Response to Intervention Recipes for Success Presented by: Betty White, MEd., LPC-S...

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Response to Response to Intervention Intervention Recipes for Success Presented by: Betty White, MEd., LPC-S Past-President-Texas School Counselor Association [email protected] www.kidtools.net

Transcript of Response to Intervention Recipes for Success Presented by: Betty White, MEd., LPC-S...

Response to Response to InterventionIntervention

Recipes for SuccessPresented by:

Betty White, MEd., LPC-SPast-President-Texas School Counselor Association

[email protected]

What is RtI?• A child/family-centered process for

improving learning that is school-based and focuses on student outcomes

• Includes data-driven instruction which is collaborative in nature

• Uses beginning-middle-end benchmarking to target students in need of RtI

• Provides continuous monitoring of student progress at all tiers

• Increases intervention as needed to meet student needs

• Supports the school improvement process • Involves parents throughout the process• Uses scientifically-based interventions AND• Has the goal of student success, not student

placement or labeling

What is RtI?

• High quality, targeted, research based instruction

• Frequent monitoring of student progress

• Data-based decision-making resulting in necessary adjustments in instruction

Principles of RtI

• All children can learn-but not with the same level of instruction

• Early intervention is essential

• Services are delivered using a tiered approach

• Data drives the process

Practices of RtI• Using ONLY research-based instruction

and interventions• Using assessments for universal

screening, progress monitoring, and diagnostics

• Benchmarking student s 3X per year• Monitoring progress on a regular basis• Making decisions based on data• Implementing interventions with fidelity• Designing specific, targeted

interventions based on data

RtI Process (Academic)• All students take universal screeners at

beginning, middle, and end of year

• Universal screening data, teacher made tests, and performance data used to target students in need of further intervention (lack of adequate progress to meet age/grade related goals)

• Students in need of further intervention move to TIER 2-data is collected

• Students with inadequate progress in TIER 2 move to TIER 3

RtI Process-Behavioral• All students follow normal campus

and classroom behavioral plan

• Student with excessive ODR’s, disruptive classroom behavior, or behaviors that do not respond to normal means are targeted for TIER 2

• TIER 2 involves the development of Behavioral Interventions-data is collected

• Data drives whether student remains on TIER 2 or proceeds to TIER 3

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3 Tiered RTI Model

Tier 1: CORE ACADEMIC INSTRUCTIONCAMPUS BEHAVIOR PLAN

TEACHER MADE ASSESSMENTSSMALL GROUP CLASSROOM INTERVENTIONS

UNIVERSAL SCREENERS85 % OF STUDENTS

Tier 2: TARGETED INTERVENTIONS and progress monitoring

10% OF STUDENTS

Academic Behavior

Significantly Low Underachievement

Insufficient Response to Intervention

Tier 3: INTENSIVE INTERVENTIONS

5 % OF STUDENTS

TIER 1

• TIER 1 instruction is CORE instruction-comprised of 3 elements:

• Progress monitoring of at-risk students (3x per year minimum)

• Ongoing professional research and development

• In class support for all students-sheltered instruction, mentoring, scaffolding

TIER 1-continuedFocus All students

Program Scientific-based instruction and curriculum delivered with fidelity

Grouping Multiple grouping formats to meet student needs

Time 90 minutes per day or more: Reading and Math

Assessment Benchmark at beginning, middle, end of year

Interventionist General Education Teacher

Setting General Education classroom

Tier 2-Small Group Interventions

• TIER 2 is small-group instruction in addition to the time allotted for core instruction

• TIER 2 includes programs, strategies, and procedures employed to supplement, enhance, and support TIER 1 (not replace TIER 1)

TIER 2-continuedFocus Students identified with marked

learning deficits who have not improved with TIER 1 instruction

Program Specialized, scientifically based programs emphasizing the critical elements of instruction

Grouping Homogeneous small group (1:5)

Time 15-30 minutes in small group 3-5 times per week in addition to core instruction (90 minutes)

Assessment Weekly benchmark monitoring (probes) of target skills to ensure adequate progress

Interventionist General Education-campus choice

Setting Appropriate setting designated by school

TIER 3-Intensive Intervention

• TIER 3 is intensive, targeted, specifically designed and customized small group supplemental instruction that is extended beyond the time allocated for TIER 1 and TIER 2

TIER 3-continuedFocus Students with marked learning

difficulties who have not responded adequately to TIER 1 and TIER 2 efforts

Program Sustained, intensive, scientifically-based intervention targeting areas of student deficiency

Grouping Homogeneous small group instruction (1:3-5)

Time 30-45 minutes 3-5 times per week in small group in addition to 90 minutes of core instruction

Assessment Weekly monitoring on target skills to ensure adequate progress

Interventionist Chosen by the campus

Setting Appropriate setting determined by the school

RtI Process• Gen. Ed. Teacher notes student

difficulty based on benchmarking data

• Teacher begins TIER 1 interventions (interventions at a classroom level)

• Teacher monitors progress for 6 weeks-maintains data

• Lack of adequate progress-teacher makes a referral to RtI team

RtI Process, cont.• RTI Committee discusses problems and

writes a plan to be followed 6 weeks• Committee reviews the Progress Report

of Interventions placed in portfolio kept by teacher/interventionist

• If RtI plan is effective, continue plan, dismiss if no longer needed

• If RTI plan is not effective, revise the plan, follow for 6 more weeks, monitor progress, meet again

• Following extended time at TIER 3 without progress (at least 6 weeks and 4-6 data points) with minimal/no progress-refer to next level following district procedure

RtI Sequence • Tier I (all students) Teacher’s General Academic

Strategies are effective Yes? Or No? If NO…

• TIER 1 Intervention Plan is Made/Monitored to see if effective

Yes? or No? If NO,

• Tier II RtI Plan Modified/Monitored (small group instruction) to see if more effective

Yes? Or No? If NO…

• Tier III RtI Plan Modified/Monitored (individualized instruction) to see if more effective

Yes? Or No? If NO…

• Special Program Referral may be considered for testing to see if a Learning Disability exists that requires a more restrictive environment Yes? (qualifies) or No? (does not qualify) If no, continue RtI Tier III Interventions and modify as needed

RtI CoreTeam

• Parent

• Classroom teacher

• Administrator or designee

• Instructional Specialist/Interventionist

Additional Team Members

• Speech Pathologist

• School psychologist

• Diagnostician

• Occupational Therapist

• Physical Therapist

• School Nurse

2/3/2010 Lynn Smith, M.Ed., LPC-InternCertified School Counselor

What’s My Job?• Teacher/Interventionist• Work samples• Records of student’s grades,

schools, test scores, attendance, previous referrals, changes in family, medication, contacts/consults

• Meeting requests, problem analysis and/or progress forms (assessments)for RTI

• Nurse information about hearing and vision

• RTI Coordinator• Campus log and plans filed in

student folders• Observation reports if requested

with recommendations• Conferences with teacher on

progress• Plans meetings, records

summaries for RTI plans and files with signature forms

2/3/2010 Lynn Smith, M.Ed., LPC-InternCertified School Counselor

RTI Decisions are based on the following criteria:

• Attendance records• Number of schools• Discipline referrals• Results of home language

survey• Hearing and vision• Parent input• Teacher work portfolio

• Evidence of opportunity to learn

• Appropriate level of instruction in place

• Problems related to temporary factors

• Health problems• Behavior problems• Learning differences

Nuts and Bolts1. Teacher fills out a Request for RtI

Meeting form

2. Teacher fills out a Background information for RtI form

3. Teacher fills out Problem Analysis Worksheet

4. RtI coordinator places meeting on Blank RtI calendar

5. RtI coordinator prepares Parent Letter

6. RtI coordinator prepares folder with initial information and signature sheet

First Meeting1. Team gathers, discusses progress,

deficiencies, prepares Intervention Plan

2. Plan is written up, copies shared with parents and those who will be administering the plan

3. Teacher/interventionist administers the plan-collect data points for 6 weeks

Next Meetings• RtI coordinator schedules

meetings at 6 week intervals

• Parent letters sent

• Interventionist/teacher brings data points, work samples, disciplinary records to the meeting

• Committee determines future outcomes:

Possible Outcomes• Student is making exceptional progress

with interventions-no longer demonstrates a need for interventions-move down a TIER or dismiss from interventions (keep folder-mark dismiss)

• Student is making progress with current interventions and is on track to meet the “aim’ line”- continue present interventions

• Student is making little or no progress with current interventions- modify interventions and/or move to another TIER

Possible Outcomes• Student fails to make progress after

extended time on TIER 3 interventions (6-12 weeks)-committee recommends further testing (Do NOT state that Special Education Testing will be done until SPED has reviewed the folder and agreed that testing is needed)- further testing might be:

» Dyslexia» Section 504 evaluation» FIE for SPED

Possible Outcomes• Student is tested for and qualifies for a

special program-continue RtI Interventions in areas where that program is not active 9ex; child qualifies in reading-continue needed math interventions)

• Student is tested for and does not qualify for a special program-continue RtI interventions as long as needed-some students will be TIER 3 students throughout their academic career

Documentation• At each meeting, data points

are filed, along with any pertinent work samples (keep these limited) or behavioral information

• Copies of intervention plan sent to teacher, interventionist, and parent following each meeting

Folder Organization• Use punch clips to keep

materials in folder

• On left side, place all preliminary information, topped by signature page

• On right side, keep copies of plans, oldest on bottom, with work samples and data points-ALL material is fastened into folder