Hamilton Southeastern Schools

Hamilton Southeastern Schools Response to Instruction (RtI) Guide October 2013

Contents HSE Mission Statement. 3 Response to Instruction.. 3 Components of RtI....... 3 HSE Tiered Model........ 5 RtI Tiers Defined....... 6 Reading RtI........ 7 Math RtI...........7 Behavior RtI....... 7 Appendix A: Frequently Asked Questions...... 8 Appendix B: Reading Level Guidelines........9 Appendix C: State and Federal Regulations.... 10 This document provides a description of the essential components of RtI. The content is derived from the 2010 IDOE guidance framework and includes specific implementation guidelines for Hamilton Southeastern schools. 2

HSE Mission Statement Hamilton Southeastern provides an educational opportunity for each student to achieve maximum potential, to become a responsible citizen and to influence an ever-changing world community. Response to Instruction At Hamilton Southeastern, we understand that students respond to instruction and demonstrate their learning in unique ways. We are committed to respecting these differences. It is our intention to change and adapt instruction to respond to individual student needs in a manner that gives all students access to learning in appropriately challenging settings. Response to Instruction (RtI) is the systematic process of supporting the academic and/or behavioral needs of every student through the use of differentiated, high-quality core instruction and tiered instructional support. Effective core instruction in the general education setting results in academic and/or behavioral progress for the majority of students. RtI involves the use of student data to inform instructional decisions in regards to curriculum, instruction and intervention. Additional targeted instruction may be determined necessary based on evidence of how an individual student responds to instruction. Components of RtI Tiered Model of Instruction The RtI process incorporates a tiered model of instruction based on student response and need. Tier 1 reflects differentiated instruction and support for all students in the general classroom setting provided by the classroom teacher. Through Tier 1 students will be assessed using a universal screener and other assessments to ensure success with grade level curriculum and expectations. Tier 2 involves targeted interventions and regular progress monitoring of students provided by the classroom teacher and/or interventionist to ensure continued growth in the area of need. Students serviced through Tier 3 receive intensified interventions provided by the classroom teacher and/or interventionist with frequent monitoring of student growth and progress. Universal Screening Universal assessment screeners are administered three times a year to all students in grades K 6. Results of the screeners help determine students at risk of not meeting grade level expectations and targets for individualized academic growth in math, reading and English language arts. Data from the Northwest Evaluation Association Assessment (NWEA), ISTEP+ and other diagnostic methods are reviewed to determine student needs, including the appropriateness of high ability services. RtI Team RtI Teams may include teachers, administrators, school staff, parents, and/or the student when appropriate. The RtI Team is responsible for facilitating the process of analyzing data, defining the problem, formulating a hypothesis of the root cause of the problem, designing plan, assuring implementation of the plan, monitoring the implementation, making responsive adjustments as needed, and reviewing progress data to determine if student needs are being met. Data-based Decisions Multiple data points are carefully reviewed by the RtI Team and analyzed to identify students who may be struggling with particular academic skills. The RtI Team will look for patterns in the data that may help explain any lack of progress that is evidenced. Both quantitative and qualitative data is used to determine instructional needs and to support the thoughtful design of targeted instruction and additional intervention. On the next page are tables that illustrate normative expectations for students in grades K-11 based on three different administrations of the NWEA assessment. Note how the scores are projected to advance during the course of each year and across the years. When a student receives patterns of scores that fall consistently out of the range of expectation, a change in instructional approaches may be indicated. 3

Progress Monitoring Progress monitoring is the practice of collecting and reviewing student data for the purpose of making instructional adjustments. When additional instructional support is indicated based on baseline measures, an RtI Team establishes goals that address what would be considered adequate progress within an appropriate time. Data points are recorded and used in determining how to best support students in achieving their individual goals. The team establishes systems for collecting data specific to the needs of the identified students. The frequency of progress monitoring may vary based on the intensity of support indicated. 4

HSE Tiered Model Tier 3 Intensive Intervention Tier 2 Targeted Instruction Tier 1 Differentiated Core Instruction All students receive differentiated, high quality Tier 1 core instruction. Approximately 10-15% of students receive additional support through Tier 2 Instruction. The intensity of Tier 3 intervention is required for a small percentage of students with the greatest need, approximately 2-5%. 5

RtI Tiers Defined Tier 1 Effective Core Intervention Tier 1 is the foundation of the RtI model of instruction. All students receive differentiated, high quality core instruction through Tier 1. Universal Screeners and benchmark assessments are given to all students to determine level of readiness. Instruction is differentiated based on student need as determined by various assessments. Progress monitoring data is discussed with the RtI Team to identify patterns of performance that may require additional instructional strategies or interventions. Tier 2 Targeted Intervention Instruction will be increased for students involved in Tier 2 support. Over and above differentiated Tier 1 core instruction, students involved in Tier 2 will receive additional small group instruction targeted to the specific academic areas identified as needing attention. The increased targeted interventions include strategies designed to enhance and supplement the core instruction. Throughout the Tier 2 process, student progress will be regularly monitored to determine effectiveness of the support and to identify any further needs. Progress monitoring data will be discussed with the RtI Team to determine student progress. Tier 3 Intensive Intervention Students supported though Tier 3 will receive additional intensive support beyond the Tier 1 and Tier 2 instruction typically in a small group or one on one setting. Tier 3 support is designed to meet the needs of students with the most significant needs or approximately 2-3% of students. During the Tier 3 process, student progress will be carefully monitored. Progress monitoring data will be discussed with the RtI Team to determine student progress. Movement within the Tiers The application of tiered support is not intended to be a placement process. The tiers define services that students require to be successful. These services can be provided in multiple settings at varying times of the day, including before and after school. Placing a student in a targeted group in and of itself is not an intervention. The RtI team will be vigilant in monitoring the effectiveness of the instruction that occurs as a result of RtI decision making. For this reason, there will be flexibility in the application of tiered support. Special Education Students receiving special education typically continue to have access to all three tiers of instruction based on their needs as articulated in their Individual Education Program (IEP) Given appropriate instruction, a student may still struggle due to a disability. If an unidentified disability is suspected, an educational evaluation for special education may be indicated. This can be requested by the parent at any point during the RtI process. The best way to initiate this process is to communicate with the school counselor. Please note that the RtI process can contribute useful data to the educational evaluation, but the purpose of RtI is not to identify students for special education. See Appendix C for state and federal regulations regarding this process. 6

Reading Guidelines Revised May 2013 It is not our intention to overemphasize reading levels. Far more important is the goal of developing reading behaviors that include high interest selections, depth in in understanding genre characteristics, and sustainable comprehension based reading strategies. Please see Appendix A for Comparison Guidelines revised to reflect INCC (Indiana Common Core) and rigorous grade level expectations. It is important to note that a true reading level includes considerations of accuracy, fluency and comprehension. A single assessment tool may have limited utility for any one of these three components. Reading Support Core differentiated instruction in reading is provided through a balanced literacy approach for a minimum of 90 minutes per day at K-6. Students receive whole group and small group guided instruction during his period. Students involved in Tier 2 instruction receive additional small group instruction each day focused at the point of need. Through Tier 3 instruction students receive additional small group or one on one intensive instruction beyond the 90 minutes of core instruction and Tier 2 support. Tier 3 may be provided before or after school to ensure instruction in other curricular areas is uninterrupted. At the junior high and high school level core differentiated instruction in reading and writing is provided during assigned class periods. Students receive whole group and small group guided instruction during this period. Students involved in Tier 2 and Tier 3 instruction receive additional small group instruction focused at the point of need. Students with additional Tier 2 or Tier 3 needs may also receive support through a READ 180 class. A READ 180 placement is made based on a review of student ISTEP data. Math Support Core instruction in math is provided in both whole group and small guided instruction groups for a minimum of 70 minutes per day at K-4. Students in grades 5-6 have a math class period of approximately 50 minutes. Junior high and high school students receive differentiated core instruction during their scheduled math course. Results of the screeners and classroom assessments help determine students at risk of not meeting grade level expectations and/or growth with particular skills. These students will receive additional assessment and on-going progress monitoring. Students in need of additional support will receive intensive instruction with on-going progress monitoring. Decisions regarding the need for a change in intervention or a change in the level of support will be made through data collection over a period of weeks as determined by the RtI committee. At the junior high and high school level, support services may be scheduled into the student day or may be offered before or after school. Behavior Support Every school implements a school-wide behavior plan following PBIS (Positive Behavioral Interventions and Supports). Building plans include clearly defined expectations and a positive building wide intervention program. All students are supported through Tier 1 which involves interventions that are used within the general education setting for all students. This includes differentiated instruction and best practices for all students to be successful. Tier 2 support includes interventions specific to students with individual behavioral needs. These needs go beyond what is provided through classroom differentiation and best practices. The Behavior RtI Team will collaboratively analyze the motivation for student behavior prior to a student entering Tier 2. Tier 3 includes intensive interventions that are individually based. Collaboration with the Behavior Team will be ongoing during Tier 3. Throughout the Behavior RtI process, student data will be collected to inform decisions regarding adjustments to behavior plans and supports. Progress monitoring will continue to ensure students are able to maintain adequate progress. 7

Appendix A: Frequently Asked Questions Q: What can I do as a parent to support my student? A: Parents are important partners in the academic process. Understanding the testing and diagnostic data that is provided by the school is an important first step. When parents help identify and reinforce the additional support the students need, the student is more likely to overcome learning challenges. Parent involvement is integral to student success. Ask your fellow Core Team members how you can specifically support the RtI process. Q: Why is RtI support being recommended for my child? A: A student recommended for RtI support has demonstrated a need for additional supports based on assessment data and classroom performance. It is the district s intent to provide that support at the earliest indication of need with the goal of eventually releasing the student from additional supports so the student can be a successful, independent learner. If the student is not able to make adequate progress in a reasonable amount of time, instruction will be adjusted or intensified. Q: When will my child receive RtI support? A: RtI services vary from building to building based on schedule and building demographics. Tiered services will be provided during the school day at a scheduled time outside of core instructional time. This allows students to receive additional instruction in the area of need without missing other core instructional periods. Often academic RtI will be provided before or after school as appropriate to student need. Time and duration of services will be communicated to parents prior to implementation of RtI services. Q: How does Special Education relate to RtI? A: Response to Instruction is a general education enterprise. The process has been established to support students in need before Special Education services are considered. If students are not able to demonstrate adequate progress through intensive, targeted, individualized interventions, a committee of teachers, administrators, and parents will determine the need for an educational evaluation. Q: What is the process for an educational evaluation to consider special education? A: A parent can request an evaluation at any time during the RtI process. If a disability is suspected in the area supported through RtI and the student has been involved in the entire RtI Tiered process without progress, the evaluation process will occur on a 20 day timeline (20 school days). Data collected throughout the RtI process and the student s progress will be considered when determining eligibility for Special Education. If a disability is suspected in an area not supported through RtI or if the student has not been involved in the entire RtI Tiered process, the evaluation process will occur on a 50 day timeline (50 school days). 8

Appendix B: Reading Level Guidelines Comparison Guidelines for Instructional Reading Levels 2013-2014 Grade End of Fountas/ Reading Accelerated DRA Rigby Level Quarter Pinnell A-Z Reader K Q1 A aa-a A-1.2-.4 Early Readiness K Q2 B B 2.2-.4 K Q3 C C 3/4.5-.6 1-1 9 Lexile K Q4 D/E D 6-8.5-.9 1-2/1-3 100-200 1 Q1 D/E D/E 6-8.5-.9 1-2/1-3 1 Q2 F/G F 10-12.7-1.5 1-4/1-5 1 Q3 H/I H 14-16 1.3-2.4 1-6/1-7 N/A 200-300 1 Q4 J/K J-L 18-20 2.0-2.9 2-1/2-2 300-450 2 Q1 J/K J-L 18-20 2.0-2.9 2-1/2-2 450 790 2 Q2 L M 24 2.5-2.9 2-3 2 Q3 M N-P 28 3.0-3.4 2-4 2 Q4 N Q/R 30 3.4-3.9 3-1 3 Q1 N Q/R 30 3.4-3.9 3-1 3 Q2 O S 34 3.4-3.9 3-2 3 Q3 P T 38 4.0-4.4 3-3 3 Q4 Q U/V 40 4.0-4.4 4-1 4 Q1 Q U/V 40 4.0-4.4 4-1 770 980 4 Q2 R W 40 4.5-4.9 4-2 4 Q3 S X 40 4.5-4.9 4-3 4 Q4 T Y 40 5.0-5.4 5-1 5 Q1 T X/Y 40 5.0-5.4 5-1 5 Q2 U Y 50 5.0-5.4 5-2 5 Q3 V Z 50 5.5-5.9 5-3 5 Q4 W Z 50 6.0-6.9 6-1 6 Q1 W Z 50 6.0-6.9 6-1 955-1155 6 Q2 X Z 60 6.0-6.9 6-2 6 Q3 Y Z 60 6.0-6.9 6 Q4 Z Z 70/80 6.0-6.9 7-8 EOY Z Z 70/80 6.0-6.9 9-10 EOY 1080-1305* 11-12, CCR EOY 1215-1355 * ENG 10 ECA Over 1000

Appendix C: State and Federal Regulations Indiana Article 7 511 IAC 7-40-2 Comprehensive and coordinated early intervening services (f) The parent of a student who participates in the process that assesses the student s response to scientific, research based interventions must be provided with written notification when a student requires an intervention that is not provided to all students in the general education classroom. The written notification must contain the following information: (1) The: (A) Amount and nature of student performance data that will be collected; and (B) General education services that will be provided. (2) The evidence-based strategies that will be utilized for increasing the student s rate of learning to grade level. (3) The parent s right to request an educational evaluation to determine eligibility for special education and related services. (4) An explanation that: (A) the public agency will initiate a request for an educational evaluation if the student fails to make adequate progress after an appropriate period of time, as determined by the parent and the public agency, when provided with scientific, research-based interventions; and (B) When the public agency initiates a request for an educational evaluation under clause (A), the public agency will provide written notice to the parent regarding the evaluation before requesting written parental consent for the evaluation as specified in section 4 of this rule. After obtaining written parental consent, the public agency must evaluate the student and convene the CCC within twenty (20) instructional days. No Child Left Behind (NCLB) Individuals with Disabilities Education Improvement Act (IDEA) Both NCLB and IDEA focus on the quality of instruction that students receive in the general education setting. They require the use of research-based instruction and interventions. In addition, IDEA stresses the use of data-based interventions when determining eligibility for Special Education services as a student with a learning disability. RtI focuses on effective core academic and behavioral instruction and research-based intervention that improve student performance. The diverse needs of students are addressed through the tiered model of instruction. 10