VISD PK-12 RtI

Caddo Parish SBLC Procedures: RtI and Referral Teams

2015-2016

Acknowledgements This manual was developed through a collaborative effort to produce a step-by-step guide for school personnel to implement Response to Intervention (RtI). In the spring of 2014, Keith Burton, Chief Academic Officer, welcomed Billy Snow and a group of over one hundred educators to initiate this process. Various directors, principals, supervisors, coordinators, counselors, and pupil appraisal personnel gathered to review current RtI practices and recommend changes to develop a new RtI framework for the district. The importance of quality instructional support for ALL students was the goal. Under the leadership of Billy Snow, District Transformation and Innovation Officer, and Erin Harp, Director of Accountability and Instructional Support, a smaller group of professionals were selected from the original group to form the RtI Committee. Gratitude is expressed to the RtI Committee for remaining focused on the recommendations of the original group in designing, composing and editing this final project. The inspiration, support, and guidance of all educators who either directly or indirectly have been instrumental in making this project a success is also greatly appreciated.

Caddo Parish RtI Committee Billy Snow, Chair Erin Harp, Co-Chair Walter Brown Lauren Escudé Cassie Harwell Brandy Holcomb Melody Jones Nell Lamendola Julie Scruggs Karen Bush Patrick Greer

Cheryl Jones-Hart Dr. Phyllis Leone Dr. Sheila Lockett Kasie Mainiero Michelle Miller Denise Richmond Dr. Carla Mitchell Angela McCoy Roger Vance Ginger Gustavson

Table of Contents Defining “Response to Intervention” ....................................................... 1 District RtI Contacts ................................................................................. 2 Structure for the SBLC Committee ........................................................... 3 SBLC Teams and Responsibilities ........................................................... 4-6 Assessment Overview ............................................................................... 7 Universal Screeners .................................................................................. 8 Progress Monitoring ................................................................................. 9 RtI Timeline Overview ............................................................................ 10 Caddo’s Response to Intervention (RtI) Pyramid .................................... 11 Tier Definitions .................................................................................. 12-13 Caddo Non-Negotiable Programs/Assessments/Interventions .............. 14 Caddo RtI Academic Decision-making Flowchart ............................... 15-18 Parent-Initiated Request Flowchart ........................................................ 19 RtI Clarifications ..................................................................................... 20 Academic/Behavioral/Sensory Screeners……............................................21 RtI and Communication Concerns ..................................................... 22-23 RtI Meeting Agendas and Forms………………………………………….... ......... 24-31 Chekclist for initial referrals .................................................................... 32 RtI Lesson Plans/Student Data Form.................................................. 33-36

Table of Contents (cont.) Overview for Deep Dive .......................................................................... 38 Deep Dive Forms………………………………………….... ................................ 39-47 Deep Dive Overview ............................................................................... 48 Deep Dive Instructional Forms........................................................... 49-51

Response to Intervention (RtI) Both the No Child Left Behind Act (NCLB 2001) and the Individuals with Disabilities Education Improvement Act (IDEA 2004) focus on the quality of instruction that students receive in the general education setting. NCLB and IDEA require the use of research-based instruction and interventions. Response to Intervention (RtI) is the practice of meeting the academic and behavioral needs of all students through a problem-solving process with three key elements:  High-quality instruction and research-based tiered interventions aligned with individual student need  Frequent monitoring of student progress to enable results-based academic and/or behavioral decisions  Use of student response data in making important educational decisions (such as those regarding placement, interventions, curriculum, and instructional goals and methodologies) Using data-based interventions and interventions based on scientific research to determine eligibility for learning disabilities is stressed in IDEA 2004. With an RtI approach, general education teachers assume increased responsibility for delivering high-quality instruction to early-indentified struggling students.

504 Referrals and 504 Students 1. A 504 referral can occur at any point in the RtI process for students with medical impairments that substantially limit a major life activity/bodily function. 2. A 504 or Dyslexia referral can occur at any point in the RtI process. The RtI team may decide how long interventions are conducted based on student needs before a referral is made. When a referral is warranted the SBLC/Referral team should be notified and appropriate documentation, including school based data must support the need for a referral. A student identified as a 504 or dyslexic student is not automatically a Tier 3 student. 3. A student who is eligible for 504 may or may not require accommodations on his/her IAP.

Services for Exceptional Children The most intensive tier of instruction is for students identified as eligible for special education. Students at this level receive specially designed instruction as determined by the IEP committee.

Instructional Services for Students with Dyslexia Per Bulletin 1903, students identified as having “Characteristics of Dyslexia” MUST receive the required 150 minutes of multisensory instruction in the whole class setting referred to as Tier 1 or any combination of instruction in Tiers 1, 2, and/or 3.

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For Assistance . . . District RtI Contacts (K-3)  Professional Development Dr. Carolyn Gore [email protected] 286-8405 Angela McCoy [email protected] 675-0444 Melody Jones [email protected] 603-5736

 Purchasing Erin Harp [email protected] 603-6515

ILLUMINATE  Professional Development Roger Vance (Math K-6) [email protected] 603-6326 Ginger Gustavson [email protected] 603-6371

 Distribution & Training Roger Vance (Math K-6) [email protected] 603-6326 Walter Brown (ELA 6-12) [email protected]

603-6361

 Distribution

 Professional Development Dennie Eason [email protected] 603-6866

 Purchasing

Erin Harp [email protected] 603-6515

 Distribution Roger Vance (Math K-6) [email protected] 603-6326 Ginger Gustavson (Math 7-8) [email protected] 603-6371

Janice Swicegood [email protected] 294-5585

JCAMPUS  Technology  Professional Development  Professional Development Website

www.mobymax.com

 Purchasing Erin Harp [email protected] 603-6515

 Diagnostic Contacts Brandy Holcomb [email protected] 686-1783 Erin Harp [email protected] 603-6515

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Website for Targeted Campuses Only

www.classworks.com

 Purchasing Erin Harp [email protected] 603-6515

 Diagnostic Contacts Julie Scruggs [email protected] 603-6504 Erin Harp [email protected] 603-6515

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Saundra Roberson [email protected] 603-5603

 RtI Contact Michelle Miller [email protected] 603-6714

 Purchasing Erin Harp [email protected] 603-6515

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School Building Level Committee (SBLC) RtI Team

Referral Team

*Members ~ Principal Assistant Principal Instructional Coordinator Counselor Reading/Math Interventionist Classroom Teacher PBIS member/representative Behavior Intervention Specialist Speech/Language Pathologist *Function ~ Meet every 9 week period ~ Make educational decisions about students based on data ~ Monitor implementation of effective instruction and RtI

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*Members ~ RtI Team Members (see left) Pupil Appraisal Members Parent/Guardian of Student May Include: Content Coach Dyslexia Teacher/Assessor Speech/Language Pathologist Behavior Intervention Specialist School Nurse 504 Designee Community Agency Motor Specialists *Function ~ Meet to discuss students receiving SPED and/ or 504 referral to determine next course of action

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School Building Level Committee (SBLC) The SBLC is a general education, data driven, decision-making committee. Decisions are made by individuals who are qualified to make important educational decisions and to determine the allocation of resources. The School Building Level Committee is comprised of two separate teams: Response to Intervention (RtI) Team and Referral Team. RtI Team Members & Responsibilities Instructional Coordinators or API

Referral Team Members & Responsibilities

*Team Leader *Assist teachers with retrieving data for the meetings *Attend team meetings *Assist with developing student goals *Assist with developing appropriate instructional/RtI strategies *Review progress monitoring and diagnositics with teachers every 3 weeks and document.

Instructional Coordinators or API

*Team Leader *Attend all meetings *Identify the student and the areas of concern based on the data discussed at the RtI Team meetings

* May delegate other responsibilities as needed to other RtI Team members

* May delegate other responsibilities as needed to other RtI Team members

Principal & AP

*Attend team meetings *Assist with developing student goals *Assist with developing appropriate instructional/RtI strategies *Review progress monitoring and diagnositics with teachers every 3 weeks and document.

Pupil Appraisal

*Attend all meetings *Assist with analyzing screeners * Interpret progress monitoring data

Counselors

*Attend team meetings *Time keeper (approximately 10 minutes per student) *Document team decisions *Disseminate information to all stakeholders when necessary (screeners, parent letters, mandated communication forms, etc.) *Attend team meetings *Bring appropriate data to discuss identified students to the RtI Team meeting *Discuss instructional strategies that address students’ needs *Document implemented RtI strategies *Progress monitor students weekly using appropriate diagnostic tools and document data points

Counselors

*Attend all meetings *Collect screeners and assist with analysis *Disseminate information to all stakeholders *Document meeting outcomes *Collaborate with team to determine next course of action *Identify the instructional strategies that have been implemented *Bring all data associated with the student to the meeting, including RtI plans and data folders

Classroom Teacher

Classroom Teacher

Principal and/or API

*Attend all meetings *Mediate discussions and solve problems that may arise *Monitor the fidelity of the implementation of the RtI process and validate the results presented by the teacher *Team Leader in the event of a ICs absence

Special education teachers MAY NOT serve on the SBLC. They may, however, serve as a consultant for other staff members. Likewise, the SBLC chairperson and the 504 designee may not be the same person.

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Response to Intervention (RtI) Team: It is the responsibility of the RtI team to review and analyze student progress as depicted in universal screening assessments, district benchmarks, and formative assessments each 9 week period. The team members will identify students who need to be discussed at each team meeting. Once the students are identified, team members will assist the classroom teacher with developing a goal for each student as well as developing instructional strategies that will enable students to reach the established goal. Referral Team: The referral team will conduct meetings after students receive Tier 3 instruction. The parent of the student will be notified and will be invited to attend the meeting. The meeting is designed to provide information about the student’s areas of deficit and the instructional strategies that are being implemented by teachers and/or interventionists that address the areas of concern. Furthermore, appropriate screeners will be analyzed to determine if the student needs additional services based on the documented outcomes of the screeners. Additionally, at the end of each team meeting, the following decisions may be made:       

Conduct no further action at this time Continue current tier of intervention and progress monitoring through the RtI process Move students to the next tier of intervention and progress monitor through the RtI process Refer the student to the appropriate committee to conduct a section 504 Evaluation Refer to Pupil Appraisal (PA) for support services (PA Representative must be present) Refer to Pupil Appraisal for an individual evaluation (PA Representative must be present) Consideration of grade retention/Promotion with retention

NOTE; IT IS ALWAYS BEST PRACTICE TO MEET WITH A PARENT ANY TIME THEY HAVE CONCERNS AND DOCUMENT THESE MEETINGS. Additional SBLC Support: Student Concern

Assigned Personnel

Responsibilities

Students whose progress reflects 2 or more failing grades, as indicated on progress reports & report cards

School Counselor

Students who demonstrate behavioral concerns as documented of 4 or more major referrals

PBIS Committee Members School Counselor Behavior Intervention Specialist

*Weekly meetings with students individually or in a group setting outlining behaviors that promote positive actions towards earning acceptable grades *Identify personal concerns of students that may be negatively affecting their grades and provide counseling services *Document meetings with students *PBIS Committee will discuss behavior concerns and provide teachers with strategies that may deter inappropriate behavior *Counselor will meet with students and identify events that may inadvertently contribute to students misbehaviors Each school’s attendance clerk shall make daily phone calls to the parents of absent students; send letters to parents, notifying them of the number of days of their child’s accumulated absences; refer the child to the Counselor for FINS; refer the child to the CPSB Attendance Department for a home visit

Students who exhibit excessive unexcused absences (4 or more)

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Attendance Clerk

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Exceptions for Referrals may include the following: Any student may be discussed at SBLC/Referral team meeting if he or she meets the following criteria:  Enrolled in an educational program operated by the Caddo Public School District (CPSD) including those who are receiving homebound services (or)  Enrolled in a private school, or public or private preschool or daycare program within the geographical jurisdiction of CPSD Schools should identify and discuss the following students at SBLC meetings when needs are not being met in the general education program including:  Students who excel in academics and/or the arts  Students with severe social, emotional, and/or behavioral difficulties whose needs cannot be met by the PBIS Committee or services provided by the School Counselor  Students who have communication difficulties  Students with severe gross or fine motor difficulties  Students with medical conditions which are documented by a current written medical diagnosis (within the last 12 months). The condition must significantly impact educational performance.  Students who may have severe or low incidence impairments (consult with Pupil Appraisal staff for possible immediate referral). Low incidence impairments are defined as: Intellectual Disability (Moderate or Severe)

Visual Impairment

Traumatic Brain Injury

Severe Orthopedic Impairments

Multiple Disabilities

Autism Spectrum Disorder (Severe)

Hearing Impairment

Deaf-Blindness

Other serious medical condition(s)

Parental Notification and Participation Participation by parents is crucial in all referral team meetings in which decisions are being made regarding their child. The SBLC 1 (meeting notification) invites parents to participate in the SBLC Referral Team meeting and should be sent prior to each meeting thereafter. If a parent requests an SBLC referral team meeting, the team should convene and discuss the concerns in a timely manner; within 10 business days is best practice. If a referral is made by school personnel, efforts should be made to give the parent “reasonable” notice. Every effort should be made to accommodate parental participation in SBLC referral team meetings. A meeting may be conducted without a parent present, if all reasonable efforts have been made to notify the parent that they should attend. The SBLC referral team should keep a record of all attempts to arrange a mutually convenient time. If a meeting is conducted without a parent, the SBLC referral team chair should send home a copy of the SBLC Determination (SBLC 3). Parents may invite other participants or advocates to attend a SBLC referral team meeting with them. If this occurs, complete a consent form to allow the individual to participate in the meeting. This consent is in compliance with the Family Educational Rights and Privacy Act (FERPA). According to Louisiana’s Bulletin 1508: “Parents must be provided a report or summary by the SBLC on the status of the student’s response to scientifically research-based interventions… including [progress monitoring] at reasonable intervals. This report or summary must be provided to parents at least once each grading period until a decision is reached.” The interventions status letter will be mailed out at the end of every nine week decision point.

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Assessment Overview Universal Screeners/Progress Monitoring ELA/Reading – DIBELS Next (K-3) AIMSweb(4-8) Classworks Summative Benchmark (6-8) Beginning, Middle, and End of the Year Writing – AIMSWEB (This is NOT to be used as a Student Learning Target) (2-8) Math – AIMSWEB (K-8) or Classworks Summative Benchmark (6-8) -Beginning, Middle, and End of the Year         

Universal screeners are assessments administered to all students to determine as early as possible which students are at risk of not meeting academic goals. Universal screeners are norm referenced measures of automaticity or fluency in the short term memory. Universal screeners are not diagnostic in nature or standards based. No accommodation or modifications are allowed for universal screening. Progress monitoring is a brief assessment to determine if students are making adequate progress.. Progress monitoring is measuring rate of improvement. If a student’s IEPs allows him/her to have accommodations during testing, they are to be provided for all progress monitoring assessments. NOTE: universal screening tools do not place a student in a tier. These tools help us place students in intervention groups and not in a specific tier. It is the responsibility of the classroom teacher to administer, score and analyze the data for the classes they teach. Teachers must have enough information to know how best to use their instructional time or which students need specific instructional interventions.

Diagnostic Assessments:   

Diagnostic assessments are designed to provide the teacher with an understanding of the prior knowledge and skills, as well as the strengths and specific learning needs of their students. Diagnostic assessments are generally conducted before instruction is given or changed. Diagnostic assessments used in Caddo are MobyMax and Classworks.

Formative Assessments:  

Formative assessments provide ongoing feedback to improve learning and occur during the learning process. Formative assessments are a planned process that can involve many different activities. Examples of Formative assessments used in Caddo are: o Informal teacher questions/observations o Conversation with student o Working portfolio o Journal writing o Anecdotal records o Exit tickets o Unit assessment questions used during the unit to guide instruction o Curriculum Based Measurements (CBMs), short cycle assessments

Summative Assessments   

Summative assessments occur when teachers evaluate a final product. Summative assessments are the last opportunity for students to demonstrate standards after a specified learning period. Examples of Summative assessments are: o State assessments o Mid-term and Finals o District benchmarks (Interim Assessments) o Unit assessments when used at the end of a unit/s o hort cycle assessments/CBM’s/Quizzes o

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Universal Screeners The Universal screening assessments are the f i r s t indicator in identifying students who are at risk for learning difficulties. Its main purpose is to evaluate academic skills and identify students whose performance is not consistent with that of their peers. Universal screening assessments are administered to all students three times per year, at the beginning (BOY), middle (MOY), and end (EOY). The campus RtI team is responsible for overseeing the universal screening process. Universal assessments in Caddo will be conducted on every student in grades K-8. Careful documentation of screening results is important for accurate identification of students’ needs. o If the results of universal screening assessments suggest that an individual student is performing a t o r below the 25%tile, interventions should be designed for each student based on their individual strengths and weaknesses. o These students will move through the tiers as determined by the RTI team at the end of the nine week quarterly period. o These students will be continuously monitored through progress monitoring. o The goal of district-approved interventions is to fill in foundational skill gaps to help prevent students from failing to meet academic expectations. o Confidentiality must be safeguarded, although district-approved screening records should be accessible to teachers and staff who work with the student.

K-3 Screeners K-3 Screener Name Developmental Skills Checklist

Grade K

ADHD Screening

*Second

DIBELS Next

*Second

At-Risk Checklist for Emotional/Social & Behavioral

*Second

Brief Description As required by the state The classroom teacher will complete the ADHD Screening checklist. Fall DIBELS Next - Students who fall below Benchmark may be considered for a second dyslexia screener.

Checklists for social and/or emotional at-risk behaviors are completed for third graders.

Failed Screener Procedures Follow Best Practices for Teaching – Tier I instruction Refer students who fail screener and need further support to the RtI Team. Use the results from previously administered universal and diagnostic screeners in an RtI Team meeting to complete the second dyslexia screener. Refer students who fail the screener to the RtI Team for further screener.

*Any screener can be completed as warranted K-3 at any time.

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Goal of Progress Monitoring (PM):

 Estimate Rates of student Improvement (ROI)  Identify students who are not demonstrating adequate progress  Compare the efficacy of different forms of instruction and design more effective, individualized instructional programs for struggling learners o PM is a brief assessment; usually 1-3 minutes for reading and 5-8 minutes for math to determine if students are making adequate progress (automaticity). Think… QUICK and SIMPLE !! o PM data should be collected, analyzed and used on an ongoing basis; data must be charted. o PM assessments should be given at evenly spaced intervals (at least once every 3 weeks) for a reasonable amount of time. (typically 9 weeks, but allowances are made based on specific instructional programs). Best practices would include weekly fluency checks on the weeks where AIMSweb, DIBELS, and Classworks materials are not being used to progress monitor. The current curriculum can also provide these assessments. Universal screening assessments and Tier 1 progress monitoring occur at the student’s grade level. When students are moved into Tier 2 or Tier 3 progress monitoring will be conducted one grade level above the student’s instructional level. To determine instructional level, administer the progress monitoring tool moving down by grade level until the student scores at approximately the 50th percentile. Our diagnostic tools can also provide information on a student’s instructional level. Schools may assess student progress periodically on grade level and/or adjust the instructional level as goals are being met. Determining Student’s Baseline:  Reading: Before the first RtI meeting, administer 3 one-minute reading fluency probes in one sitting. Determine the median score and use it as your baseline when setting the student’s goal.  Math: Before the first RtI meeting, administer 2 math probes during two different sittings and average the scores. Use this average as the student’s baseline.

Fidelity of Implementation in Progress Monitoring o Consistency of test administration  Progress monitors must be given according to directions outlined in the guide. o General education  Do not alter the test in any way.  Do not use manipulatives for any grade level. o Special Education and 504  Follow the prescribed IEP or IAP including all accommodations and modifications.

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Concerning Screeners, Student Groups, and Tiers Timeline Colors (from our screeners/diagnostics) Do NOT determine TIERS Data from NORMS is the best overall indicator to determine GROUPS and level of intensity for filling in gaps – Movement in groups is FLUID TIERS are determined once a quarter (9wks) AFTER students are given interventions with changes and data indicates sufficient and/or insufficient growth Create Intervention Instructional Plan: Using the END of the YEAR Screeners and/or other data determine the Groups for the BEGINNING of Year

FIRST 9 WEEKS:

**DEEP DIVE the Fall Universal Screening/Assessment End of FIRST 9 WEEKS:

Analyze the current progress monitoring 3 week Check-Up, any other data (formal or informal), and REVIEW the DEEP DIVE from the Fall Universal Screening/Assessment to determine TIER placement and enter results into JCampus (The Quarterly RTI Meeting)

SECOND 9 WEEKS:

Create New Intervention Instructional Plan: Use the FALL Universal Screening/Assessment to assist in determining the new group formations for intensity of skill gaps

End of SECOND 9 WEEKS:

Analyze the current progress monitoring 3 week Check-Ups and any other data (formal/informal) to determine TIER placement and enter results into JCampus Because of Christmas Holidays—You may determine TIER movement after holidays **DEEP DIVE the WINTER Universal Screening/Assessment

THIRD 9 WEEKS:

Create New Intervention Instructional Plan: Use the WINTER Universal Screening/Assessment to assist in determining the new group formations for intensity of skill gaps

End of THIRD 9 WEEKS:

Analyze the current progress monitoring 3 week Check-Ups and any other data (formal/informal) to determine TIER placement and enter results into JCampus

FOURTH 9 WEEKS:

Create New Intervention Instructional Plan: Using the current progress monitoring 3 week Check-Ups and any other data (formal/informal) to assist in determining the new group formations for intensity of skill gaps

End of the FOURTH 9 WEEKS: The SPRING Universal Screening/Assessment is given. DEEP DIVE ! Analyzing ALL data determine student groups

to begin the following school term. Enter any student TIER changes into JCampus. RtI/Referral Manual

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CADDO’S RESPONSE TO INTERVENTION PYRAMID

504 INFORMATION A 504 or Dyslexia referral can occur at any point in the RtI process. The RtI team may decide how long interventions are conducted based on student needs before a referral is made. When a referral is warranted the SBLC/Referral team should be notified and appropriate documentation, including school based data must support the need for a referral. A student identified as a 504 or dyslexic student is not automatically a Tier3 student.

Services for Exceptional Children: Special Education IEP-Specialized Instructions Tier 1-3 interventions with progress monitoring according to the IEP

Tier 3: Minimum 120 minutes weekly above Core Instruction 3-6:1 grouping with targeted, scaffoldeld interventions Progress monitoring should be continuous and entered once every 3 weeks Decision point for Tier placement is after 9 weeks Tier 3 instruction should ideally be conducted by an interventionist

Tier 2: Minimum 90 minutes weekly above the Core Instruction Minimum 9 weeks 6:1 grouping with targeted, scaffolded interventions Progress monitoring should be at one grade level above the student’s instructional level, be frequent and entered once every 3 weeks Decision point for Tier placement is after 9 weeks Tier 2 instruction should be conducted by the classroom teacher or interventionist

CORE Instruction Progress Monitoring and Small Groups are working ON Grade Level

Tier 1 – Intervention(s) are provided to: Students who score at or below the 25 %tile on Universal Screeners, District Benchmarks, Formative Assessments, Anecdotal Records, Teacher Observation, etc. Students who have no progress monitoring data must first be provided with opportunities for small group instruction with the teacher before placed into more intensive Tiers

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TIER DEFINITIONS Tier 1: Tier 1 is the foundation of the RtI instructional model. In this tier, all students receive high-quality, research-based instruction in the general education setting. Teachers deliver high-quality core class instruction that is aligned with state standards. Teachers will differentiate instruction in grade-level classes for 9 weeks and will monitor the progress of all students via documentation of universal screening and individual student results on state assessments, curriculum-based assessments, district benchmark assessments, daily assignments, and teacher-made assessments.

What critical areas need to be addressed in Tier 1? Short Answer: Classroom Instruction Long Answer: The Individuals with Disabilities Improvement Act of 2004 (IDEA) and the No Child Left Behind Act of 2001 (NCLB) advocate the use of interventions and instruction based on scientific research. Both acts require effective reading and mathematics instruction that results in improved student performance and a reduction in the number of students needing special education services. Essential components for reading are phonemic awareness, phonics instruction, fluency, vocabulary development, reading comprehension, and those for mathematics are mathematics calculation and problem solving.

Tier 1: Characteristics of powerful Tier 1 instruction include: - A focus on relationship building and establishment of risk-free environment - Well-designed lessons using research-based models of lesson design – includes a 90-120 minute block comprising fluency, working with words, guided reading, objective lesson and performance tasks, writing, and self-selected reading, inquiry based models, gradual release model, compass learning, Kagan, benchmark testing, as well as project or problem-based learning. - Highly engaging lessons that motivate and engage all students - Rigorous lessons at various cognitive levels (differentiation) - Lesson delivery in a variety of instructional formats. There should be a balance of effective direct instruction in whole groups and small groups featuring station teaching, learning stations, and independent practice. - Use of a variety of perceptual modes and learning styles to reach all students - Connecting learning to real life - Lessons that move from concrete to representational to abstract transfer - Various methods of grouping to meet needs - Technology is used in ways that engage students and leads them to research to produce their own products - Opportunities to show mastery and engagement in instruction through small group purposeful talk - Multiple quick formative assessments are used throughout lessons - Data from quick formative assessments, multiple forms of classroom data such as anecdotal records curriculum-based measures, and district benchmarks, etc. are used to guide instruction

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Tier 2: (90 minutes weekly above the CORE for a minimum of 9 weeks) The RtI campus team may increase support to Tier 2 for students who are not making progress at Tier 1. Students are identified for individualized small-group instruction delivered by teachers and/or interventionists, in addition to Tier 1 instruction. This intensified level of intervention includes research-based programs, strategies, and procedures designed to supplement and enhance Tier 1 activities. Tier 2 interventions are typically provided by the classroom teacher and are data-driven.

Tier 3: (120 minutes weekly above the CORE instruction) Students who have not responded adequately to interventions in Tiers 1 and 2 and are performing significantly below grade level will move to Tier 3 and receive intensive, comprehensive intervention in addition to their grade-level instruction.Tier 3 intervention is designed to be 9 weeks.

*** Tier 1 Lesson Plan MUST Include the Following: ELA/Reading

Math

1. Fluency

1. Fluency

Examples: Letter Naming, Vowel Patterns, Sight Words, etc.

2. Word Work

Examples: Simple Addition, Subtraction, Multiplication, or Division Problems – Quick

2. Spiral Review/Problem of the Day 3. Concrete – Representational – Abstract

Examples: Phonics, Multisyllabic Words, etc.

3. Guided Reading 4. Objective Lesson and Performance Task 5. Writing

Examples: Manipulatives (Concrete), Pictorial Models and Journaling (Representational), Contextually Aligned Problem Solving (Abstract)

4. Application and Problem Solving

Examples: Writing Prompts with Correct Writing Sequences, Journaling, Text Dependent Writing, etc.

6. Self-Selected Reading

***Tier 2/Tier 3 Intervention Lessons MUST be Scaffolded and Include the Following: Example of Scaffolding ~ A 4th grader exhibiting skill gaps in 1st and 2nd grade would receive intervention that starts on the instructional level where the gaps exist and builds towards grade level mastery. Progress Monitoring should be one grade level above the student’s instructional level.

ELA/Reading

Math

1. Fluency

1. Fluency

Examples: Letter Naming, Vowel Patterns, Sight Words, etc.

2. Word Work

2. Computation

Examples: Phonics, Multisyllabic Words, etc.

Examples: More complex problems that require students to think about the process of solving the problem

3. Content Examples: Retell, Making Inferences, Story Elements, Writing, Graphic Organizers, Grammar Skills, Punctuation, Semantics, etc.

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Examples: Simple Addition, Subtraction, Multiplication, or Division Problems – Quick

3. Problem Solving Examples: Word Problems that make students think critically and solve multi-step problems

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CADDO NON-NEGOTIABLE PROGRAMS/ASSESSMENTS AND INTERVENTION LIST** Tier 1 Math

Reading/ELA

Tier 2 Math

Tier 3 Reading/ELA

Math

Reading/ELA

MUST DO: ~Aimsweb ~ * (CRA) Lessons ~MobyMax/ Classworks ~ GO Math Curriculum

MUST DO: ~DIBELS Next ~Aimsweb ~ *(CRA) Lessons ~MobyMax/ Classworks ~Wonders Curriculum ~Caddo Guidebook Modules

MUST DO: ~ *(CRA) Lessons ~Aimsweb ~MobyMax/ Classworks

MUST DO: ~ *(CRA) Lessons ~DIBELS Next ~Aimsweb ~MobyMax/ Classworks

MUST DO: ~ *(CRA) Lessons ~Aimsweb ~MobyMax/Classworks

MUST DO: ~ *(CRA) Lessons ~DIBELS Next ~Aimsweb ~MobyMax/ Classworks

MAY USE

MAY USE (Supplemental): (In addition to the above) ~LDOE state guidebook ~Edmodo (BAP/RAP)

MAY USE (Supplemental): (In addition to the above) ~ FASST Math (Fluency) ~ TransMath ~ Envision (K-2) ~Eureka Math ~Go Math

MAY USE (Supplemental): (In addition to the above) ~ LANGUAGE! ~ Read Well ~ Project Read ~ Wonder Works

MAY USE (Supplemental): (In addition to the above) ~ FASST Math (Fluency) ~ TransMath ~ Envision (K-2) ~Eureka Math ~Go Math

MAY USE (Supplemental): (In addition to the above) ~ ***LANGUAGE! ~ ****Read Well ~ Project Read ~ Wonder Works

(Supplemental):

~ Envision (K-2) ~Eureka Math

*WRITING-Must be universally screened/assessed and progress monitored for grade 2-8 Interventions are embedded within the ELA/Reading curriculum **Concrete – Representational – Abstract Lessons *** Refer to the Best Practices Addendums ****LANGUAGE! - Tier 3-Alternate Core Instruction for students in grades 4-8 elementary campuses *****Read Well -Tier 3 – Alternate Core Instruction for students in grades K-3 Additional information on intervention strategies can be found in Recommendations for Best Practices.

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Caddo RtI Academic Flowchart (K through 8th grade) Administer universal screeners/assessments at the beginning, middle, and end of the year. Refer to District Assessment Calendar for specific dates. This includes all students unless otherwise specified in their IEP’s. No accommodations or modifications are allowed for universal screening except for those students with sensory impairments( i.e. enlarged print for visual impairments  

Principal/RtI Instructional chairperson meets with teachers in grade/department levels to conduct a DEEP DIVE analysis of the Universal Screeners/Assessments. A cutoff score of the 25th percentile is used as an indicator of academic risk. Campus RtI team meets with teachers regarding curriculum and instructional practice.

Tier 1

Universal Screening DECISION POINT

Student at or below the 25th percentile

Student is above the 25th percentile

Students are designated Tier 1 students when they are at or below the 25th percentile on the universal screener Progress monitoring is continuous throughout good classroom teaching. However, once every 3 weeks, formal progress monitoring data is entered within our monitoring systems. Progress monitoring occurs on grade level at this point. Students determined to be at Tier 1 must be entered into Jcampus. A parent intervention status letter must be sent home.

Continue working with the student in the general education classroom using the CORE instruction(whole group or small group).

After EVERY 3 week progress monitoring point, teachers with instructional leaders review (have a “Check-Up”) of student progress based on the data collected. All documentation, including progress monitoring data, will be presented at the QUARTERLY RtI meeting for consideration of changes to the Tier placement.

Tier 1 is at grade level.

9 Week (Quarterly) RTI DECISION POINT Meeting: Review all student data Student’s data shows lack of sufficient progress The student is placed at the Tier 2 level. All changes in interventions and progress monitoring must be documented in JCampus. A parent intervention status letter must be sent home.

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Student data shows progress: Determination: Discontinue progress monitoring. Continue Tier 1 differentiated instruction. A parent intervention status letter must be sent home.

2015-2016

Tier 2 Minimum of 90 minutes supplemental instruction weekly above the CORE instruction Student’s instruction must be scaffolded to fill in gaps Progress monitoring must be conducted at one grade level above the instructional level for 9 weeks with 6:1 grouping.

RtI Instructional Team Leaders Responsibilities: • Every 3 weeks meet with teachers to document and review intervention effectiveness and problem solve as needed. (Review instructional plan and groups) • Select appropriate interventions from the Caddo tier 2/3 intervention list. • Assign intervention and assessment support. • Complete Administrator/Case Manager observation form Teacher Responsibilities:

Tier 2

• Progress monitor once every 3 weeks • Follow the schedule for entering data of once every 3 weeks. • Complete teacher and parent interview forms

9 Week DECISION POINT (Quarterly meeting)

Growth rate is flat, OR growth rate has been less than average for 18 weeks: At the RtI meeting, plan interventions and consider moving to Tier 3. Enter into JCampus. A parent intervention status letter must be sent home

Growth rate is less than average. At the RtI meeting continue Tier 2 interventions with modifications and enter into JCampus. A parent intervention status letter must be sent home

Growth rate is average or above average. At the RtI meeting make decision to leave in Tier 2 or move back to Tier 1 and enter into JCampus. A parent intervention status letter must be sent home

Note: TIER 2 and 3 are at student instructional level. Target or aim line is one grade level above the instructional level.

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Tier 3 Minimum 120 minutes supplemental instruction (K-6) at student’s instructional level per week for 9 weeks, 3-6:1 grouping. Parent letter sent home.

Counselors will disseminate applicable screeners at this point. RtI Team Responsibilities: • Discuss intervention effectiveness and problem solve as needed. • Select appropriate interventions from the Caddo Tier 2/3 intervention list. • Assign intervention and assessment support. Teacher Responsibilities: • Progress monitor once every 3 weeks.  Follow the schedule of entering data once every 3 weeks.

Tier 3

9 Week DECISION POINT Meeting Student is above the 25th percentile on the most recent universal screener, OR growth rate is average or above average. Move to Tier 2 and see Tier 2 directions and enter into

Student is at or below the 25th percentile on the most recent universal screener, growth rate is flat, OR growth rate has been less than average. Consider proceeding to referral for further evaluation and enter into JCampus. Complete “Initial Referral for Special Education or 504 Checklist.”

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Course of Action/Post Referral

Services for Exceptional Children

Section 504 Services

Student meets criteria for a referral for a special education evaluation

Student meets criteria for a referral for a 504 evaluation

*Follow the special education process.

*Follow the 504/SBLC process.

Student does not meet eligibility for Special Education or 504. In collaboration with the evaluator(s), the RtI/SBLC team will design appropriate interventions based upon the results of the Pupil Appraisal/504 evaluation report. The team will determine if the student will continue in Tier 2 or Tier 3. Note: Per Bulletin 1903, a student who qualifies for Characteristics of Dyslexia but does not meet the substantial limitation requirement under Section 504 shall receive 150 minutes of remediation using either LANGUAGE! or Project Read.

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PARENT-INITIATED REQUEST FLOWCHART If a parent/legal guardian makes a verbal/written request to a school district’s administrative employee for a full and individual evaluation of a student, the district shall, not later than the 10th school day of receipt of request: 1) Provide an opportunity for the parent or legal guardian to give written consent for evaluation; or 2) Refuse to provide the evaluation and provide the parent or legal guardian with notice of procedural safeguards under 20 U.S.C. Section 1415 (b)/Louisiana Educational Rights of Children with Disabilities

Refer to the following procedures for a parent initiated request for an evaluation: The school contacts the parent to verify receipt of request and to get request in writing and immediately notifies the Director of Exceptional Children, and/or the Pupil Appraisal (PA) coordinator and/or SLP. A SPEECH referral is a referral to SPECIAL ED and follows all the same processes. Note date request received on the written request.

FOR ALL WRITTEN REQUESTS RtI representative MUST schedule an EXPEDITED RtI meeting within 5 days of written request- The RtI team will meet to review ALL current DATA and determine - is there evidence of a possible disability? (include Pupil Appraisal (PA) coordinator)

An analysis of the presenting data will include a review of the parent(s) written concerns; the RtI file; student files including grades, progress reports, teacher information, and any previous evaluations. If ESL, LPAC referral procedures must be followed.

IF NO, prior to the 10th school day, the Director of Special Education will complete a Prior Written Notice of Decision to refuse the evaluation to be given to the parent along with a copy of the Procedural Safeguards.

IF YES, follow the RtI Initial Assessment Guidelines for completion. Intervention at the Tier Levels (1, 2 & 3) may be minimal; however ALL RtI referral forms must be complete.

Continue the RtI process and collection of RtI data as appropriate.

Prior to the 10th school day, Prior Written Notice/ Notice of Decision to evaluate and Consent will be obtained by the appropriate assessment personnel (PA staff/SLP). Federal and state initial evaluation timelines will apply.

Parent may access resolution options. RtI documentation is REQUIRED! In order to ensure that underachievement in a child is not due to lack of appropriate instruction in reading or math, data-based documentation from the RtI interventions must be considered. 34 Code of Fed Reg § 300.309

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Here’s the RtI Scoop Concerning Screeners, Student Groups, and Tiers Tier placement reflects the amount of time a student has spent in the RtI process. The instructional intensity and grouping of the classroom interventions are determined by the data. Remember that what TIER a student is in does not dictate which intervention group they are placed in. Students should be placed in intervention groups based on the “intensity” of intervention needed. Example: you may have a TIER 1 student in the most intensive intervention group with a TIER 2 or 3 student because the TIER 1 student is a newly identified struggling student and the testing data indicates that he needs intensive interventions (below 10 %tile). The other students may be at a different point of the TIERED process but the level of intervention needed for all the students are the same.

EVERYONE in Tier 1 receives CORE instruction and interventions whether it is accelerated or scaffolded. Example of Core time: Teach the lesson, do guided and independent practice, re-

teach to the ones who need it. Use RTI time to do targeted, scaffolded instruction to fill in gaps.

The RtI committee will use universal screeners and/or other data to determine a student’s placement in the RtI process. This placement is fluid based on student data. Students may move in and out Tiers.

Every 9 weeks the determination of Tier placement is documented in JCAMPUS.

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Academic, Behavioral, and Sensory Screenings When an academic, behavioral or communication deficit exists, the following screenings must be conducted prior to an evaluation determination (Tier 3):

Type of Screening Vision /Hearing

Completed By School Nurse

Notes Current within 24 months for enrolled students and 12 months for non-enrolled students

Speech-Language Pre-Screen

Classroom Teacher

Current within 12 months

Speech-Language Pathologist

Conducted if Communication Skills Teacher

Communication Skills Teacher Checklist (CSTC) Speech and Language Screening

Checklist (CSTC) is at-risk Health Services Screening Form /

SBLC Chairperson with

If concerns exist, medical records should be

Medical Release Form if needed)

Parent

requested from the student’s doctor.

Motor (Gross and Fine)

Physical Education Teacher

PE Teacher may consult with the classroom teacher

(Gross Motor) and Classroom

if necessary

Teacher (Fine Motor) Assistive Technology

Classroom Teacher

Conducted through observation of skills and environment. Must provide intervention strategies if (8) or more behaviors in the “Almost Always” category OR (11) or more behaviors in the “Frequently” and “Almost Always” categories combined. Review at minimum incident reports/discipline records; teacher reports; parent reports and information provided by the parent; developmental profiles; previous behavior intervention plans; and anecdotal records. Record on SBLC 2

Sensory Processing

Classroom Teacher

Social, Emotional, Behavioral

SBLC Chairperson

Developmental (Pre-Kindergarten

Classroom Teacher

Pupil Appraisal conducts assessment for nonenrolled student.

Educational

Review of Data

Review educational history, universal screening results, statewide/district test results, evidence based interventions, home-school communication.

Orientation and Mobility

Teacher

Conduct only if visual impairment is suspected.

Only)

Screening results should be entered into the JCampus system.

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RTI and Communication Concerns According to Louisiana Bulletin 1508, if a student’s communication skills are “at-risk,” evidencebased interventions shall be implemented if he or she is enrolled in grades K or above and for those ages three to five when appropriate. Areas of concern related to communication are articulation, fluency, voice quality, and language (receptive and/or expressive).

Tier 1: Teacher Consultation/Education The SLP can consult and/or collaborate with school-based staff regarding students who are not demonstrating adequate progress with Tier I instruction, due to possible communication difficulties. Further staff training regarding communication deficits may also be provided by the SLP during grade level meetings and/or faculty meetings. SLP may also provide teacher with recommendations regarding classroom based communication strategies. Tier 2: Communication Skills Teacher Checklist 1.

When a concern about communication skills arises, the teacher should contact the RtI Chairperson.

2.

The RtI Chairperson will provide the teacher with the Communication Skills Teacher Checklist (CSTC).

3.

Teacher completes CSTC. The teacher must indicate the date the communication concern was discussed with the parent(s). If concerns are noted on the CSTC, the SLP should be provided with the CSTC for reference.

4.

SLP may also participate and/or collaborate with the RtI team re: Tier 2 academic interventions.

5.

The general education teacher may also provide small group support to students who demonstrate weaknesses in communication skills, in conjunction with Tier 2 academic interventions. The SLP may provide ideas for instruction, materials, and advice on creating activities to provide the appropriate Tier 2 interventions to these students.

Tier 3: Screening & Possible Direct Intervention Support 1.

The screening process is initiated; the Caddo Communication Screening will be completed by the SLP to determine if direct communication intervention support is necessary.

2. Following the screening, the SLP will discuss results with the RtI team. If the student PASSES the communication screening, the SLP may provide further recommendations to the teacher. If the student DOES NOT PASS the communication screener, direct communication interventions will be recommended in the area(s) of concern (articulation, voice, fluency, and/or language). An SLP-1 form will need to be sent home to acquire permission from the parent for the SLP to provide interventions. Once permission is received, communication interventions will be initiated.

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3. The SLP initiates interventions to work with small groups of students with communication concerns. Progress monitoring will be completed once every three weeks. 4. At the end of the 9 week intervention period, a 1508 referral can be made to the SBLC committee for communication concerns, if no other concerns are present.

FAQs (Frequently asked Questions re: RtI and Communication Concerns)  Does a student who is suspected of having communication deficits have to go through the RtI process? Yes. A student with suspected communication deficits must be provided with interventions prior to the completion of the 1508 evaluation.  Is there any way in which RtI for Communication deficits is different from the process for other handicapping conditions? The time period at each tier may be shorter for communication interventions. IF communication is the student’s ONLY area of need then a 1508 evaluation may be expedited.  What are the circumstances in which a referral for a 1508 evaluation can be expedited? If the student demonstrates SEVERE articulation, voice, or fluency deficits, he/she may be referred for an evaluation immediately unless there are academic concerns as well. Such conditions would include articulation so poor that the child is unintelligible, unusual quality of voice, or stuttering. This option should be reserved for only the most significantly impaired students. The decision to refer for evaluation should be presented by the SLP at an SBLC meeting.  Why can’t an evaluation for a student with language concerns be expedited? In most cases, students with language concerns are also demonstrating academic concerns. Due to the extent that language and academic intertwine, these concerns usually coexist. Language interventions are curriculum based and should be provided in concert with academic interventions.

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RtI Meeting Agendas and Forms

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RtI Initial Request Form Student Name

ID #

Date of Birth

Date

School About the Student Student Strengths (Select all that apply) Positive attitude. High expectations for Handles conflict well. self. Hard Worker. Works well Athletic. independently. Trustworthy. Good sense of humor. Takes pride in appearance. Works well in groups. Cooperates. Musically inclined. Respectful of authority. Responsible. Artistically inclined. Motivated. Transitions easily. Other: Focused/goal directed. Creative. Organized. Possesses leadership qualities. Academic/Communication/Motor Concerns (Select all that apply) Grades declining. Below Grade level Does not work well writing skills. independently. Incomplete assignments. Below Grade level reading Does not work well with skills. others. Below Grade level test Below Grade level math Articulation concerns grades. skills. Slow rate of work. Fails to pass major tests. Voice Fluency concerns Does not follow Gives up easily. Language concerns directions. Low rate of retention. Disorganized. Fine Gross motor concerns Behavioral Concerns (Select all that apply) Verbally disruptive. Bullies others. Attention seeking behavior. Physically disruptive. Destroys property. Steals/cheats/lies. Physically aggressive. Easily distracted. Avoided by peers. Verbally aggressive. Argumentative/defiant. Easily frustrated. Sexually aggressive. Shy/withdrawn. Truant/tardy. Victim of bullying. Hostile when criticized. Other: Personal Concerns (Select all that apply) Body odor. Difficulty Burn marks. moving/uncoordinated. Poor hygiene. Complains of Evidence of selfnausea/vomiting. mutilation. overweight/underweight. Sleeps in class/lethargic. Bloodshot eyes. Appears sickly. Agitated/nervous. Smells of smoke. Other:

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RtI Meeting Agenda Prior to the meeting, a moderator and record-keeper should be appointed I.

Introductions

II.

End-time of meeting determined (Meeting can be continued another day if not completed on time)

III.

Purpose of meeting discussed a. Review academic/behavior concerns (initial or concern previously documented in Tier I RtI Mtg.) b. Present baseline data for each new concern identified (ex. academic progress report, DIBELS, AIMSweb, standardized test results, etc.) c. Review supporting documentation for initial concerns or documented concerns in Tier I. Examples: 1. Administrator/Case Manager observation form (Tier 2/3 only) 2. Classroom teacher interview form 3. Progress monitoring d. Discuss appropriate learning/behavior expectations for the student’s grade/age

IV.

Develop strategies and begin intervention (for initial RtI meeting or new concern) or Determine the student’s progress /lack of progress in Tier I, 2, or 3 and decide appropriate action to take. Refer to the District RtI Manual for decision-making guidance.

V.

Schedule a follow-up meeting date and time

VI.

Send status intervention letters to parents

VII.

Have everyone present sign meeting attendance form

VIII.

Dismiss

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Suggested Format for Documenting RtI in JCAMPUS Enter in the TOP Box TIER 1 At-Risk meeting date: ________________ Decision: Based on ______universal screening data [student] will be placed in Tier 1 At-Risk intervention support. According to the data, he/she scored at or below the 20%tile in the following: (subject area(s) with scores)*. [Add additional comments regarding any other data and/or concerns (i.e., speech, behavior, sensory/motor); Progress Monitoring begins]

NOTE: If a Tier 1 At-risk meeting was not documented state the following: [Student] has been receiving Tier 1 at risk interventions/supports based on Fall universal screener in [enter subject(s)] since August 2014. Follow-up Meeting: Tier 1 At-Risk Follow-up/Tier 2 meeting date: _______________ After a Review of [enter data reviewed] the RtI team has made the following recommendation: Enter one of the following statements for each area of concern: -met progress monitoring goals in (enter subject). [Student] has -made some progress in (enter subject) but needs to continue intervention supports. -made little/no progress in (enter subject) and needs to move to Tier 2 [Add additional comments/concerns- Complete appropriate RTI forms before next meeting; i.e screeners, interviews, observations]

At next follow-up RtI meeting and any other subsequent meeting: Meeting date: ________________ After a Review of (enter data reviewed) the RtI team has made the following recommendation: Enter one of the following statements for each area of concern: -met progress monitoring goals in (enter subject). [Student] has -made some progress in (enter subject) but needs to continue intervention supports. -made little/no progress in (enter subject) and needs to move to Tier (enter tier) [Record any additional comments/concerns that are relevant to this decision] ******PLEASE BE SURE TO SEND PARENT LETTER AFTER EACH MEETING. LOOK IN THE RtI FORMS SECTION OF MANUAL****** **************************************************************************************************************************************

To be documented in the bottom half of the referral tab: Intervention/Programs Provided

Meeting date: (enter date)  Subject: (enter subject) Tier: (enter tier)  Beginning Date for interventions: _____________  Intervention will be/is provided 4 days a week (M – Th) for (enter minutes) weekly above the core instruction.  Intervention will be provided by (enter name)  Progress monitoring with (enter progress monitoring tool/area) every 2 weeks on (enter grade level/instructional level)  Intervention Strategies/Programs to be used: NOTE: As a student moves through the tiers, the intervention strategies/programs being utilized need to change. Also, progress monitoring MUST be adjusted at TIER 2/3. HOW? Instructional level must be determined and then progress monitoring is conducted ONE grade level above.

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Caddo Parish Public Schools INTERVENTION STATUS PARENT LETTER School Name: Student Name: Date: Our school mission is to make sure that every student succeeds. Our school Response to Intervention (RtI) Team met to discuss your child’s progress in READING MATH WRITTEN EXPRESSION. As a result of this meeting, it is determined that we will: ________ Begin Tier 1 interventions. These interventions could include the following: Small group support Teacher led interventions Cooperative learning strategies Other: _________________________________________________________ _________________________________________________________ ________ Discontinue the use of any interventions. ________ Continue with the current Tier ______ interventions as previously described and continue to monitor your child’s progress. ________

Modify the current Tier _____ intervention(s).

________

Request more data and move to Tier ______ interventions by increasing the level of intensity and frequency of interventions.

________

Move to referral to a special education, 504, or other district option. You should be contacted shortly to meet with the School Building Level Committee (SBLC) to discuss this referral.

________

Attached is a parent interview, please complete and return ASAP.

Thank you for working with us to ensure success for your child and please feel free to call with any questions or concerns that you might have.

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Administrator/Case Manager Observation Form Required for TIER 2 Student: __________________________ Grade_____ Date _____/_____/_____ Teacher___________________________ School____________________ Observer/Position________________________________________________________ Time on Task: (Circle on task [+] or off task [–] at 1-min intervals.) + –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

+ –

Class/Subject Observed: (Observation should be in the area of suspected disability.) English/LA Reading Math: Other: Student-Teacher Ratio during Observation Period: Fewer than 10 10–15 16–20

Students:

Classroom Arrangement: Grouped desks Tables

Rows of desks Interaction with Teacher:

Demands teacher attention

discussion

Responds appropriately to praise

redirection

Out of seat without permission

Organizational/Learning Behavior

Makes transitions:

Work Habits

easily

prompting to continue alone Asks for help: when called upon

readily

excessively high activity level

did not transition

Works slowly

small group

volunteers information

poor attention and concentration difficulty following directions

difficulty working with peers

disturbs others

RtI/Referral Manual

never

Needs

large group answers

demonstrates difficulty in taking turns

extreme mood swings appropriately

Requires frequent

rarely

Works at appropriate rate

never Participation:

Behavioral Observations (check all that apply) teacher directives

with teacher assistance

Does not finish assignments Works effectively in: once

Participates in class

Appears prepared and organized for

with clarification/repetition

Material organized

frequently

Other:

Responds appropriately to correction

with some difficulty

Finishes tasks

Centers

is attentive to instruction

Is easily distracted

activity,Follows individual instructions:

More than 20

difficulty staying on task

noncompliance with is easily frustrated interacts with peers

other:__________________________________________________

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RtI Parent Interview Required for Tier 2 Student Name:

ID#:

Date:

School:

Teacher:

Grade :

Parent Name(s):

Current Address:

Phone number where you can be reached:

About your Child: Developmental History/Health Factors (Select all that apply) Are there any health/medical issues (past or present) that have affected or are currently affecting your child’s educational performance? (Ex. ADHD, asthma, diabetes, surgery, etc.) Medications Other Relevant Health Information: Speech services

Wears glasses/contacts

Family history of learning difficulties

Hearing aids/tubes in ears Other:____________________________________

Were there any delays noted in mastering skills at the appropriate age? (Select Complications during pregnancy/delivery Dressing self

all that apply)

Works well by himself/herself

Qualities

Talking

Toilet training

Positive attitude

Respectful

Good sense of humor

Handles conflict well

Artistically inclined

Motivated

Cooperates

Athletic

Hard Worker

Poor grades himself/herself

Responsible

Disorganized

lies

Poor study skills.

Poor reading skills

Does not work well by

Poor attitude toward school

Does not finish

Does not follow

Poor school attendance

Is bullied

Is late and/or skips school

RtI/Referral Manual

Musically inclined

Does not work well with others

all that apply)

Says mean things (e.g., makes threats, swears)

Argues

Possesses leadership

all that apply)

Difficulty putting thoughts in writing.

Poor math skills

to others, is sexually active) easily

Creative

Takes pride in appearance

Observations About Your Child’s Behavior (Select things).

Works well in groups

Other:_____________________________________________________________

Poor handwriting

classwork/homework.

Trustworthy

Finishes what he/she starts

Observations About Your Child’s Academic Performance (Select

directions

Feeding self

Social skills

Child Strengths (Select

Organized

Walking

all that apply)

Avoided by peers

Physically hurts people (e.g., hits, throws

Is sexually inappropriate (e.g., shows private body parts

Shy/withdrawn

Destroys property

Gives up easily Annoys people

Bullies others Poor self-concept

Gets mad Steals/cheats/

Easily distracted

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RTI TEACHER INTERVIEW Required for Tier 2 STUDENT_______________________________________ SDT#________________ DATE ____/_____/_____ TEACHER _______________________________SCHOOL___________________________ GRADE______ Please carefully consider this student's ability and provide as much information as possible regarding this student's typical daily performance in your classroom. His or her behavior and academic performance should be evaluated in comparison to a typically functioning student of the same age and in terms of appropriate developmental stages and expectations. WHAT INSTRUCTIONAL CONCERNS DO YOU HAVE ABOUT THIS STUDENT (Check all areas that apply.): Academic performance Fine motor Gross motor Social/emotional/behavioral functioning Organization Health Communication None Other: ______________________________________ RECEPTIVE /EXPRESSIVE LANGUAGE SKILLS (Check all areas that apply.): Does NOT comprehend classroom discussion follow oral instructions remember information just heard display adequate vocabulary use adequate grammar for general understanding expresse self fluently when called upon to speak relate a sequence of events in order (telling a story) initiate/engage in appropriate conversation READING SKILLS (Check all areas that apply.): Does NOT exhibit satisfactory phonological awareness exhibit adequate sound/symbol correspondence recognizes word patterns recognize sight words comprehend word meanings exhibit satisfactory reading rate use context clues to decode comprehend what is read STUDENT reverses letters other______________________________________ MATHEMATICS SKILLS (Check all areas that apply.): Does NOT compute accurately compute in a timely manner makes careless error align problem problem solve solves word/story problems apply concepts use mental math recall math concepts/sequences understand time/direction STUDENT Reverses numbers Other: _______________________________________________________________ WRITTEN LANGUAGE SKILLS (Check all areas that apply.): Forms letters correctly Recognizes letter sequence Writes dictation accurately Copies accurately Reverses letters Spells accurately Demonstrates grammatical correctness Uses appropriate punctuation Demonstrates organization/mechanics Expresses ideas in written academic/creative tasks Other:________________________________________ BEHAVIORAL PERFORMANCE (Check all areas that apply.): Does NOT stay in seat attend to tasks respond to reinforcement follow classroom rules finish assignments to best of ability tolerate frustration Have a positive attitude Use appropriate verbal expressions respect authority demonstrate a lack of ageappropriate concern for his/her behavior and its effect on others STUDENT Engages in frequent physical fighting appears anxious/nervous appears withdrawn Other:_____________________________ PEER INTERACTIONS (Check all areas that apply.): Does NOT appear accepted by majority of peers work well independently work well in a group work well with a peer appear polite/friendly with peers have friends have positive peer relationships get along with other students STUDENT Blames others Bothers other students (e.g. poking, tripping, grabbing) Is always picked on lacks social skills Other: ____________ INSTRUCTIONAL MODIFICATIONS ATTEMPTED IN RESPONSE TO STUDENT’S CONCERN(S) IN (Check all areas that apply.) Individual tutoring Alternate materials Ability grouping Changed seating Changed class Behavior management Grading based individual growth Grading based on oral tests Peer tutoring Modified/shortened assignments Extra time for completion of work Taping written materials Word processor Spell checker Tracker for reading Calculator Audio books/textbooks English as a second language strategies Multisensory strategies Hands-on activities Others (specify) _________________________ RtI/Referral Manual

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Checklist for Initial Referral for Special Education or Section 504 ALL FORMS MUST BE ACCURATE, COMPLETED WITH NO AREAS LEFT BLANK, AND CHECKED BY THE RESPONSE TO INTERVENTION CHAIRPERSON . Documentation to be collected from the RtI team: 1. Copy of the original Home Language Survey from the cumulative record. If the HLS indicates a language other than English, a member, an interpreter used (if necessary) to communicate with the parent, and the LEP Coordinator’s signature for approval to refer. 2. Copy of cumulative records containing grades, current and previous report cards (1 year prior), attendance records, discipline records, discipline incident reports, etc…) 3. Copy of relevant assessments including statewide and local 4. Current Health Services screening. Does the student have a current diagnosis? Yes / No Medical Release signed and sent for records Please provide copies of any outside/private assessments or medical information such as information from psychiatric hospitals, private psychological evaluations, private counseling evaluations, physician’s diagnosis, etc… 5. Current Hearing /Vision screening by the nurse (within 24 mon. for enrolled students / 12 mon for non-enrolled students (a referral should be completed prior to a request for a Full and Individual Evaluation for failed screener) 6. Current copy of special education evaluation (if applicable) 7. Current dyslexia assessment (if applicable) 8. Current copy of 504 plan (if applicable) 9. Copies of current work samples relevant to the area(s) of academic weakness. JCampus data collection for RtI, copies of current Behavior Intervention Plan (BIP) and related data collection, information/progress notes related to services provided by the school counselor. 10. Copies of appropriate documents from the RtI Manual including: RtI Initial Request Form (if Applicable) RtI Parent Intervention Status Letters All information from JCAMPUS including all Tier 1, 2, & 3 data and graphs RtI Counselor/ Administrator Observation Forms RtI Teacher Observation Form Appropriate SCREENINGS (See page___for explanations) Communication Skill-teacher (CSTC) Did CSTC indicate risk? Yes / No Speech and Language Screening conducted by Pathologist Motor Screenings (Classroom Teacher and PE Teacher) Assistive Technology Sensory Processing Developmental Screener (Pre-K) Educational Screeners Social/Emotional/Behavioral Parent, Teacher Interviews Student Learning Profile for LEP students and all assessment data (if applicable)

Signatures indicate completion of checklist: _______________________________________ Signature – Response to Intervention Chairperson

_________________ Date

_________________________________________ Signature – Principal

_________________ Date

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RTI Lesson Plans – MATH

Can be front/back

Teacher:______________________________________ Week:_____________________________________________

Student Group:

MONDAY Fluency (3-5 Min)

TUESDAY Fluency

WEDNESDAY Fluency

THURSDAY Fluency

C-R-A(10-15 Min)

C-R-A

C-R-A

C-R-A

Problem Solving(5-10 Min)

Problem Solving

Problem Solving

Problem Solving

Student Group:

MONDAY Fluency (3-5 Min)

TUESDAY Fluency

WEDNESDAY Fluency

THURSDAY Fluency

C-R-A(10-15 Min)

C-R-A

C-R-A

C-R-A

Problem Solving(5-10 Min)

Problem Solving

Problem Solving

Problem Solving

Student Group:

MONDAY Fluency (3-5 Min)

TUESDAY Fluency

WEDNESDAY Fluency

THURSDAY Fluency

C-R-A(10-15 Min)

C-R-A

C-R-A

C-R-A

Problem Solving(5-10 Min)

Problem Solving

Problem Solving

Problem Solving

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FRI

Progress Monitoring: Weekly formal/ informal

Standard:

FRI

Progress Monitoring: Weekly formal/ informal

Standard:

FRI

Progress Monitoring: Weekly formal/ informal

Standard:

2015-2016

RTI Lesson Plans –ELA/Reading Can be front/back Teacher:__________________________________ Week:_________________________________________ Student Group:

MONDAY Fluency (3-5 Min)

TUESDAY Fluency

WEDNESDAY Fluency

THURSDAY Fluency

Word Work(10 Min)

Word Work

Word Work

Word Work

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Student Group:

MONDAY Fluency (3-5 Min)

TUESDAY Fluency

WEDNESDAY Fluency

THURSDAY Fluency

Word Work(10 Min)

Word Work

Word Work

Word Work

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Student Group:

MONDAY Fluency (3-5 Min)

TUESDAY Fluency

WEDNESDAY Fluency

THURSDAY Fluency

Word Work(10 Min)

Word Work

Word Work

Word Work

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

Guided Rdg/ Content/Writing(10 Min)

RtI/Referral Manual

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FRI

Progress Monitoring: Weekly formal/ informal

Standard:

FRI

Progress Monitoring: Weekly formal/ informal

Standard:

FRI

Progress Monitoring: Weekly formal/ informal

Standard:

2015-2016

STUDENT DATA FORM/Notes Week Of: Name: M T

W

TH

F

Name: M

W

TH

F

Name: M

F

Name: M

Name: M

T

T

RtI/Referral Manual

GRADE:

W

TH

INTERVENTIONIST: Name: M T

35

Can be front/back

W

TH

F

T

W

TH

F

T

W

TH

F

2015-2016

Intervention Log (Weekly Plan) Teacher: ___________________ Week: _____________________ Group Information Names of Students in Group: _________________________________________ Intervention Provided: Monday, Tuesday, Wednesday, Thursday Times Met: 25 minutes Reading/ 25 minutes Math Intervention Provider: ______________________

Curriculum/Materials Reading

Circle all activities used this week and fill out specific information where necessary Math

FCRR:________________________________ TPRI Int. Guide:_______________________

Math Fluency:________________________________ Operation:___________________________ FASST Math:________________________________

Decoding Skills:________________________

Manipulatives: _______________________________

Fluency Rate:__________________________

Place Value:_________________________________

Sight Words:___________________________

Part to Whole: _______________________________

Vocabulary:____________________________ _______________________________________

Operations to Solve Problems:__________________

Rounding:___________________________________ Comprehension: Must Circle Skill Main Idea Patterns:____________________________________ Summary Sequencing Geometry:___________________________________ Cause and Effect Author’s Purpose/Perspective Measurement:________________________________ Fact and Opinion Drawing Conclusions/Inference Data Sets (graphs, pictures, etc.):________________ Compare and Contrast Character Changes Problem Solving (be specific): __________________ Plot Structure ____________________________________________ ____________________________________________ Genres: Must Circle Genre Literary Nonfiction Other: _____________________________________ Fiction ___________________________________________ Expository Procedural Theme/Lesson Poetry Structure Drama Elements Media Literacy (affixes, roots, context clues and dictionary skills)

Other: ______________________________ _____________________________________

RtI/Referral Manual

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2015-2016

UNIVERSAL SCREENERS DEEP DIVE FORMS AND INSTRUCTIONAL/GROUPING FORMS

RtI/Referral Manual

37

2015-2016

OVERVIEW for Conducting a DEEP DIVE after Universal Screening/Assessment Purpose: To look closer at the DATA from the universal screener/assessments in order to assist in creating RTI groups based on intensity of need DIBELS: 1. Locate the 25%tile based on the National Percentiles for DIBELS 2. Record the composite score in the subtitle BOX ========================= 3. Using the composite score list ALL students who fall at the 25%tile and below – record their score ========================= 4. Circle all student scores who fall at the 10th%tile and below: MOST INTENSIVE –Group 3 5. Highlight in green the students who fall from the 25%-21%tile: Bubble Kids – Group 1 6. Those that remain fall within the 11-20%tile: INTENSIVE – Group 2 AIMSWEB: 1. Locate the score at the 25%tile (based on national percentiles or use our cheat sheet)and record in the subtitle BOX 2. List ALL students who fall at the 25%tile and below – record their score 3. **If students names are already listed – DO NOT list again – Just record score **If their name is not listed – Then add ============================= Follow steps 4-6 from above

RtI/Referral Manual

38

2015-2016

KINDER - Deep Dive ANALYSIS OF FALL UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond-2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked OCM

STUDENT:

NIM

Write Average Score Below:

____

SBLC Manual

____

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group1 PM on gr.level

Group 2

Group 3

Place “N” in Box for Needs

39

Write Dibels Composite Average Score Below: _______

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1 PM on gr.level

Group 2

Group 3

Place “N” in Box for Needs

2015-2016

Diagnostic: Indicate Grade Level Plan: Below / On / Above

KINDER - Deep Dive ANALYSIS OF WINTER UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond-2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked STUDENT:

OCM

NIM

QCM

MNM

Notes:

____

Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Write Average Score Below:

____

____

____

Group1 PM on gr.level

Group 2

Group 3

Place “N” in Box for Needs

Write Dibels Composite Average Score Below:

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group1 PM on gr.level

40

Group 3

Place “N” in Box for Needs

_____

RtI/Referral Manual

Group 2

2015-2016

Diagnostic Indicate +/Progress

KINDER - Deep Dive ANALYSIS OF SPRING UNIVERSAL SCREENERS & DIAGN0STIC

DATE: TEACHER:

Denise Richmond-2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked STUDENT:

OCM

NIM

These Only if Needed

____

____

RtI/Referral Manual

QCM

MNM

Write the Average Score Below:

____

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1 PM on gr.level

Group

Group

2

3

Place “N” in box for Needs

____

41

Write Dibels Composite Average Score Below: _______

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group1 PM on gr.level

Group 2

Group 3

Place “N” in box for Needs

2015-2016

Diagnostic Indicate +/Progress

FIRST GRADE- Deep Dive ANALYSIS OF FALL UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond-2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked STUDENT:

OCM

NIM

QCM

MNM

Write Average Score Below:

____

____

RtI/Referral Manual

____

____

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group1

PM on gr.level

Group

Group

2

3

Place “N” in Box for Needs

42

DIBELS Write Composite Average Score Below:

________

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1

Group

Group

2

3

PM on gr.level

Place “N” in Box for Needs

2015-2016

Diagnostic: Indicate Grade Level Plan: Below/On/ Above

FIRST GRADE - Deep Dive ANALYSIS OF WINTER UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond 2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked

Student:

QDM

MNM

Still Needs: Write Average Score Below

_____

_____

RtI/Referral Manual

MCOMP

Notes:

Write Average Score Below: _______

Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1 PM on gr.level

Group 2

Group 3

Write DIBELS Composite Average Score Below:

__________ Place “N” in box for NEED

43

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

2015-2016

Diagnostics Indicate +/Progress

FIRST GRADE - Deep Dive ANALYSIS OF SPRING UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond 2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked

Student:

MCOMP Write Average Score Below: ______

RtI/Referral Manual

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

44

Write DIBELS Composite Average Score Below:

_______

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

2015-2016

Diagnostic Indicate +/Progress

GRADES 2-6 DEEP DIVE ANALYSIS OF FALL UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond 2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked STUDENT

MCAP

MCOMP

Notes:

Write Average Score Below:

Write Average Score Below:

Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

---------------

-------------

RtI/Referral Manual

Group 1 PM on gr. level

Group 2

Group 3

Place “N” in box for NEED

45

Write Dibels Composite or AIMS Average Score Below:

_________

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

2015-2016

Writing Write Average Score Below: ________

Diagnostic: Indicate Grade Level Plan: Below / On / Above

GRADES 2-6 DEEP DIVE ANALYSIS OF WINTER UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond 2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked STUDENT

MCAP

MCOMP

Notes:

Write Average Score Below:

Write Average Score Below:

_____

______

Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

RtI/Referral Manual

Group 1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

46

Write Dibels Composite or AIMS Average Score Below:

________

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

2015-2016

Writing Write Average Score Below: _______

Diagnostic Indicate +/Progress

GRADES 2-6 DEEP DIVE ANALYSIS OF SPRING UNIVERSAL SCREENERS & DIAGNOSTIC

DATE: TEACHER:

Denise Richmond 2015

Purpose: Identifying Intensity of Skill Gaps, Tier Movement and JCampus Data entry

ONLY Students AT or BELOW Target Score (25%tile) On Form: Put Student Scores in Boxes // IF students hit average or above in another area WRITE “B” for Benchmarked STUDENT

MCAP

MCOMP

Notes:

Write Average Score Below:

Write Average Score Below:

_______

_______

Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

RtI/Referral Manual

Group 1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

47

Write Dibels

Composite or AIMS Average Score Below:

________

Notes: Move to Benchmark-No PM Continue with current plan (CCP) Was assessment valid ?What changes are needed

Group 1 PM on gr.level

Group 2

Group 3

Place “N” in box for NEED

2015-2016

Writing Write Average Score Below: ________

Diagnostic Indicate +/Progress

QUICK SNAP-SHOT INCLUDING INTERVENTION(S) AND MONITORING

The following plan becomes a working document that will be referred to throughout the 9 weeks 

The Core time: Teach the lesson, do guided and independent practice, re-teach to the ones who need it. Use intervention time to do targeted, scaffolded instruction to fill in gaps.



Some students may begin the school year in TIER 2 or 3 based on previous year’s data and documentation. However, changes to interventions must be documented as well as the grade level at which a student is progress monitored (please refer to the RTI manual-It is your guide)



Students should not change TIERS until the end of the 9 weeks; however, moving from one intervention group to another may be done based on student need and documentation. Example 1: A student may start in the INTENSIVE Group (Group 2), but after a few weeks the teacher may determine that the student needs to be with the MOST INTENSIVE group (Group 3) based on data (formal/informal assessments, progress monitoring, grades, etc.). This movement of intervention DOES NOT EQUAL moving from “Tier 2” to “Tier 3.” Example 2: You may temporarily place a Tier 1 student in the MOST INTENSIVE intervention group (Group 3), because new data has indicated a significant skill gap. However, the other students in group 3 may be at a different point of the TIERED process. Example 3: A student has been newly identified as struggling (Tier 1) based on data and would benefit from the instruction being given to the most intensive intervention group. After collecting and reviewing progress monitoring, the student may move to the less intensive or the bubble group based on the student’s progress.



Every three weeks the grade level team, with instructional leader, must review student graphs for progress monitoring, review the diagnostic individual learning path, record data and make any adjustments

RtI/Referral Manual

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2015-2016

CORE Time ITEM ANALYSIS AND INSTRUCTIONAL PLAN Analysis of why students did Instructional Plan- What techniques will you use to address not learn it /common student these standards: Mini Lessons; spiral review; Small Group; mistakes Classworks

CORE INSTRUCTION: Whole Group -STANDARDS ANALYSISUSE: Current Material taught; Observations; Exit Tickets, etc. WHOLE CLASS INSTRUCTION: What standards warrant more time for whole-class instruction, re-teaching and review?     SMALL GROUP CORE INSTRUCTION: What standards warrant more time for small-group instruction and review?    

RtI/Referral Manual

Instructional Plan : How or when will you structure small group INSTRUCTION

49

2015-2016

NOT CORE

INTERVENTION TIME (RTI) – FIRST 9 WEEK INSTRUCTIONAL PLAN

INSTRUCTIONAL PLAN FOR BENCHMARK STUDENTS: WHAT ACTIVITES WILL ENHANCE THE LEARNING?

BENCHMARK

R

M

BENCHMARK

R

M

Bubble Kids (Right @ Average) Small Group 1 (2 groups if needed) (Target Score: 25%tile and just below (21-24)) Group 1 Students Tier 1@Risk

Re-Teach Standard: What standard(s) needs to be retaught to this group.

SBLC Manual

Analysis: Why didn’t the students learn it? (Possible root cause)

50

Instructional Plan: What strategies will you use to address this standard?

Timeline: When will this be accomplished and re-assessed?

2015-2016

Intensive - Small Group 2 (2 if needed) seen by Teacher and/or Interventionist (Roughly from 11-20th%tile) What skill(s) and what level is the student progress monitored?

Group 2 Students

Example: Jane Doe 3 grade student

rd

2nd-Rdg/Writing 1st MComp

How is the Student Progressing? Review – 3 Week Check Up Graph Write Measure, Score and indicate: G=Gain / D=Dropped / F=Flat Lined

Classworks: +gain/-loss PM 1 Classworks DORF=13 G +12 Rdg MComp=5 G +6 M

PM 2

Note: Changes to Current Plan; Additional Actions; Progress Monitoring Level adjusted

Classworks Check 1=Continue

Most Intensive –Small Group 3 ( smaller group) seen by Teacher and/or Interventionist (Roughly at or below 10%tile) Group 3 Students

What skill(s) and what level is the student progress monitored?

SBLC Manual

How is the Student Progressing? Review – 3 Week Check Up Graph Write Measure, Score and indicate: G=Gain / D=Dropped / F=Flat Lined Classworks: +gain / - loss PM 1 Classworks PM 2 Classworks

51

Note: Changes to Current Plan; Additional Actions; Progress Monitoring Level adjusted

2015-2016