1. RTI Implantation Guide Overview Fall 2010

2. Before we begin… Student Intervention Planning is not a pre-referral process. It is the process of collaborating with other educators to determine appropriate interventions for a struggling student. Participation in SIP will not always lead to a special education referral. The mission of Response to Intervention is to deliver targeted instruction to remediate our most needy students. SIP teams determine the intervention and how the students’ response will be monitored. RTI is the process the SIP team uses. (Page 1 of the RTI Implementation Guide)

3. SIP Team Each SIP team will include the curriculum coordinator, grade level teachers (at least two from the same grade), the guidance counselor, and any other staff member who works with the student (i.e. interventionists, ESOL educators, administrators). A SIP team is not just the school guidance counselor and the curriculum coordinator. (Page 2 of the RTI Implementation Guide)

4. Why RTI? –The goal of RTI is not to determine the presence of a learning disability, but to ensure that all students receive high-quality general education instruction. –RTI reduces unnecessary referrals for special education services and improves learning in the general education setting. –RTI eliminates inappropriate/inadequate instruction as a possible explanation for student underachievement. (Pages 3-7 of the RTI Implementation Guide)

5. What is RTI? –RTI is a general education initiative. It is designed as an early intervention. It is delivering research-based instruction and interventions to students struggling to achieve in one or more academic areas. The interventions are based on assessments, work samples, and teacher and parent observations. –The RTI is not limited to academics. It is also the process of delivering research-based intervention for students who are struggling with appropriate behavior. Behavior intervention is provided in the form of Positive Behavior Intervention and Supports (PBIS). –Students’ academic and behavioral progress is continuously monitored through data collection. (Pages 3-7 of the RTI Implementation Guide)

6. Three Tier Model: Tier I –Tier I Instruction (Universal): Should be successful with 80-90% of the student population. This includes general screenings and group interventions (i.e. applied to the entire classroom). Assessments occur 3 to 4 times per year (e.g. Dominie Assessments). Teachers should use the results of formal and informal classroom assessments to differentiate instruction. (Pages 3-7 of the RTI Implementation Guide)

7. Three Tier Model: Tier II –Tier II Instruction (Targeted): For students not making progress with Tier I instruction (generally 5-10% of students). Interventions are more intensive and are applied in small group or individual settings. These interventions are provided in addition to the general curriculum. Progress is monitored more frequently (e.g., weekly). (Pages 3-8 of the RTI Implementation Guide)

8. Examples of Tier II Interventions –Small group differentiated instruction that targets an area of academic weakness. These groups should meet 3-5 days a week for 15+ minutes. Teachers should begin with a pre-assessment, continue to progress monitor throughout, and end with a post-assessment. –Individual differentiated instruction that targets an academic area of weakness. Teacher and student should meet 3-5 days a week for 15+ minutes. Teachers should begin with a pre-assessment, continue to progress monitor throughout, and end with a post-assessment. (Pages 3-8 of the RTI Implementation Guide)

9. Examples of Tier II Interventions –Reading Recovery –Reading Intervention (Small group instruction conducted by the Reading Interventionist) –Odyssey Computer Lab (Considered Tier II if additional assignments are added to address the area of academic concern) –ESOL (progress monitoring must be done within the ESOL class) –Speech (progress monitoring must be done within the Speech class) –Individual Counseling (When behavior issues are the area of concern. Progress monitoring in the form of behavior charts must be completed.) (Pages 3-8 of the RTI Implementation Guide)

10. Three Tier Model: Tier III -Tier III Instruction (Intensive): Students who do not respond to Tier II targeted interventions (1-5% of students) may be eligible to undergo additional screenings in order to be considered for special educational services. Qualifying students would receive individualized interventions provided by special education teachers. (Pages 3-8 of the RTI Implementation Guide)

11. When do I recommend a student for intervention? Recommend a student as soon as you are concerned that the student is not achieving to his or her potential. Ideally, this is after six weeks or more of poor progress in Tier I intervention. You may also recommend a student based on observations, grades, MAP scores, and Dominie scores. Most students who are recommended early benefit from Tier I and II interventions. The goal is to intervene early, not to wait for the student to fail. (Page 9 of the RTI Implementation Guide)

12. How do I recommend a student for intervention? -Contact the SIP team chair who will provide you with forms in order to collect background information on the student and your concerns. -At this point, the SIP chair will set up the meeting. He or she will then follow The Steps for Beginning Intervention Planning found on page 11 in the RTI Implementation Guide. (Page 9 of the RTI Implementation Guide)

13. The Steps for Beginning Intervention Planning

14. Step 1: Making the Recommendation The classroom teacher will recommend a student for intervention. He or she will provide the student’s name to the guidance counselor. The guidance counselor will send a notification letter to the parents. A copy of this letter and all correspondence should be made and placed in a folder. The guidance counselor will then ask the referring teacher to complete the Student Background Information Form. Guidance counselors no longer need to contact the District Office for the “red folders.”

15. Step 2: Setting up the Meeting The guidance counselor should confer with the curriculum coordinator and all grade level teachers to determine a standing date for meetings. Parents can be invited at the discretion of the team and should only be invited when the meeting focuses on their child specifically. Meetings are held monthly and, out of courtesy, should be scheduled well in advance. It is suggested that each grade level have a standing monthly date to hold intervention meetings. At these meetings, all students receiving intervention (in that grade level) should be discussed by the group. Meetings should be held monthly and minutes should be placed in the intervention file.

16. Note: The school psychologist and the RTI coordinator will not review intervention files that do not have monthly meeting minutes. The intervention team should be present at each meeting—not just the guidance counselor and teacher. Meeting minutes that indicate a team was not present will not be reviewed.

17. Step 3: Conducting the Meeting The guidance counselor will take meeting minutes. Teachers should bring recent data (Dominie text level, progress monitoring data, recent MAP scores, anecdotal notes, and grades) to each meeting. The meeting should be conducted in a “round robin” fashion—allowing each teacher to share their recent intervention data and time for each teacher to hear suggestions from the team. The curriculum coordinator and fellow teachers should provide instructional suggestions. Guidance counselors should make suggestions regarding behavioral or social interventions. Because various students will be discussed, parents should not be in attendance. If the team wants to meet the parents, schedule a separate meeting time to do such..

18. Note: Numerous intervention meetings are tiresome and counter productive. It is suggested a monthly grade level planning period or a monthly after- school grade level meeting be assigned as intervention planning time.

19. Step 4: After 20 Weeks 20 weeks is a general timeframe for intervention. If the team feels significant progress has been made, then intervention continues and the student is progress monitored less frequently. The team may choose to “check in” on this student rather than focusing on him or her with intensity. If after 20 weeks, the progress has been minimal, then the team may invite the RTI coordinator to review the file. One team member should complete the Intervention Outline Form before inviting the RTI coordinator to review the file. The RTI coordinator will review the file and provide suggestions. The RTI coordinator may return the file with further suggestions for the team or she may refer the file to the school psychologist. Testing is not an automatic occurrence after 20 weeks of intervention and referring the file to the psychologist does not guarantee such. If the file is returned by either the school psychologist or the RTI coordinator, the team is to continue intervention. Furthermore, if a child is tested for a learning disability and does not qualify, he or she is to continue receiving intervention.

20. Note: Testing should never be promised to a parent, student, or teacher.

21. Frequently Asked Questions

22. What if the team suspects another type of disability? If the team suspects cognitive delays or a disability that would not be considered a learning disability (i.e. developmental delays, traumatic brain injury, autism, etc.) the team should begin intervention and immediately contact the school psychologist. Cases of this nature need to be addressed with urgency.

23. What should the school do if a parent makes a request for special education testing? They should immediately contact the school psychologist and the RTI coordinator. The school psychologist will send “prior written notice” acknowledging the request and detailing the school’s intent to begin intervention.

24. How many weeks of intervention do speech students need before being referred? They need as many weeks as it takes to show progress; however, if after 10-12 weeks the progress is minimal, the team can refer the packet to the school psychologist. If this happens, the speech pathologist will hold a “re- evaluation review” meeting and invite the school psychologist.

25. Do we begin SIP for behavior? Yes. The team can put in place interventions that focus on improving behavior.

26. Final Thoughts Student Intervention Planning is not a pre- referral process. Student Intervention Planning is a collaborative approach. Response to Intervention is the process of delivering targeted interventions and monitoring the student’s response to the intervention.