state/national identified standards. Determining what skills students need, and providing additional supports or instruction to assist them to be successful, is essential. To meet these requirements the following should be in place: Research-based/evidenced-based core curriculum(academic & behavioral) Highly Qualified Teachers Universal screening of all students Data analyzed on a regular basis (district, schools, grade levels, classrooms) Progress monitoring of student interventions Schools continuously examine their infrastructure (Tiers: core, supplemental, intensive) for responding to students with academic or behavioral difficulties. Research shows that the most effective strategies involve applying intensive services within the general education. Language in the Individuals with Disabilities Education Act (IDEA 2004), as well as Elementary, Secondary Education Act (ESEA, 2001) is clearly intended to promote this shift. Some regulations require that there is extensive effort to remediate skill deficits prior to consideration for special education services. MTSS allows for the following: Early intervention to address the learning and behavioral needs of children, which, if effective, will reduce the need to label these children as being learning disabled, language impaired, or emotional/behavioral disordered. A response to intervention approach to assist in determining who should be considered for Exceptional Student Education (ESE) Students should not be considered for ESE if their problems are due to lack of appropriate instruction in reading, including the essential components of reading instruction, instruction in math, or limited English proficiency. Prior to or as part of the referral process, the child was provided appropriate high-quality, researchbased instruction, and data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child s parent(s)/guardian(s). MULTI-TIERED SYSTEM OF SUPPORTS The Multi-Tiered System of Supports Framework - basic components are: Using a problem-solving model at all levels (core, supplemental, and intensive) of problem identification. Utilizing research/evidence-based interventions proven to be effective for the identified deficiency (school-wide, classroom, group, or individual ) Organizing the corrective services into supports of increasing intensity 6

7 The School Based Team monitors the intervention progress and gathers data to determine child responsiveness to the provided intervention Interventions are implemented with fidelity MTSS involves the systematic use of multi-source assessment data to most efficiently allocate resources in order to improve learning for all students, through integrated academic and behavioral supports. To ensure efficient use of resources, schools begin with the identification of trends and patterns using schoolwide and grade-level data (Core, Tier 1, i.e. SwPBS, Language Arts, Social Studies, Science, Math). Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity (Supplemental, Tier 2, i.e. iii, intensive reading, mentoring, behavior contract and replacement behavior instruction, anger management group, Restorative Justice, grief counseling). MTSS is characterized by a continuum of integrated academic and behavior supports reflecting the need for students to have fluid access to instruction and supports of varying intensity levels. School Based Team is the venue where individual student problem solving occurs as well as discussion and progress monitoring of the RtI process. Within PBCSD system the following would be additional supports offered to students, i.e. (iii, intensive classes, tutoring, Check-In Check-Out, counseling, etc.) School Based Team The problem solving team for individual students who are having academic and/or behavioral deficits will be referred to the School Based Team. The School Based Team will facilitate the problem solving process for any student. Students with IEPs who are in need of explicit interventions requiring services above what at-risk students in general education need will to have their problem solving and response to intervention facilitated through the Child Study Team. Response to Intervention Process Multi-Tiered System of Supports is a more accurate term that refers to one seamless system that provides varying levels of academic and behavior supports to students based upon their need. Response to intervention is actually the 4 th step in the problem solving process. When incorporating the RtI process into the MTSS Framework, the following core beliefs must be held: 1. Highly effective personnel deliver scientific, research-based instruction and evidence-based practices. 2. Evidence-based curriculum and instructional approaches have a high probability of success for most students. 3. Instruction is differentiated to meet individual learning needs. 7

8 4. Reliable, valid, and instructionally relevant assessments include the following: Screening Measures: Assessment tools designed to collect data for the purpose of measuring the effectiveness of core instruction and identifying students needing more intensive interventions and support. Diagnostic Measures: Formal or informal assessment tools that measure skill strengths and weaknesses, identify skills in need of improvement, and assist in determining why a problem is occurring. Progress Monitoring Measures: Ongoing assessment conducted for the purposes of guiding instruction, monitoring student progress, and evaluating instruction/intervention effectiveness. Formative Measures: Ongoing assessment embedded within effective teaching to guide instructional decisions. Summative (Outcome) Measures: Typically administered near the end of the school year to give an overall perspective of the effectiveness of the instructional program. 5. Ongoing, systematic planning/problem solving is consistently used by teams including parent(s)/guardian(s) and educators, from enrollment to graduation for all students, to make decisions across a continuum of student needs. 6. Student response to instruction/intervention (RtI) data is used to guide meaningful decision making. 7. Job embedded, on-going, professional development and follow-up coaching with modeling is provided to ensure effective instruction at all levels. 8. Actively engaged administrative leadership for data-based decision making is inherent to the school culture. 9. All students and their parent(s)/guardian(s) are engaged in one proactive and seamless educational system Response to Intervention/Tiers of Support Core - Tier 1 (universal instruction) consists of scientific, research-based CORE instructional and behavioral/social emotional methodologies, practices, and supports designed for all students in the general education classroom. Core - Tier 1 includes: Core curriculum that is effective for 75-80% of all students on a campus includes high quality of instruction for all students Universal screening to monitor progress, revise instruction, and identify at-risk students Differentiated and/or scaffolding of instruction Decisions regarding curriculum, instruction, and school-wide strategies are made by being responsive to the performance of students and their needs Early intervention provided School wide Positive Behavior Support plans, universal guidelines Core curriculum and services are based on the needs of students in a particular school. Some schools require more time and focus than other schools in particular core curriculum based on student 8

9 demographics (readiness, language) and student performance levels to ensure that all students reach and/or exceed state proficiency levels. Supplemental - Tier 2 interventions consist of instruction and interventions that are provided in addition to and in alignment with effective CORE instruction and behavioral supports. It is provided to groups of targeted students who have not been successful with core instruction alone. It is what some students receive in addition to Core/Tier 1 instruction. Supplemental - Tier 2 interventions include: Evidence-based interventions matched to students deficiency Smaller group instruction More intensive services, (more time, narrow focus of instruction/intervention)than the Core (Tier 1) More frequent progress monitoring and data collection (bi weekly or monthly) Additional instructional time in deficient area of need Tier 2 services can be provided by a variety of professionals (must possess FLDOE certification)and in many different settings (general education class, separate class) Intensive - Tier 3 academic interventions are designed for students with low academic skills and a substantial lack of adequate progress when provided with supplemental interventions (Tier 2). Intensive instruction (Tier 3) is provided in addition to and in alignment with effective core instruction and supplemental interventions with the goal of increasing an individual student s rate of progress. Intensive/Tier 3 is what few students receive and are the most intensive service level a school can provide a student. Intensive - Tier 3 behavioral interventions should include a Behavior Management Plan that is completed after a Functional Behavior Assessment (FBA) has been conducted by a trained school staff member. Intensive - Tier 3 interventions include: Evidence-based interventions matched to students deficiency Smaller group (smaller than Supplemental/Tier 2) instruction More frequent progress monitoring and data collection (weekly) Additional instructional time in deficient area of need (in addition to Core/Tier 1 and Supplemental/Tier 2) Intensive/Tier 3 services require more time and a more narrow focus of instruction/intervention than Tier 2 services. Intensive/Tier 3 services require effective levels of collaboration and coordination among school staff (general and special) providing services to the student. The expected outcome of Intensive/Tier 3 services, combined with Core (Tier 1) and Supplemental (Tier 2) is that the student(s) will achieve Core/Tier 1 proficiency levels (academic and/or behavioral). 9

10 How do we differentiate between Core, Supplemental, and Intensive Instruction (Tiers 1, 2, and 3)? The Tiers are differentiated by the intensity of the services provided. Intensity is defined as the number of minutes and the focus of the instruction/intervention. An increase in the number of minutes of exposure to quality instruction/intervention and/or the narrowing of the focus of instruction would be defined as more intensive instruction. Therefore, supplemental and intensive Tiers (Tiers 2 and 3) are defined with the context of the Core (Tier 1). The number of minutes of instruction and the breadth of that instruction that defines Core (Tier 1) in a school will be the basis for the criteria for supplemental and intensive Tiers (Tiers 2 and 3). For instance, if all students receive 90 minutes of reading instruction in the Core (Tier 1) and that instruction includes phonemic awareness, phonics, fluency, vocabulary, and comprehension, then supplemental (Tier 2) would be defined as additional minutes of quality instruction and/or intervention that focus on one or more of the five areas of reading, but not all. The focus would be in the area of greatest need for the student. In general four questions should be considered when defining and differentiating the Tiers: How much additional time will be need? What will occur during that time? Who is the most qualified person to deliver the instruction/intervention? Where will that additional instruction/intervention occur? 10

11 The following is a visual representation of the Florida Department of Education Problem Solving Intervention Multi-Tiered System of Supports for both academic and behavior domains. Three tiers describe the level and intensity of the instruction/interventions provided across the continuum. Intensive/Tier 3 Intensive Individualized Interventions and Supports More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction Supplemental/Tier 2 Targeted Supplemental Interventions and Supports More focused targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction Core/Tier 1 Core universal instruction and Supports General academic and behavior instruction and support designed and differentiated for all students in all settings The three tiers are not used to describe categories of students, timelines, procedures, or specific programs. 11

12 DATA AND PROGRESS MONITORING Student achievement data is an essential component to a team s successful problem solving process. The frequency of data and the kind of data will vary according to the type of deficiency, the severity of the problem, and the nature of the students response. There are three major categories of student achievement data: Baseline data that compares the student s current level of functioning to performance standards and/or the performance of his/her peers; Progress monitoring data that tells us a student s rate of learning; and Diagnostic information that will provide information about specific skill acquisition. Baseline data is best if it includes information about: The gap between the student s current performance and the performance standard; this is information about how far below the standard the student is. Information that compares the targeted student s level of skill with others in his/her class. NOTE: If the majority of the class falls below the standard, then the School Based MTSS Leadership Team and the teacher need to look at fidelity of the core curriculum instruction, not an individual student. Unlike the baseline data, which is a static picture of a child s performance at a point in time, progress monitoring is: A measure of rate A measure of change It includes multiple opportunities of assessment of a child s performance. 12

13 Chapter 2 The Problem Solving Model 13

14 Step 1: Define the Problem - What is the problem? The team must review the targeted student s scores in relation to the rest of the class. If everyone else is making progress, then the problem involves factors influencing that individual student. If not, then group interventions must be considered. Baseline data will include: The targeted student s performance level The class or typical peers performance The rate of progress of both the class and the targeted student Examples of data include, but are not limited to: Reading Running Records, SRI, FAIR, FCAT, Diagnostics, Grades, Grade Point Average, Computerized reading program data, Amount of Instructional Time lost due to Classroom Removals, Absences, Tardies, In-School Suspensions, Out of School Suspensions, Office Discipline Referrals, information from parent(s)/guardian(s) etc. Step 1b. Determine what you want the child to do (Replacement Behavior) Replacement behaviors identify what we want the student to be able TO DO. Replacement behaviors must be specific, observable, and measurable. It is often difficult for a group to come to consensus about what the REAL problem is. However, it is much easier for groups to come to consensus about what they want the student to be able to do. i.e., John will use verbal problem solving skills when provoked. (Referral was for aggressive behavior). Set an Academic and/or Behavioral Goal: The goal will often be the level of performance necessary to achieve the standard by the end of the year or specific time frame. They must be REALISTIC. 14

15 Behavioral goals are often determined by the level of performance necessary to be successful; in the example of John presented above, aggression requires the use of replacement behavior every time. Step 2: Problem Analysis - Why is it occurring? Develop a Hypothesis Determine probable reasons for behavior: Problem occurs BECAUSE. (Reason/Hypothesis) Examine multiple possibilities (e.g., peers, teacher, curriculum, environment, child, and home). For example, John is not using verbal problem solving skills because 1. Child: He does not have the social skill of self-control 2. Peers: His peers reinforce him for aggression and do not model or reinforce non-aggressive behavior. 3. Teacher: His teacher does not recognize the initial behaviors associated with the aggression response. 4. Home: His parents have encouraged him to act aggressively when provoked. 5. Class/School Environment: There is no school-wide emphasis on non-violence. The only time it is addressed is when an event occurs. 6. Curriculum: The current curriculum is above his instructional level and he is trying to achieve status in an inappropriate way. Step3: Intervention Plan - What are we going to do about it? (PBCSD Form 2284) Consider both how to teach and what to teach. Develop interventions that are evidence based. The following interventions illustrate the team s willingness to influence a variety of different factors that affect the identified problem. In the case of John, the hypothesis statement is: The peer group is reinforcing John and the parents are encouraging John to fight when threatened. The team recommends: 1. A peer group intervention such as a class discussion regarding the appropriate responses to provocation. 2. Class-wide social skills training; this training would focus on resolving conflict by using words. 3. Reinforcement/incentives for peer support of verbal resolution. 4. Parent conference/training resulting in parental support of non-aggressive responses - at least in the school setting. Step 4: Evaluate - Response to Intervention - Is it working?(pbcsd Form 2318) What is Progress Monitoring? It is an on-going, systematic, and scientifically based process for gathering data to measure academic, social, or behavioral performance of students (McCook, 2006). Progress monitoring can be implemented with individual students, small groups, or an entire class (National Center on Student Progress Monitoring, 2007). 15

16 Why is it important? Response-to-Intervention is impossible without a documented progress monitoring process in place. Unless we are monitoring progress on a regular basis, we cannot ensure that students are making appropriate academic and behavioral progress. When progress monitoring is implemented correctly, the benefits are great for all involved. Some benefits include: accelerated learning because students are receiving more appropriate instruction; more informed instructional decisions; documentation of student progress for accountability purposes; more efficient communication with families and other professionals about students progress; higher expectations for students by teachers; and fewer referrals to Alternative Education and Special Education Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional [and behavioral] techniques and goals, which together, move all students to faster attainment of important state standards of achievement (National Center on Student Progress Monitoring, 2007). How does it work? To implement progress monitoring, the student s current levels of academic or behavioral performance are determined and goals are identified for progress that will take place during intervention implementation. The student s academic or behavioral performance is measured on a regular basis (e.g., daily or weekly). Examples of progress monitoring methods include: curriculum-based measurement accuracy and completeness of student assignments frequency In the John example used previously, progress monitoring might use the frequency of referrals written for aggressive behavior (the goal in this case would be to reduce the number to zero) or the teacher might observe John using verbal resolution, and chart that for progress monitoring data. Progress toward meeting the student s goal is measured by comparing expected and actual rates of progress. Based on these measurements, interventions are adjusted as needed. Review the data This is a decision making step. The team needs to decide: 1. Is the rate of progress acceptable? 2. Does the student require interventions that are more intensive? 3. Can the student return to the Core (Tier 1) or supplemental (Tier 2)? 4. Does this student s progress suggest the need for continued intensive interventions? 16

17 Chapter 3 School Based Team 17

18 The School Based Team (SBT) The SBT is a multi-disciplinary, school-level team utilized to provide teachers with support when students are not successful in the classroom setting. A team shall exist in each school and serve as the primary problem solving team for all academic, behavioral, social and emotional concerns. GOALS Prevention 1. The school based team is accessible to all school personnel and to parent(s)/guardian(s) in their preferred language to prevent problems or resolve them in the early stages. Problem Solving 1. The school based team will apply a problem solving approach by clearly defining the problem and identifying the needs of students who are struggling academically or behaviorally Intervention 1. The school based team will develop and coordinate implementation, based on the defined problem, appropriate evidence-based interventions and will monitor progress to evaluate the results. Collaboration/Consultation 1. The school based team employs a collaborative consultation model. Effective collaboration ensures that all team members are equal and that intervention techniques are developed through mutual effort. Professional Development 1. The school based team will facilitate training for school personnel and parent(s)/guardian(s) (in their preferred language) regarding the problem solving model. MEMBER RESPONSIBILITIES In addition to every member assisting with the problem solving-process, the following descriptions provide examples of the types of data and expertise that each participant may typically bring to the team s collaboration. Actual responsibilities and participants may vary depending upon the school Parent(s)/Guardian(s): Provides relevant home/community information in their preferred language. Provides relevant medical/social information in their preferred language. Accesses appropriate community resources. Collaborates with school personnel in implementing interventions. Ask questions and inquire about status of intervention data Attends meetings as available. Student s Classroom Teacher(s): 18

19 Offers interventions to student identified as deficient in a benchmark. Completes documentation (PBCSD Form 2106) prior to SBT meeting. Consults with department and/or grade level team. Reviews checklists, interventions, background, baseline and monitoring data at SBT meeting (or before with the SBT Leader). Implements with fidelity interventions indicated in Student Intervention Plan (PBCSD Form 2284) and monitors student progress (PBCSD Form 2318). Administrator: Attends all SBT meetings Conducts data chats with all instructional staff determines professional development needs (teacher, subject area, grade level, school). Provides adequate location and technology tools within the school facility and allocates appropriate time during the school day for the SBT meeting. Collaborates/Consults with teachers on proposed interventions. Identifies strategies, materials, and resources for interventions. Provides opportunities for staff to attend professional development as needed. School Based Team Leader: Creates an agenda for SBT meetings and utilizes all PBCSD approved forms. Facilitates the SBT team meetings. Facilitates the Problem Solving Process during SBT meetings. Serves as a resource person regarding referrals to appropriate community and mental health agencies. Serves as a liaison between school, family, student, and community. Provides communication to parent(s)/guardian(s) in their preferred language (verbally & written) Provides guidance in implementing family and social interventions, and providing this information in the parent(s/guardian(s) preferred language. Provides support for interventions to the student s classroom teacher. Provides input in developing interventions and progress monitoring tools. Submits monthly tracking forms (via Liquid Office/eForms) to the District MTSS staff. Submits year end data form (via Liquid Office/eforms) on activities of the SBT to the District MTSS staff. Ensures parent/guardian notification in their preferred language before a referral is initiated. Will keep and maintain in a separate folder all PS/SBT referrals, RtI plans, and notes on any student discussed at any PS/SBT meeting with the student s name clearly displayed Will check off the box on the Cum folder indicating there is a PS/SBT folder for all students with a folder Will place the PS/SBT folder the student s Cum folder when the case is closed or referred to the Child Study Team, this will also be done with any student who is withdrawn Will send the PS/SBT folder to the receiving PS/SBT Leader with the Student Records Transmittal/Receipt Form (PBSD1933) for receipt acknowledgement for any student transferring from one Palm Beach County School to another Palm Beach County school in the middle of the year. The receiving PS/SBT Leader should send a signed copy of the receipt back to the sending PS/SBT Leader for his/her records. 19

20 When SBT folders and RtI plans are articulating from elementary school to middle school and middle school to high school at the end of the school year, the PS/SBT Leader from the sending school will hand deliver to receiving SBT leader and confirm all files are received using an articulation log. At the end of each school year, all PS/SBT folders and RtI plans of those students who will be returning to that school must be placed in the students Cum folders. ESE Teacher/Reading Coach/Speech Language Pathologist: Contributes information regarding instructional methodologies, strategies, and curriculum. Assists in developing interventions from area of expertise. Provides support for interventions to the student s classroom teacher. May assist in progress monitoring. School Psychologist: Attends all SBT meetings. Provides input in developing interventions and progress monitoring tools. Assists in evaluating intervention and progress monitoring fidelity (i.e., implemented as designed) and effectiveness (i.e., whether student made progress). Provides support for interventions to the student s classroom teacher. Other persons may be invited to provide educationally relevant information given their area of expertise. 20

21 Chapter 4 Problem Solving Procedures 21

22 I. Teacher Problem Solving When the teacher, parent/guardian, or other staff member recognizes a student problem or need, problem solving steps are initiated. Review the student s cumulative record, academic and behavioral data, and other pertinent background information. Define the problem in behavioral, observable, and measurable terms. Identify the student s strengths and reinforces. Begin collecting frequent progress monitoring data to determine whether or not the student is responding to the curriculum and/or behavioral expectations of the classroom. If the data confirms that the student is performing below classroom expectations and that his/her rate of progress is not sufficiently closing the gap, a parent conference must be scheduled. The teacher must confer with parent(s)/guardian(s) (in the parent/guardian s preferred language) regarding the nature of the concern, sharing the data collected, the student s strengths, the plan for intervention, and how results will be measured and communicated to the parent(s)/guardian(s). This communication can be accomplished face-to-face, by letter, or phone, in the parent(s)/guardian(s) preferred language. This step must be documented. Interventions targeted to the identified behavior(s)/skills gap(s) are implemented with integrity, and frequent progress monitoring continues to assess the impact of the intervention(s). Should the intervention(s) fail to improve student behavior(s)/ skill(s) at a rate of progress that will catch up to classroom expectations, the teacher will complete an SBT referral (PBCSD 2106). Briefly provide the background, the defined problem(s), interventions implemented, and data measuring current performance and rate of progress on the SBT referral (PBCSD 2106). II. SBT Problem Solving A. A meeting will be scheduled to discuss the referral and all pertinent data. B. The School Based Team meets regularly with a core group of members. It is highly recommended that the student's teacher be in attendance and the SBT Student Information Checklist (PBCSD form 1548) be completed by staff members with knowledge of the student. C. The SBT Leader should set the team agenda and notify participants in advance of the meeting. Parent(s)/Guardian(s) should be notified of the meeting, in their preferred language. 22

23 D. If the School Based Team determines after problem solving that the student needs a supplemental or intensive(tier 2 or Tier 3) intervention, then PBCSD Form 2284 should be completed and include the following: 1. Definition of the problem (condition under which it exists, i.e. what?, when?) 2. Measurement of the behavior 3. Gap between current and expected behavior 4. Suspected reason why the student is not successful 5. Intervention or strategy designed to address the specific problem 6. Person(s) responsible for intervention and follow up 7. Evaluation method to determine whether intervention was successful /set criteria for success 8. Follow-up date At the follow-up meeting all data should be reviewed. The team will determine if adequate progress is being achieved. If so the team will determine whether to continue with the intervention or return student to previous tier. If determined by the data that the student is not making progress, the team will determine whether to modify, change or intensify the intervention. E. If determination that a referral for an evaluation is to be made, the SBT Leader will gather the documentation of RtI process and submit all paperwork to ESE contact. This will include all four pages of PBCSD Form 2284 and the Progress Monitoring data for each tier of support PBCSD Form

24 Chapter 5 Intervention Development 24

25 What is an intervention? An intervention is a specific academic/behavioral research/evidence-based strategy or program that differs from activities occurring in the student s general education classroom. It is designed to provide an at-risk student with the necessary skills to accelerate academic learning or improve behavior so as to achieve gradelevel expectations. A valid intervention includes the following: 1. A statement of the problem-identified through the problem solving process. 2. Baseline data - the level of skill in the identified problem area that student has before an intervention is implemented. 3. A research/evidence-based intervention targeted to the student s identified problem. 4. An intervention plan that includes the following: A goal statement that indicates the specific, observable, measurable, realistic, and targeted outcome for student improvement. A detailed summary of the steps involved in the intervention and the resources required to implement the plan. The date the plan is initiated and the length of time the intervention is implemented. A statement indicating how student progress will be regularly monitored and data will be collected (graphic depiction is preferable). The name(s) and position(s) of the person(s) initiating the intervention and collecting the progress monitoring data for decision-making. 5. Regular examination of the progress monitoring data in order to ensure that the student is progressing at an acceptable rate. An intervention is not: 1. Filling out a form. 2. An assessment, such as a Functional Behavior Assessment (FBA), KBIT-II, Kaplan, a classroom observation or a psycho-educational evaluation. 3. A change of seating or preferential seating. 4. Parent/Guardian contact. 5. Small group or any other instruction, including going over the same material again, if not specific to the student s identified problem and does not include frequent and ongoing progress monitoring. 6. Homework or peer buddies. 7. Retention. 8. Suspensions (In or out of School). 9. Detentions. 25

26 Appendices 26

27 Academic Interventions: Case study Academic interventions address the specific academic problems that a student is having in relation to his/her grade level peers. The following case study includes the components of a valid intervention. Core (Tier 1) Universal Screening using FAIR data indicated to Ms. Williams, Jason s teacher that Jason was functioning in the High Risk range in Oral Reading Fluency. Ms. Williams identified specific areas to target during the 90- minute reading block. The universal interventions that the teacher implemented included: using the core reading curriculum with intervention and supplemental materials placing Jason in her most intensive reading group Progress monitoring using fluency probes done by Ms. Williams over several weeks indicated that Jason was not responding to the oral reading fluency intervention and needed more intensive interventions. Supplemental (Tier 2) During the problem-solving process, it was determined that Jason s sight-word vocabulary was poor and was the suspected cause of his difficulties in reading. Assessment of Jason s sight-word vocabulary indicated that his baseline was 10 sight words out of 40 grade level sight-words. A research-based intervention plan was developed to improve his sight-word vocabulary. This included: The Folding-In Strategy, which is a structured flash card strategy that utilizes, repeated practice. In this case, the repeated practice was with three unknown words mixed with seven known words in order to help Jason learn sight words. See the Intervention tab in the Appendices for a script of this strategy. The intervention plan indicated who, what, where, and how frequently the intervention was delivered. Ms. Williams decided to complete the Folding-In Intervention one-on-one with Jason three times a week for ten minutes in his general education classroom. A goal for the intervention was developed. Ms. Williams determined that Jason would increase his sight-word vocabulary from 10 sight words to 30 sight words after 10 weeks of intervention. A plan for monitoring Jason s response to the intervention was developed. Ms. Williams assessed Jason s progress every Friday for 10 weeks by having him read aloud from the sight-word list. Ms. Williams graphed progress monitoring data in order to determine Jason s progress toward his goal. The collected data was examined after a few weeks to make sure Jason was progressing at an acceptable rate. If not, the intervention should be adapted or changed before the 10 weeks are completed. 27

28 Intensive (Tier 3) Progress monitoring data indicated that at the end of 6 weeks, Jason knew 13 sight-words from the list of 40. Due to the lack of progress toward the goal, the Team decided to provide a more intensive intervention. This included: Placing Jason in the Triumphs intervention program for 60 minutes daily in addition to the 90-minute block with the intensive reading group. A para-professional listened to Jason read and he charted his own progress. The Folding-In intervention was discontinued due to Jason s lack of response to that intervention. Progress monitoring of Jason s sight-word recognition was charted daily. Jason s goal was adjusted such that Jason would increase his sight words from 13 to 29 by the end of the 8 week period. The intervention data would continue to be graphed and evaluated; and the intervention revised if necessary. **Remember, if the SBT determines Jason is not showing expected progress at the end of the intervention period, a referral for a psycho-educational evaluation may be necessary to determine possible need for ESE services. Behavioral Interventions: Case Study Behavioral interventions address the specific behavioral problems that a student is having in relation to his/her grade level peers. The following case study includes the components of a valid intervention. Core (Tier 1) School-wide discipline data indicated to Mr. Smith, Brandy s teacher, that Brandy was having problems with disruptive behaviors, including talking out and leaving her assigned area without permission. Mr. Smith identified specific times and locations these behaviors were occurring, such as in the morning and in the classroom. The universal interventions that Mr. Smith used included: providing more frequent positive attention to decrease the disruptive behaviors and ignoring the disruptive behaviors while reinforcing a peer who was displaying non-disruptive behaviors. Progress monitoring done by Mr. Smith indicated that Brandy was not responding to the universal interventions and needed more intensive ones. Supplemental (Tier 2) Brandy was still having disruptive behavior problems and during the problem-solving process it was determined that her disruptive behaviors occurred more often during independent tasks. Assessment of Brandy s behaviors indicated that on average she exhibited three incidents of disruptive behaviors during 15 minutes of independent seatwork. 28

29 A research-based intervention plan was developed to improve her behaviors. A Reinforcer Survey was completed to determine Brandy s preferred reinforcers. Examples of research-based interventions for improving disruptive behaviors during independent tasks include: reminding the student to ask appropriately for assistance before giving her independent tasks shortening independent tasks and providing the opportunity to complete tasks in a small group. The intervention plan indicated who, what, where, and how frequently the intervention would be delivered as well as how reinforcers would be earned. Mr. Smith decided to provide Brandy with more opportunities to complete tasks in a small group one time daily and to shorten independent tasks in the general education classroom. A goal for the intervention was developed. Mr. Smith determined that Brandy would decrease the number of incidents of talk outs and out-of-seat behaviors from three times per 15 minutes to zero times per 15 minutes after 10 weeks. A plan for progress monitoring the intervention was developed. Mr. Smith tallied Brandy s non-disruptive behaviors in intervals of five minutes during independent seatwork and small group activities daily for 10 weeks. Mr. Smith graphed the progress monitoring data in order to determine Brandy s progress toward her goal. Mr. Smith examined the data after a few weeks to make sure Brandy was progressing at an acceptable rate. If not, the intervention should be adapted or changed before the 10 weeks are completed. **Remember, the goal is to help Brandy have fewer incidents of disruptive behavior. If Brandy does not appear to be responding to the intervention after the first few weeks, it is best to change the intervention rather than to wait the full 10 weeks. This is valuable time Brandy and her teacher cannot get back! Intensive (Tier 3) Progress Monitoring data indicated that at the end of 6 weeks, Brandy still was having two incidents of talking out and out-of-seat behaviors during 15-minute periods of independent seatwork. Due to the lack of progress toward the goal, the team decided to provide a more intensive intervention. Therefore, a Functional Behavior Assessment (FBA) was conducted and a positive Behavioral Intervention Plan (BIP) was developed and implemented based on the FBA data collected. The primary function of Brandy s disruptive behaviors was to gain attention from her teacher. Therefore, the BIP determined that Brandy had to earn time with Mr. Smith by exhibiting non-disruptive behaviors during the 15-minute periods of independent seatwork and Mr. Smith will provide positive attention to Brandy every five minutes during those 15-minute periods of independent seatwork. Progress monitoring of Brandy s non-disruptive behaviors continued daily. Brandy s goal was adjusted: such that Brandy would decrease the number of disruptive behavior incidents from two times per 15 minutes to zero times per 15 minutes after 8 weeks of intervention. The intervention data would continue to be graphed, evaluated, and the intervention revised if necessary. 29

30 **Remember, if the school based team determines Brandy is not showing expected progress at the end of SBT determined intervention period, a referral for a psycho-educational evaluation may be necessary to determine possible need for ESE services. Four Stages of Second Language Acquisition by Judie Haynes All new learners of English progress through the same stages to acquire language. However, the length of time each student spends at a particular stage may vary greatly. Pre-production Students do not usually produce their own language. Students understand language that has been made comprehensible. For students in the pre-production stage of language learning, the teacher should provide activities geared to tap their knowledge, but do not force production (speaking). Pointing, labeling, and drawing activities work well. Listening is difficult for newcomers at this stage and activities need to provide some clues to meaning. Early production Students have a small, active vocabulary. They feel ready to speak in one- or two-word phrases. At this stage of language learning students can demonstrate their comprehension of material by giving short responses to easy yes/no questions and either/or questions. They can also respond to simple who, what, when, where questions. Speech emergence There is a noticeable increase in listening comprehension. Students will try to speak in short phrases. They will begin to use the social language necessary in the classroom. Ask students at this stage how and why questions that elicit short responses. They will be able to participate in many of the mainstream academic subjects. Nearly fluent Students understand what is said in the classroom. They can express their ideas comprehensibly in both oral and written communication. They will be able to read most grade level material. 30

31 Ask open-ended questions that allow students to create more complicated responses and use complex sentences. Second language learners in the early grades who have reached this stage will probably not need additional help. MTSS Common Terms and Language Academically Engaged: Students are academically engaged when they are participating in activities/instruction in a meaningful way and understanding the tasks in which they are involved Accommodation: Accommodations are changes in instruction that enable children to demonstrate their abilities in the classroom or assessment/testing setting. Accommodations are designed to provide equity, not advantage, for children with disabilities. Accommodations might include assistive technology as well as alterations to presentation, response, scheduling, or settings. When used appropriately, they reduce or even eliminate the effects of a child s disability, but do not reduce or lower the standards or expectations for content. Accommodations that are appropriate for assessments do not invalidate assessment results. Aim line: The aim line on a graph connects the intersection of the student s initial performance level and date of that initial performance level to the intersection of the student s year-end goal and the date of that year-end goal. It represents the expected rate of student progress over time. AYP- Adequate Yearly Progress: AYP is a statewide accountability system mandated by the No Child Left Behind Act of It requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and as approved by the US Department of Education. Students at Risk for Poor Learning Outcomes: At-risk students are students whose initial performance level or characteristics predict poor learning outcomes unless intervention occurs to accelerate knowledge, skill, or ability development. Consensus: Stakeholders involved in the change effort develop a common language of terms, a common knowledge of core concepts, and a common understanding of the rationale for the initiative. All stakeholders agree to operate in alignment with the established implementation plan, regardless of personal opinion. Core Curriculum: The core curriculum is the course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the elementary and secondary levels by local school boards, Departments of Education, or other administrative agencies charged with overseeing education. Criterion-Referenced Assessment: Criterion-referenced assessment measures what a student understands, knows, or can accomplish in relation to a specific performance objective. It is typically used to 31

32 identify a student's specific strengths and weaknesses in relation to an age or grade level standard. It does not compare students to other students. Curriculum-Based Assessment (CBA): CBA is a broader term than Curriculum-Based Measurement (CBM), as defined by Tucker (1987). CBM meets the three CBA requirements: (1) measurement materials are aligned with the school s curriculum; (2) measurement occurs frequently; and (3) assessment information is used to formulate instructional decisions. Tucker, J. (1987). Curriculum-based assessment is not a fad. The Collaborative Educator, 1, 4, 10. Curriculum-Based Measurement (CBM): CBM is an approach to measurement that is used to screen students or to monitor student progress in mathematics, reading, writing, and spelling. With CBM, teachers and schools can assess individual responsiveness to instruction. When a student proves unresponsive to the instructional program, CBM signals the teacher/school to revise that program. CBM is a distinctive form of CBA because of two additional properties: (1) Each CBM test is an alternate form of equivalent difficulty; and (2) CBM is standardized, with its reliability and validity well documented. Data Point: A data point is one score on a graph or chart, which represents a student s performance at one point in time. Diagnostic Measures: Formal or informal assessment tools that measure skill strengths and weaknesses, identify skills in need of improvement, and assist in determining why the problem is occurring. Differentiated Instruction: Differentiated instruction refers to educators tailoring the curriculum, teaching environments, and practices to create appropriately different learning experiences for students in order to meet each student s needs. To differentiate instruction is to recognize students varying interests, readiness levels, and levels of responsiveness to the standard core curriculum and to plan responsively to address these individual differences. There are four elements of the curriculum that can be differentiated: content, process, products, and learning environment. Disproportionality: Disproportionality is the over- or under-representation of racially, culturally, ethnically or linguistically diverse groups of students in special education, restrictive learning environments, or school disciplinary actions (e.g., suspensions and expulsions) in comparison to other students. District Based Leadership Team: A district-level team responsible for providing leadership, advisement, and training at the district level and assisting schools in their implementation efforts. Early Intervening Services: Early intervening services are the preventative components of No Child Left Behind and the Individuals with Disabilities Education Act of Early intervening services are implemented to benefit students who manifest risk for poor learning outcomes but have not been identified as needing special education or related services. Educational Needs: Specific curricular, instructional, and environmental adjustments that result in positive student performance. Elementary and Secondary Education Act (ESEA): A federal law funding and regulating public education. Current statutes established reforms based on four principles: stronger accountability for results, 32

33 increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work. Evidence-based Instruction/Interventions: Instruction /Interventions for which evidence of effectiveness in increasing student learning exists. Evidence-Based Practice: Evidence-based practices are educational practices and instructional strategies that are supported by scientific research studies. Fidelity of Implementation: Fidelity refers to the accurate and consistent provision or delivery of instruction in the manner in which it was designed or prescribed according to research findings and/or developers specifications. Five common aspects of fidelity include: adherence, exposure, program differentiation, student responsiveness, and quality of delivery. Formative Assessment: Formative assessment is a form of evaluation used to plan instruction in a recursive way. With formative assessment, student progress is systematically assessed to provide continuous feedback to both the student and the teacher concerning learning successes and failures. With formative assessment, teachers diagnose skill, ability, and knowledge gaps, measure progress, and evaluate instruction. Formative assessments are not necessarily used for grading purposes. Examples include (but are not limited to): CBM, CBA, pre/post tests, portfolios, benchmark assessments, quizzes, teacher observations, and teacher/student conferencing. Gap Analysis: Problem is defined as a data-based discrepancy (GAP Analysis) between what is expected and what is occurring (includes peer and benchmark data). IDEA: IDEA stands for Individuals with Disabilities Education Improvement Act of 2004, also referred to as IDEA It was originally passed in 1975 with the latest reauthorization in It is a federal statute related to providing a free, appropriate, public education and early intervening services to students with disabilities ages birth through 21. Inclusion: Inclusion is a service delivery model where students with identified disabilities are educated with general education age/grade-level peers. Independent Reading Level: The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). Independent reading level is relatively easy text for the reader. Independent-Instructional Reading Level Range: The reading range that spans instructional and independent reading levels or level of text that a student can read with 90% to 95% or above accuracy. Infrastructure: The physical, procedural, organizational structures, and resources necessary to establish, support, and sustain implementation of problem solving and response to instruction/intervention. Instructional Decisions: Choices made regarding what to teach and how to teach it typically informed through engagement in the problem-solving process and focused on student improvement. Instructional Reading Level: The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words read). Instructional reading level engages the student in challenging, but manageable text. 33

34 Intensive Intervention/instruction: Intensive academic and/or behavioral interventions are characterized by their increased focus for students who fail to respond to less intensive forms of instruction. Intensity can be increased through many dimensions including length, frequency, and duration of implementation. Within RTI, intensive is sometimes referred to as tertiary intervention. Intensity of Instruction/Intervention: Intensity consists of three variables: time, focus, and group size. An increase in intensity would be reflected by an increase in the amount of time a student(s) would be exposed to instruction/intervention and/or a narrowing of the focus of instruction/intervention and/or a reduction in group size. Interventions: Curricular, instructional, and/or other adjustments made to address core instructional issues. Interventions may also be provided to students in small groups or individually, in addition to and aligned with core instruction in order to target a specific skill or concept. Learning Environment: The environmental variables that either promote or inhibit learning, including the physical classroom arrangement, rules, management plans, routines, expectations, peer/family influence, task demands, etc. Least Restrictive Environment (LRE): An IDEA principle that students with disabilities have access to the general education curriculum in the general education setting to the maximum extent possible. Reducing access to the 97general education setting should be done only when necessary to provide appropriate instruction. Level of Performance: A single measurement at a point in time revealing the student s performance relevant to a standard expectation. Examples: 72 words correct per minute, 75 percent compliance to directions, percentile score of 5, and standard score of 95. Modifications: Modifications are alterations that change, lower, or reduce learning expectations. Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level. Multi-Tiered System of Supports: Multi Tiered System of Supports involves the systematic use of assessment data to most efficiently allocate resources in order to improve learning for all students. To ensure efficient use of resources, schools begin with the identification of trends and patterns using school wide and grade level data. Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity. Within a MTSS framework, all school based efforts such as lesson study, universal design for learning, and continuous school improvement, are unified and accelerated by collaborative teaming to result in increased student achievement. Norm-Referenced Assessment: Norm-referenced assessment compares a student's performance to that of an appropriate peer group. Poor Response to Instruction/Intervention: Student rate of progress data reveals that the gap continues to widen with no change in rate after the instruction/intervention is implemented. 34

35 Positive Response to Instruction/Intervention: Student rate of progress data reveals that the gap between expected performance and observed performance is closing. Ideally, the point at which the target student will come in range of grade-level expectations even if it is this long range can be extrapolated. Primary Level of Intervention: Primary intervention is the universal core program that all students receive. Problem-Solving Team: Any team that systematically engages in the process of accurately identifying problems, analyzing relevant data to understand why the problem is occurring, designing and implementing probable solutions, and measuring the effectiveness of the solutions that were implemented. Problem-Solving Approach within RTI: Within RTI, a problem-solving approach is used to individually tailor an intervention. It typically has four stages: problem identification, problem analysis, plan implementation, and plan evaluation. Progress Monitoring: Progress monitoring is used to assess students academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Progress-Monitoring Plan (PMP): A written plan for individual students, or groups of students that reflects the interventions provided and the students response to those interventions with student-centered data resulting in ongoing progress-monitoring measures at a frequency appropriate to the level of intervention. Questionable Response to Instruction/Intervention: Student rate of progress data reveals that the rate at which the gap is widening is decreasing considerably, but is still widening, or when a gap stops widening but closure does not occur. Rate of Progress: This is typically the amount of growth (e.g., words correct per minute, level of compliance) over a specified time period (week, month) demonstrated by a student or group of students. Response to Instruction/Intervention (RtI) Framework: The multi-tiered practice of providing highquality instruction and intervention matched to student needs using learning rate over time and level of performance to make important instructional decisions. RtI Logic: A way of thinking and working grounded in student-centered data based decision making that reflects the routine application of the four steps of the problem-solving process. Scaling-up: Increasing the capacity and quality implementation of the RtI logic. School Based Team: The problem solving team for individual students who are having academic and/or behavioral deficits will be referred to the School Based Team. The School Based Team will facilitate the problem solving process for any student 35

36 School Based MTSS Leadership Team: A school-level team responsible for developing a school implementation plan. The school-based team becomes trainers and coaches for the school staff and will be responsible for school wide implementation. Scaffolding: Scaffolding is an instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without assistance. Scientific, Research-Based Instruction/Interventions: Those that involve the application of rigorous systematic and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs; those that involve research that employs systematic methods that draw on observation or experiment and rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn. Secondary Level of Intervention: Secondary intervention supplements primary intervention (i.e., the universal core program) such that students receive additional research-based preventative treatment. Secondary level interventions are often short-term, implemented in small group settings, and may be individualized. Specific Learning Disability/Learning Disability: The IDEA 2004 definition of a Learning Disability/Specific Learning Disability is: The child does not achieve adequately for the child s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child s age or State-approved grade-level standards. (i) Oral expression (ii) Listening comprehension (iii) Written expression (iv) Basic reading skill (v) Reading fluency skills (vi) Reading comprehension (vii) Mathematics calculation (viii) Mathematics problem solving. State Transformation Team: The state-level team responsible for analyzing progress toward statewide efforts, recommending actions for improvement, and supporting District Based Leadership Teams (DBLT) in order to build the capacity of districts to implement evidence-based practices and to establish integrated RtI academic and behavior systems in each school. Standard Protocol Intervention: Standard protocol intervention relies on the same, empirically validated intervention for all students with similar academic or behavioral needs. Standard protocol interventions facilitate quality control. Student-Centered Data: Instructionally relevant student information gathered through record reviews, interviews, observations, and tests that are used to inform instructional decisions, including data that reflect students level of performance and rate of progress tied to the standard expectations of the enrolled gradelevel or chronological age. 36

37 School-wide Positive Behavior Support: SwPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. (OSEP Center on PBS) Essential Components of SwPBS: 1. Administrator support, participation, and leadership 2. Common purpose and approach to discipline 3. Define positive expectations (for all students & staff) 4. Procedures for teaching expected behaviors 5. Continuum of procedures for encouraging expectations 6. Continuum of procedures for discouraging inappropriate behavior 7. Procedures for ongoing monitoring and evaluating effectiveness of the SwPBS system Principles That Guide SwPBS 1. Focus of discipline is on academic & behavior success 2. Is for all students, all staff, and all settings 3. Emphasizes prevention 4. Uses research-validated practices 5. Is coordinated by an SwPBS team 6. Emphasizes an instructional approach Summative Assessment: Summative assessment is a form of evaluation used to describe the effectiveness of an instruction program or intervention, that is, whether the intervention had the desired effect. With summative assessment, student learning is typically assessed at the end of a course of study or annually (at the end of a grade). Supplemental Instruction: Interventions are based on data revealing that students need more than core, universal instruction. Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate. Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working. If more than approximately 15% of students are receiving support at this level, engage in Core (Tier 1) level, systemic problem solving. Supports: Behavioral or academic assistance provided to any student or group of students to enable their learning. Systems Change: A process of building consensus, developing infrastructure, and implementing a different way of thinking and operating within an organization. Tiered Instruction: Tiered instruction describes levels of instructional intensity within a multi-tiered prevention system. Tertiary Level of Intervention: Tertiary intervention supplements primary and secondary interventions to intensify instruction (see intensive intervention). Tertiary level of intervention often occurs under the auspices of special education. Individualized education program (IEP) goals are established; individualized student programs are developed formatively using systematic progress monitoring; and student progress data are also used to determine when a student may return to secondary or primary prevention. Tertiary level of intervention is usually implemented individually or in very small groups. 37

38 Trend Line: A trend line is a line on a graph that represents a line of best fit through a student s data points. The trend line can be compared against the aim line to help inform responsiveness to intervention and to tailor a student s instructional program. Universal Screening: Universal screening is conducted, usually as a first stage within a screening process, to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief; conducted with all students at a grade level; and followed by additional testing or short-term progress monitoring to corroborate students risk status. This glossary was compiled using the following resources: The RTI Glossary of Terms developed by the IDEA Partnership at NASDSE, the RTI Action Network Glossary, the National Center on Student Progress Monitoring, the National Center on Response to Intervention, the New Mexico Public Education Department RTI Glossary, the Georgia Department of Education RTI Glossary, the South Carolina Department of Education RTI glossary, and the North Carolina Department of Public Instruction RTI Manual Glossary and the Guiding Tools for Instructional Problem Solving (FLDOE). Palm Beach County School District MTSS Train U Site Specific to Florida Florida Multi-Tiered System of Supports: Florida MTSS Technology and Learning Connections: MTSS, Problem-Solving, RtI Websites Florida Positive Behavior Support: RtI for Behavior Project: Florida Department of Education Bureau of Exceptional Student Education: Florida Center Reading Research: University of South Florida PS/RtI Project: Specific to Diverse Learners 38

39 The National Center for Culturally Responsive Educational Systems: CAST Universal Design for Learning: American Speech-Language-Hearing Association: Specific to Secondary Schools The National High School Center: Early Warning Systems for Secondary Schools: Colorado RtI in Secondary level Video: National Websites Positive Behavior Intervention Support: Intervention Central: What Works Clearinghouse: RtI Action Network: National Center on Student Progress Monitoring: MTSS & RtI Training Sites Florida DOE RtI Introduction Online Course NCRtI RtI Implementer Training Course: 39

40 Using Curriculum Based Measures: Vanderbilt University IRIS Center Learning Modules for RtI, PS, Progress Monitoring, Differentiated Instruction, and Learning Strategies: Closing the Achievement Gap: Collaborating for Student Success: 40

41 School Based Team PBCSD Forms 1. #2105: School Based Team end of year report - this form is submitted at the end of every school year 41

42 2. #2106: SBT referral form number - this is used to refer a student to SBT 42

43 3. #2107: School Based Tracking form - this form is used to assist with data entry to D19 & L24 on the Mainframe/TERM Page 2 of PBCSD

44 4. #2108: School Based Team Participation Attendance Log & Confidential Statement - this form is used by SBT members to sign in at each meeting. An electronic copy may need to be turned in at the end of each month. 44

45 5. #1548: School Based Team Information Checklist #1548-this form is used to gather additional data on student 45

46 Page 2 of PBCSD

47 6. #1550: Observation Report-this form can be used to conduct observations of referred student 47

48 7. #1051: Conference Staffing notes- this form can be used to take notes at SBT meetings 48

49 RtI and Progress Monitoring Forms 1. # 2284A: Response to Intervention (RTI) Plan Tier 2 Section A this form is the used to the define the student deficit at supplemental/tier 2, Problem-solve, identify the intervention for supplemental/tier 2, review gap analysis, plan the start date, review date, amount of time & days, progress monitoring tool, and the frequency of progress monitoring for supplemental/tier 2 49

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51 2. # 2284B: Response to Intervention (RTI) Plan Tier 2 Section B- this form is used to review supplemental/tier 2 progress, problem-solve, review gap analysis, and determine next steps (i.e. change intervention, move to intensive/tier 3) 51

52 3. #2284C: Response to Intervention (RTI) Plan Tier 3 Section C - this form is the used to the define the student deficit at supplemental/tier 2, problem solve, review gap analysis, identify the intervention for intensive/tier 3, plan the start date, review date, amount of time & days, progress monitoring tool, and the frequency of progress monitoring for intensive/tier 3 52

53 4. #2284D: Response to Intervention (RTI) Plan Tier 3 Section D- this form is used to review intensive/tier 3 progress, problem solve, review gap analysis, and determine next steps (i.e. change intervention, move to ESE evaluation) 53

54 5. # 2318: Response to Intervention (RtI) Progress Monitoring Log- this form is used to document days intervention was actually implemented and also document trend lines from probes used. There MUST be three baseline data points! 54

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56 RtI Flowchart for Students General Education School District of Palm Beach County Response to Intervention (RtI) Flow Chart General Education Students Universal Screening for All Students K-3 Assessment FCAT Diagnostics SRI Embedded Assessments FAIR Administrative Team reviews the data and identifies students in need of additional support (PMP): (i.e. iii, Intensive Reading classes, Intensive Math Classes) TIER 1 Core Instruction Students who meet benchmark standards will remain at Tier 1. Performance will be reviewed at the next benchmark assessment. After 6-8 weeks of interventions (see above) student s progress should be evaluated. School Based Team (SBT) Referral Student is not progressing adequately, refer to School Based Team utilizing PBSD Form 2106 IF student is ELL STOP. Refer to ELL/RtI Flow Chart Student is remediated or progress noted, continue to monitor and provide intervention. Response to Intervention/School Based Team The SBT/RtI will use the universal screening data and the information provided from other relevant records to determine whether the student is in need of an Intervention Plan. If lack of progress and a deficiency is noted, SBT/RtI team will complete PBSD Form 2284A. Intervention designed must address area of concern and be evidence-based. Team should refer to K-12 Curriculum Intervention Chart. *Individual PMP must be in place* TIER 2 Interventionist Responsibilities 1. Teacher will document intervention and progress monitoring data on Intervention Log PBSD Form Progress monitoring data must be collected a minimum of every two weeks. 3. Notify parent of intervention and student progress over time. 4. RtI/SBT will review data in approximately 6-8 weeks. There must be 7-8 data points to review. TIER 2 Progress Monitoring Progress Monitoring data reviewed by RtI/SBT team ~ Document using Response to Intervention Tier 2 Progress Monitoring Form PBSD Form 2284B 56

57 School District of Palm Beach County RtI Flow Chart General Education Students Continued Goal met, return to Tier 1 Notify parents Student making progress, continue w/ Tier 2 intervention; notify parents. Schedule a case review meeting 4-6 weeks later. Insufficient progress, SBT/RtI determines that student needs more intensive intervention TIER 3 The SBT/RtI will use all screening data and information provided from Tier 2 interventionist to create a Response to Intervention Tier 3 Plan, PBSD Form 2284C. Intervention designed must address specific area of concern and be evidence-based. One observation must be scheduled and conducted by an SBT/RtI member. TIER 3 Interventionist Responsibilities 1. Teacher will document intervention and progress monitoring data on Intervention Log PBSD Form Progress monitoring data must be collected every week. 3. Notify parent of intervention and student progress over time. 4. RtI/SBT will review data in 6-8 weeks. There must be 7-8 data points for review. Interventionist implements and monitors the intervention for at least 6 weeks. The School Psychologist will periodically conduct fidelity checks on the intervention while assisting with progress monitoring data collection. If no progress made reconvene SBT and determine if referral for psycho-educational evaluation should be requested. TIER 3 Progress Monitoring Progress Monitoring data reviewed by SBT/RtI team ~ Document using Response to Intervention Tier 3 Progress Monitoring Form PBSD 2284D Student making progress, continue w/intervention; notify parents If the data shows that the student is regressing or not making adequate progress, the RtI/SBT Team will modify the intervention and/or consider the need for a comprehensive evaluation. Child Study Team Referral If decision of the SBT/RtI team is to refer for a comprehensive evaluation, then the entire RtI/SBT referral file is placed in the student s cum folder. The following must be included: Documentation of Tier 2 intervention progress monitoring meeting notes PBSD Forms 2284 A & B A minimum of 7-8 Progress Monitoring data points (PBSD Form 2318) Documentation of Tier 3 intervention progress monitoring meeting notes PBSD Forms 2284 C & D A minimum of 7-8 Progress Monitoring data points (PBSD Form 2318) Documentation showing progress monitoring results were shared with parents Documentation of one student observation 57

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59 RtI Flowchart for Students with ESE Services School District of Palm Beach County Response to Intervention (RtI) Flow Chart for Exceptional Education Students Universal Screening for All Students K-4 Assessment FCAT Diagnostics SRI FAIR Administrative Team reviews the data and identifies students in need of additional support (PMP): (i.e. iii, Intensive Reading classes, Intensive Math Classes) TIER 1 Core Instruction Students who meet benchmark standards will remain at Tier 1. Performance will be reviewed at the next benchmark assessment. After interventions implemented with fidelity (see above) student s progress should be evaluated. Child Study Team (CST) Review Student is not progressing adequately, Schedule CST review meeting utilizing PBSD 0298 IF student is ELL STOP. Refer to ELL/RtI Flow Chart Student is remediated or progress noted, continue to monitor and provide intervention. Response to Intervention/ Child Study Team (CST) The RtI/CST will use universal screening data and the information provided from other relevant records in consideration for possible intervention design and implementation. If lack of progress and a deficiency is noted, RtI/CST team will complete Response to Intervention (RtI) Intervention Plan Tier 2, Section A PBSD Form 2284A. Intervention designed must address area of concern and be evidence-based. Schedule for progress monitoring must also be indicated. Additionally, student s IEP must reflect suggested intervention services the student is receiving. Reference should be indicated within either Special Education Services or Supplemental Services section of IEP. Meeting discussion and participants should be documented within Conference Staffing Record PBSD Form TIER 2 Interventionist Responsibilities 1. Interventionist will document each date student participated within scheduled intervention and record progress monitoring data on Response to Intervention (RtI) Progress Monitoring Log PBSD Form Progress monitoring data must be collected a minimum of every two weeks. 3. RtI/CST will review data upon collection of 7-8 data points (following established baseline performance). TIER 2 Progress Monitoring 1. Schedule CST meeting utilizing PBSD Form 0298 to review student s response to intervention. 2. Review RtI progress monitoring data PBSD Form Document student performance using Response to Intervention (RtI) Plan, Tier 2 Section B Progress Monitoring Data Review Form PBSD 2284B. 4. Meeting discussion and participants should be documented within Conference Staffing Record (PBSD 1051) 59

60 School District of Palm Beach County RtI Flow Chart for Exceptional Education Students (Continued) Goal met, return to Tier 1 Student making progress, continue w/ Tier 2 intervention. Schedule a followup case review meeting within 4-6 weeks. Insufficient progress, RtI/CST determines that student needs more intensive intervention TIER 3 The RtI/CST will use progress monitoring data and information provided from Tier 2 interventionist to modify intervention/instruction and create a Response to Intervention (RtI) Intervention Plan Tier 3, Section C PBSD Form 2284C. Intervention must be designed according to student s individualized needs and be evidence-based. Schedule for progress monitoring must also be indicated. One observation must be scheduled and conducted by a RtI/CST member PBSD Form Additionally, student s IEP must reflect suggested intervention services the student is receiving. Reference should be indicated within either Special Education Services or Supplemental Services section of IEP. Meeting discussion and participants should be documented within Conference Staffing Record PBSD Form 1051 TIER 3 Interventionist Responsibilities 4. Interventionist will document each date student participated within scheduled intervention and record progress monitoring data on RtI Progress Monitoring Log PBSD Form Progress monitoring data must be collected every week. 6. RtI/CST will reconvene to review data upon collection of 7-8 data points. TIER 3 Progress Monitoring 2. Schedule CST meeting utilizing PBSD 0298 to review student s response to intervention. 3. Review RtI progress monitoring data (PBSD 2318) 4. Document student performance using Response to Intervention (RtI) Plan, Tier 3 Section D Progress Monitoring Data Review PBSD Form 2284D. 5. Meeting discussion and participants should be documented within Conference Staffing Record PBSD Form 1051) Goal met. Modify current intervention according to student need (e.g. decreased time within implemented intervention). Return to Tier 2 Student making progress. Continue w/ Tier 3 intervention. Schedule a follow-up case review meeting within 4-6 weeks. If data indicates that the student is not making adequate progress, the RtI/CST Team will modify the intervention and/or consider the need for a comprehensive evaluation. Child Study Team Referral If decision of the RtI/CST team is to refer for a comprehensive evaluation, the following must be compiled for referral: Documentation of Tier 2 intervention Forms PBSD 2284A, 2284B, & PBSD 1051 Documentation of student s participation within Tier 2 intervention, and collection of a minimum of 7-8 Progress Monitoring data points PBSD Form 2318 Documentation of Tier 3 intervention Forms PBSD 2284C, 2284D, & PBSD 1051 Documentation of student s participation within Tier 3 intervention, and collection of a minimum of 7-8 Progress Monitoring data points PBSD Form 2318 Documentation of one student observation 60

61 RtI Flowchart for Students with ELL Services School District of Palm Beach County ELL/RtI Flow Chart Universal and ESOL TOOLS K-3 Assessment FCAT Diagnostics DIBELS /IDEL DAR SRI APRENDA OLDI WLDI ELDC CELLA Administrative Team reviews the data and identifies students in need of additional support (PMP): (i.e., iii, Intensive Reading, Supplemental Academic Instruction (SAI), Intensive Math Classes). English language development through ESOL core instruction (sheltered, support, home language, and dual language models) should be part of Tier 1 for all ELLs. The team should include a member who has expertise with second language acquisition factors and the ELDC. TIER 1 Core Instruction Students who meet benchmark standards will remain at Tier 1. Performance will be reviewed at the next benchmark assessment. Classroom instruction in the areas of academic weakness should match current level of English proficiency based on ESOL Category and ESOL test results. Classroom instruction does not match current level of English proficiency. Modify Tier 1 instruction and ESOL strategies (i.e. scaffold instruction, ensure comprehensible and hands on activities). Student is making progress. Continue Tier 1 ESOL strategies and monitor progress. Student is not making progress. Classroom instruction matches current level of English proficiency. After 6-8 weeks of interventions (see above) student s progress should be evaluated. School Based Team (SBT) Referral Student is not progressing adequately. Refer to School Based Team utilizing PBSD Form Student is remediated or progress noted. Continue to monitor and provide intervention. School Based Team Meeting The SBT must include ESOL representation for all ELLs. Options include: an ESOL representative from the school center, a school psychologist from the Multicultural Evaluation Team ( ) or ESOL representative from the Department of Multicultural Education ( ). The SBT will use information such as: student s bilingual language development, cultural and environmental factors, acculturation level, developmental and educational history. This information will be used to determine whether the student is in need of a Response to Intervention Plan (Tier 2). If lack of progress and a deficiency is noted, SBT team will complete PBSD Form 2284 Form A). Intervention designed must address area of concern and be evidence-based. Team should refer to K- 12 Curriculum Intervention Chart. SBT may request instructional materials from Department of Multicultural Education by faxing a copy of PBSD 2284 to (561)

62 School District of Palm Beach County ELL/RtI Flowchart Continued TIER 2 Interventionist Responsibilities 1. Teacher will document intervention and progress monitoring data on Intervention Log PBSD Form Progress monitoring data must be collected a minimum of every two weeks. 3. Notify parent of intervention and student progress over time. 4. SBT/RtI Team will review data in approximately 6-8 weeks. There must be 6-7 data points to review. TIER 2 Progress Monitoring Progress Monitoring data reviewed by SBT/RtI team Document using Response to Intervention Tier 2 Progress Monitoring Form PBSD 2284 Form B Goal met, return to Tier 1 Notify parents Student making progress, continue w/ Tier 2 intervention; notify parents. Schedule a case review meeting 4-6 weeks later. Insufficient progress, SBT/RtI team determines that student needs more intensive intervention. TIER 3 The SBT, to include the Multicultural School Psychologist, will use all screening data and information provided from Tier 2 interventionist to create a Response to Intervention (RtI) Tier 3 Plan, PBSD Form 2284 Form C. Intervention designed must address specific area of concern and be evidence-based. One observation must be scheduled and conducted by an SBT member. TIER 3 Interventionist Responsibilities 1. Teacher will document intervention and progress monitoring data on Intervention Log PBSD Form Progress monitoring data must be collected every week. 3. Notify parent of intervention and student progress over time. 4. SBT/RtI Team will review data in 6-8 weeks. There must be 7-8 data points for review. Interventionist implements and monitors the intervention for at least 6 weeks. The School Psychologist will periodically conduct fidelity checks on the intervention while assisting with progress monitoring data collection. TIER 3 Progress Monitoring Progress Monitoring data reviewed by SBT/RtI team Document using Response to Intervention Tier 3 Progress Monitoring PBSD 2284 Form D Student making progress, continue w/intervention; notify parents If the data shows that the student is regressing or not making adequate progress, the SBT/RtI Team will modify the intervention and/or consider the need for a comprehensive evaluation. Child Study Team Referral If decision of the SBT/RtI team is to refer for a comprehensive evaluation, then the entire SBT/RtI referral packet is placed in the student s cum folder. The following must be included: Documentation of Tier 2 intervention progress monitoring meeting notes PBSD 2284 Form A & B A minimum of 6-7 Progress Monitoring data points Documentation of Tier 3 intervention progress monitoring meeting notes PBSD 2284 Form C & D A minimum of 7-8 Progress Monitoring data points Documentation showing progress monitoring results were shared with parents Documentation of one student observation 62

63 Frequently Asked Questions and Answers (in random order) Question: Who is the best person to be SBT Leader? Answer: An effective SBT leader needs to be extremely organized, a facilitator of the problem-solving process, and collaboration, is willing to delegate duties to others on the SBT, as well as be resourceful and knowledgeable of community resources. Question: I have a student who is in Tier 3. He is on a level A RRR in the first grade. The only time Tier 3 services can be provided is during his writing block and parent wants to refuse Tier services. Can the parent do that? Answer: While we would hope the parents would understand the importance of moving forward to provide a Tier 3 intervention, the parents have the right to refuse. There is no statute to require the implementation of Tier 3. Please refer to the bottom of page 21 and top of 22 of FLDOE Technical Assistance Paper (located on the MTSS Train U site under topic/toggle 3). HOWEVER, we would suggest having a problem solving meeting with the parents present and explaining the need to provide this Tier 3 intervention, specifically explaining your team's concern (1 year behind) and how the implementation of Tier 3 will assist in the writing process. Ask the parents to assist in the problem solving process. Question: Can progress monitoring be done on reading level or grade level? Answer: To implement progress monitoring, the student s current levels of performance are determined and goals are identified for learning that will take place over time. The student s academic performance is measured on a regular basis (weekly or monthly). Progress toward meeting the student s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs." Question: If the student of concern is a student with an identified disability (i.e. language impaired) and the team has concerns that the student may also have a specific learning disability, does the general education SBT meet to implement RtI or should this be led by the Child Study Team/ESE contact? Answer: The student with an identified disability and an IEP should be reviewed through the Child Study Team/ESE contact. Question: Who should be monitoring the fidelity piece? Answer: The fidelity of intervention and progress monitoring should a collaborative effort of members of the School Based Team. No one person should be the RtI fidelity police officer. Question: Please clarify mandatory SBT referrals for discipline for ESE students, discussed at SBT or not? Answer: Mandatory SBT referrals for students with IEPs should discussed at Child Study Team meetings, not regular SBT. Question: If a child is in RtI for academics and behavior, how do you enter both on the L24 screen? Answer: To code both academic and behavior RtI referrals, make two referral numbers on the L24 screen, one for academics and one for behavior. Question: Is there a report we can run to make sure the D19 screen is up-to-date. 63

64 Answer: Yes, in the Educational Data Warehouse (EDW) program, you can run a Response to Intervention report (RPSOA453). Remember it usually takes 48 hours or so for Mainframe/TERMS to update to EDW. Question: Why is there such a focus on reading when we discuss RtI? Other subject areas are grossly neglected i.e. math/writing. Answer: Research at both the state (Torgesen, FCRR) and national (Fuchs, Fuchs, Vaughn, 2008) level has shown 80% of learning disabilities occur in the area of reading. There has been research that correlates 3 rd grade reading deficiencies with the number of prisons built for future prisoners (Skiba & Rausch, 2003) Question: Although time and group size are no longer defined, are we still to use the time and group sizes as defined by the intervention being implemented? Answer: Once an intervention program or intervention strategy is prescribed for a student with a skill deficit, the SBT members should consult the manual/research to insure the intervention is being implemented as intended by the developer. Therefore, the answer is yes; follow the prescribed instructions for implementation; keeping in mind that Tier 3 must be more intensive and less students than Tier2. Question: Given that the goal of RtI is to avoid ESE- how can we get elementary schools to embrace longer Tier 2 and 3? Six to eight weeks is not enough. Answer: While SBT members prefer at least 6 to 8 data points to make a determination if the intervention is working, the intent of Response to Intervention is to problem solve and identify the student s skill deficit, perform gap analysis (how far behind same age peers is the struggling student) on that specific skill deficit and calculate a timeframe to intervene on the skill deficit. There is not one answer for the number of weeks a student is behind (how wide of a gap). Remember academic and behavior goals must be SMART (Specific, Measurable, Attainable, Realistic, and Timely). Question: If a school s core in Tier 1 is not working how do we go about making the core healthy? Answer: Discussion concerning the effectiveness of the core instruction should happen with the School MTSS Leadership team. The School MTSS Leadership should be looking at their school wide data, and making the determination whether more than 20% of their school and/or grade level is receiving supplemental intervention, then something in the core instruction is missing. Question: If a school has a SBT meeting (an initial) for a student and the parent is not invited to attend/participate; however, the parent finds out afterwards that the meeting occurred and would like a copy of the notes, is the parent entitled to this? Answer: While parents/guardians are not required to be invited/attend a SBT meeting in which their student is being discussed. It is however, very important to have the parents/guardians as our partners in the problem solving of their student. Parents are a wealth of knowledge when it comes to their student. So it would be effective practice to contact the parent prior to the SBT meeting (it is the hope the teacher has already contacted the parents and informed them of the academic/behavior concerns) and let them know the student will be discussed at such and such SBT meeting, and ask the parent/guardian if they have some input to share. Effective practice would also be to contact the parents/guardians after the meeting and share what was discussed. Parents are entitled to information gathered on their student. Question: If a student is struggling academically in a subject area other than reading should iii services be implemented, or some other form of intervention be offered? 64

65 Answer: Immediate Intensive Intervention is for the remediation of substantial reading deficiencies as stated by the Board of Education Rule 6A Therefore iii time is solely reading remediation. 65