RESPONSE TO INTERVENTION Where to begin

RTI DEFINITION  RTI stands for Response to Intervention  It is nationally mandated  Pathway to success  Insurance  WHO IS IT FOR???

MY STUDENTS ARE THROUGH WITH INITIAL ASSESSMENTS… NOW WHAT?  Print off the Star list and have a highlighter handy  Have grading sheet with assessment grades available  HOW DO I DO THIS??  Mark students who are 504, or have an IEP (1508)  Mark any students already on the RTI list

BACK TO THE STAR RESULTS  Look for students now who are not IEP/IAP and not already identified as RTI  Highlight or take note of students in the urgent intervention and intervention area of the report.  Cross reference the results with the following: * What you know about the student * Their current or previous years grades, or both * LEAP and iLEAP scores  Keep these students in mind

NO LEAP OR ILEAP  Some kind of assessment is needed to cross reference the STAR results  QPS  QSI  Timed math drill sheets  DRA  Leveled Math assessments from Excel Math  Assessments from Angie Dulaney

WHEN TO PROVIDE INTERVENTION  Ideally, all students should be receiving some type of intervention in order to be successful  Any student identified on STAR as Below Grade level or even On watch, should be receiving interventions  What are interventions? Interventions are strategies used to get or keep a student on level with the currently required skills and grade level expectations

THE PROCESS Tier 2

BEGINNING OF THE YEAR REFERRAL PROCESS  Identified as having a need  Try some interventions through at least one assessment, if not two  Communicate with parents  Conference with the student  Mrs. Dulaney, Mrs. Ward, Mrs. Brown, Mrs. Philley, or Mrs. Roark

REFERRAL PROCESS CONTINUED  After Initial assessments have been given….  9 weeks grades  70% or lower average in ELA or Math  Low D/Failing a major subject  Many behavior referrals  Excessive Absenteeism  After Contacting Parents  After Conferencing with Student  Mrs. Dulaney, Mrs. Ward, Mrs. Brown, Mrs. Philley, or Mrs. Roark

WHEN MEETING WITH RTI COMMITTEE  Specific Interventions that have been tried  Documentation or specifics: date, name, intervention, time spent, child’s response  Work samples  Parent communication log  Make sure all your documentation is collected, copied, and ready to share (we will collect documentation at each meeting)

PROVIDE INTERVENTION  After RTI Committee communication  Tier 1 Intervention  Continuation of Tier 1 throughout entire duration of child’s placement in RTI  Document, Document, Document

WHAT ARE SOME EXAMPLES OF INTERVENTIONS?  Parent Communication  Conference with student  Think alouds  Graphic Organizers  Previewing  Daily Read Alouds  Repetition  Visual and Verbal Cues  Use of manipulatives  Flash cards  Daily review of facts  Using tables or numbers lines Mneumonics  Consistent classroom routines  Organizational Skills  Review Games  Study Guides  Guided note taking  Goal Setting  Cooperative Groups  Sight Word Practice  Color Coding words or phrases  rriculum/graphic_organizers.htm rriculum/graphic_organizers.htm

TIER 1  Tier 1 is when you are providing interventions for students in your classroom, and keeping track of these interventions  Make your note taking simple  Label Stickers, Clip board  This form is in your binder  Simple, Simple, Simple

TIER I  Track students progress with progress monitoring  Use STAR reading/math  Use another source to monitor  Save copies of student work/assessments in binder  Look in your binder for information regarding progress monitoring  Most importantly… Research Based Consistent Documented

IT TAKES A VILLAGE  Successful RTI is about student progress  This is a team sport  There are two things that only YOU, the teacher, can provide… What did you try? Did it work?

504, IEP, 1508 OH MY!!!  What do each of these mean? 504 When the student has a physical or mental impairment that substantially limits a major life activity. For our purposes, if it impacts their ability to succeed in school, they may qualify for a 504. Some examples are: ADHD, Seizures, major decrease in vision, hearing, or speech, asthma, use of wheelchairs, dyslexia, etc. ANY QUESTIONS ABOUT THIS CAN BE DIRECTED TO ANGIE DULANEY or DANA WALKER IEP/1508 When a student has been evaluated by a Educational Diagnostician and has been identified with a special need When a student has been through Tier 1, 2, and 3 and still is not progressing, they may be “up for evaluation”  For each of these, you should already have IEP’s and 504 plans in your possession. Carol, Julie, and Dana are you contacts on campus for these.