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Norwalks New SRT Process and Documentation Learning the new mechanism for moving individual students through the three tiers of the SRBI framework.

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Presentation on theme: "Norwalks New SRT Process and Documentation Learning the new mechanism for moving individual students through the three tiers of the SRBI framework."— Presentation transcript:

1 Norwalks New SRT Process and Documentation Learning the new mechanism for moving individual students through the three tiers of the SRBI framework

2 What you will need for today A student in mind from your grade level who is currently in the SRT process or who will soon be entered into the SRT process (along with his/her key academic information/scores, the interventions that have taken place in the classroom, and any supplemental services inside or outside the classroom being given). We will work together in grade level teams to complete a sample Form A – Request for Assistance in the new SRT process (using the SRBI framework) during the middle of this workshop.

3 Overview of todays presentation 1)Overview of SRBI showing how the new SRT forms fit into the SRBI framework 2)How were the new SRT forms and process created and refined? 3)What are the criteria for starting a student in the new SRT process? 4)The new SRT process (SRBI Framework) – reviewing the flowchart 5)Viewing Form A along with a sample student Form A 6)Filling out Form A Request for Assistance using a current student from your grade level 7)Viewing Forms B-D along with sample student information filled in on Form B 8)How will our school transition to the new SRT process? (Form E) 9)How will these new SRT forms help us if we have to refer a child to the special education process? 10)How will this process work at our school?

4 Overview of SRBI showing how the new SRT forms fit into the SRBI framework. As a district, we have received Professional Development on the big picture of Scientific Research-based Interventions (SRBI) which is Connecticuts version of Response to Intervention (RtI). We have all seen the pyramid showing the three tiers of the SRBI framework, a regular education initiative.

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6 The focus of the PD we have received has primarily been on the bottom of the SRBI pyramid, the school-wide and district-wide interventions that we have been working on regularly at each of our schools.

7 The Norwalk s new SRT process and the new SRT forms that we are discussing today will be used to implement the top of the SRBI pyramid. They focus in on the transitions of individual students in the new SRT process from Tier I to Tier II to Tier III interventions.

8 When both parts of the pyramid are placed together (school and district-wide interventions and individual Tier II and Tier III interventions for new SRT process students), we have the means to implement the entire SRBI framework in Norwalk.

9 How were the new SRBI forms and process created and refined? Last school year Wolfpit Elementary School staff received a day long SRBI training from SERC trainer AnnMarie Dubuque. A core SRBI team from Wolfpit met again for an additional day of training with Ms. Dubuque and created the forms and flowchart that were initially used to create what you will see today. This school year, the forms have been utilized in a pilot of the new SRT process (using the SRBI framework) at Wolfpit School as they transitioned from the older SRT process to the new process. A district-wide new SRT forms and process committee has been working throughout this school year, utilizing forms from Nathan Hale Middle School, and many elementary schools in Norwalk that have been working on implementing the SRBI framework. Final forms were created for the entire K-12 system incorporating input from each of these schools, members of the forms committee, many other K-12 staff members, as well as each SRT coordinator and administrative team member. Today, we are presenting the new forms and the new SRT process for all schools in Norwalk to transition to by July 1, 2010.

10 Members of the District-wide New SRT Forms and Process Committee Tony Daddona, Assistant Superintendent of Curriculum and Instruction Carol Marinaccio, Director of Elementary Education Marilyn Liberatore, Former Interim Director of Elementary Education and Former Principal of Columbus Elementary School Robin Ives, Principal of Cranbury Elementary School Karen Ockasi, Principal of Naramake Elementary School Christopher Weiss, Assistant Principal, Wolfpit Elementary School Deborah Bell-Johnson, Assistant Principal, Nathan Hale Middle School Michael Pisseri, Assistant Principal, Ponus Ridge Middle School

11 What are the criteria for starting a student in the new SRT process? At each of our schools, all adults focused on instruction or behavior are involved in the success of each student in their care. When a student falls significantly behind in grade level expectations for his or her academics or behavior, interventions are provided in the classroom to assist the student in making progress back to grade level expectations whenever possible. When interventions are not effective or show only limited progress, (or when parents express major concerns for their children that cannot be remediated) then a teacher or guidance counselor will need to start the process of collecting data and documenting that individual student Tier II or Tier III interventions may be necessary. They start to fill out Form A for the new SRT Process, the Request for Assistance Form.

12 There are two main documents that drive the new SRT process… Form A – The Request for Assistance Form (to be double sided) is filled out by the classroom teacher/guidance counselor when Tier II/III interventions (to be monitored in the new SRT process) may be needed for a student. If the form is approved, then the student enters this new SRT process. Form B – The Action Plan for Intervention (to be double sided) is filled out at the first SRT meeting and is modified (using a new Form B) an each additional SRT meeting after sufficient progress monitoring. Note: We will also be discussing the formation of our SRT team(s) and possible meeting times after we review the forms in this presentation. You can now take out the full page New SRT Process Flowchart (from your packet) to follow along with the slides.

13 The new SRT process (SRBI Framework) – reviewing the flowchart (top half) Teacher completes Request for Assistance– Form A. An administrator a) asks teacher to continue interventions, b) sends back, or c) accepts form First SRT meeting scheduled, then held. Interventions identified and Action Plan for Intervention developed– Form B. Parent notified about the plan by letter–Form C, teacher/ guidance counselor makes copy of the letter for SRT folder, parent returns receipt & can meet with teacher/guidance counselor. Parent contacted by teacher/guidance counselor about concern(s) by phone or in person – note in Request for Assistance - Form A. Teacher/Guidance Counselor/Parent has concern(s). SRT Process (SRBI Framework) – Norwalk Public Schools

14 The new SRT process (SRBI Framework) – reviewing the flowchart (bottom half) Action Plan for Intervention implemented with integrity. Progress monitoring (Form D-optional) Review SRT held. Eval. of outcomes (update Form B). Parent contacted by teacher/counselor about progress. Goal has been met. Goal has not been met. Do we need to maintain the plan-Form B? Making expected progress Slow progress Do we continue plan as is- Form B? Revisit selection of strategies- Form B Revisit focus area- Form B No progress No – Close the plan-Form B Yes – Embed strategy into universal practice

15 Viewing Form A along with a sample with student information filled in The next set of PowerPoint slides show Form A in sections. Each section of the Request for Assistance (Form A) is shown with sample student information filled following it for your review. The new SRT flowchart will then follow each form to indicate when the form will be used. You can now follow along by having the full Form A (from your packet) in front of you placed side by side for comparison with the Form A student sample.

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23 Where does the Request for Assistance – Form A fit into the SRT process? Teacher completes Request for Assistance– Form A. An administrator a) asks teacher to continue interventions, b) sends back, or c) accepts form First SRT meeting scheduled, then held. Interventions identified and Action Plan for Intervention developed– Form B. Parent notified about the plan by letter–Form C, teacher/ guidance counselor makes copy of the letter for SRT folder, parent returns receipt & can meet with teacher/guidance counselor. Parent contacted by teacher/guidance counselor about concern(s) by phone or in person – note in Request for Assistance - Form A. Teacher/Guidance Counselor/Parent has concern(s). SRT Process (SRBI Framework) – Norwalk Public Schools

24 Additional Resources (one set per school) to use during the Form A work session RtI Strategies (overview of implementing RtI/SRBI and the three tiers) Intervention Strategies Guide (very specific suggestions) Behavior Guide (very specific suggestions) RtI Wheel for Academic and Behavioral Domains (suggestions for implementing RtI/SRBI)

25 Filling out Form A Request for Assistance using a current student from your grade level. Now it is your turn to complete a Request for Assistance - Form A for a current SRT student in your grade level. Members of the presentation team will come around to assist you and help answer any questions. You will have approximately 45 minutes to work on this project. At the end, each group should share some of the highlights and/or challenges of their work on Form A and participants can ask questions and provide feedback.

26 Viewing Forms B-D along with sample student information filled in on Form B The next set of PowerPoint slides show each of the new forms B-D in sections. Each section of the Action Plan for Intervention (Form B) is shown with sample student information filled in for your review. The new SRT flowchart will follow each form to indicate when the form will be used. You can now follow along by having the full forms B-D (from your packet) in front of you with Form B side by side for comparison with the Form B student sample.

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33 Where does the Action Plan for Intervention – Form B fit into the SRT process? Teacher completes Request for Assistance– Form A. An administrator a) asks teacher to continue interventions, b) sends back, or c) accepts form First SRT meeting scheduled, then held. Interventions identified and Action Plan for Intervention developed– Form B. Parent notified about the plan by letter–Form C, teacher/ guidance counselor makes copy of the letter for SRT folder, parent returns receipt & can meet with teacher/guidance counselor. Parent contacted by teacher/guidance counselor about concern(s) by phone or in person – note in Request for Assistance - Form A. Teacher/Guidance Counselor/Parent has concern(s). SRT Process (SRBI Framework) – Norwalk Public Schools

34 Where does the Action Plan for Intervention – Form B fit into the SRT process (continued throughout)… Action Plan for Intervention implemented with integrity. Progress monitoring (Form D-optional) Review SRT held. Eval. of outcomes (update Form B). Parent contacted by teacher/counselor about progress. Goal has been met. Goal has not been met. Do we need to maintain the plan-Form B? Making expected progress Slow progress Do we continue plan as is- Form B? Revisit selection of strategies- Form B Revisit focus area- Form B No progress No – Close the plan-Form B Yes – Embed strategy into universal practice

35 Form C – The Parent Notification Letter is filled out by the classroom teacher/guidance counselor and sent home after the first SRT Teacher completes Request for Assistance– Form A. An administrator a) asks teacher to continue interventions, b) sends back, or c) accepts form First SRT meeting scheduled, then held. Interventions identified and Action Plan for Intervention developed– Form B. Parent notified about the plan by letter–Form C, teacher/ guidance counselor makes copy of the letter for SRT folder, parent returns receipt & can meet with teacher/guidance counselor. Parent contacted by teacher/guidance counselor about concern(s) by phone or in person – note in Request for Assistance - Form A. Teacher/Guidance Counselor/Parent has concern(s). SRT Process (SRBI Framework) – Norwalk Public Schools

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38 The Monitoring Plan - Form D (optional), or other methods of demonstrating progress, can be used for progress monitoring Action Plan for Intervention implemented with integrity. Progress monitoring (Form D-optional) Review SRT held. Eval. of outcomes (update Form B). Parent contacted by teacher/counselor about progress. Goal has been met. Goal has not been met. Do we need to maintain the plan-Form B? Making expected progress Slow progress Do we continue plan as is- Form B? Revisit selection of strategies- Form B Revisit focus area- Form B No progress No – Close the plan-Form B Yes – Embed strategy into universal practice

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40 How will our school transition to the new SRT process? If any current SRTs can be closed out, we can do so by the end of the year. Any students with a Request for Assistance-Form A approved this year can start in the new SRT process. Any students still in the older SRT process will have the End of School Year Transition Document-Form E filled out for them by the end of the school year. At the start of next school year, these students can be either closed out by the new teacher/guidance counselor if possible or have a Request of Assistance-Form A approved for them by October 15, As noted in the box at the bottom of your copy of the New SRT Process Flowchart: Note: End of School Year Transition Document-Form E should be utilized May/June 2010 to assist the following year(s) teachers/counselors with students who were not exited out of the older SRT process. Students still in older SRT process by October 15th of 2010 either need to have Request for Assistance-Form A filled out to move them to the new SRT process (SRBI framework), or they need to be exited from the SRT process completely. The End of School Year Transition Document-Form E is shown next.

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43 How will these new SRT forms help us if we have to refer a child to the special education process? The state of Connecticut has issued Reading, Math, and Writing worksheets to be filled out before referring a student to the PPT process (see in your packet). These forms are to document that a student has received appropriate instruction and interventions using the SRBI model and the three tiers of intervention before the referral. These forms tie in with the SRBI triangle presented earlier, with Special Education referrals being noted on the far left side and in the top left box in the diagram.

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45 How will this process work at our school? Who will be on our SRT team(s) (a regular education initiative)? Usually an administrator, a literacy specialist, the classroom teacher/guidance counselor, and at least one other regular education teacher. Social workers and other staff can be invited to specific SRT meetings to assist with the discussion and planning. When will the team(s) meet? To be determined in our building. Options could include a set time every two weeks, a data team time, a meeting time, or a Wednesday professional activity time. How will the SRTs be scheduled and held? Our SRT coordinators will schedule and arrange SRT meetings once Form A for each student has been approved by an administrator. How will our school transition from the old SRT to the new SRT? As mentioned earlier, if any current SRTs can be closed out, we can do so by the end of the year. Any students with a Request for Assistance - Form A approved this year can start in the new SRT process. Any students still in the older SRT process at the start of next school year can be either closed out by the new teacher/guidance counselor or have a Request of Assistance approved for them by October 15, Other Questions?

46 One final note… This PowerPoint presentation was created by Christopher Weiss along with the members of the Norwalk Public Schools (CT) New SRT Forms and Process committee with feedback from each schools SRT coordinator(s) and administrative team – February/March 2010.


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