(RTI) Response To Intervention Initial Meeting Quick Guide Carolina International School Purpose & Guidelines for use: (RTI) Response To Intervention Team Meeting Presented by Kim Ifill

Rationale       A frequent concern of educators in general and special education is how to appropriately provide services to students with learning or school adjustment problems. As educators we are constantly striving to prevent students from “falling between the cracks.” These students may neither need nor qualify for special education services, yet they are not successful in the general classroom.  General and special educators must accept shared responsibility for these students and work together to meet their needs.

IT Purpose and Function Serves as a collaborative school-based support team for students who are not making progress Addresses academic, behavioral, social, emotional concerns Provides early intervention and prevention Allows for on-going progress monitoring and data based decisions

What teachers should do before they refer Make parent contacts to discuss concerns and gather parent input Collect baseline data Initiate classroom-based interventions Consult with grade level, content area, and /or support services staff Consider cultural and environmental factors

Possible topics teachers may discuss with parents before referring Obtain parent’s view of student concerns Determine if there is a history of similar problems Find out what the parent has already tried and ask for their suggestions to address the concern Establish whether the child currently or previously received services from a community or private provider

Logistics: Who? When? What? Where? How?

Who and Where? Turn in completed referral forms to Kim Ifill through email or mailbox no later than 3 school days prior to an IT meeting . Referral forms can be obtained through email or hard copies can be provided.

WHAT? Once you refer, you will be notified when to attend the IT meeting to present your case. 5 minutes

Step 1: Assess Teacher Concerns: 5 min Goals: The facilitator reviews information from the referral form Allow the teacher to discuss major referral concerns Sample Questions: Given the information in the referral form, what are specific difficulties that you would like to address? How is this student problem interfering with the student’s school performance? What concern(s) led you to refer the student to this Team? The RTI Team is ready to move on to the next step when... Team members have a good understanding of teacher concerns.

During planning or grade level meetings When? During planning or grade level meetings In the EC Building Conference Room

HOW? Completed referral form Documentation of pre-referral research based interventions (frequency & duration) Work samples Anecdotal records Log of parent contacts

Resources for Research-based Interventions http://www.interventioncentral.org http://www.newhorizons.org/strategies/front_strategies.html

CREATED BY ROBIN Y. GREEN (SEPTEMBER 2010) Above all else… Document EVERYTHING!!!!! CREATED BY ROBIN Y. GREEN (SEPTEMBER 2010)

Step 2: Inventory Student Strengths & Talents 5 min. Goals: Discuss and record the student’s strengths and talents, as well as those incentives that motivate the student. This information can be valuable during intervention planning to identify strategies that the student will be motivated to participate in. Sample Questions: What rewards or incentives have you noted in school that this child seems to look forward too. What are some things that this student does well or enjoys doing around the classroom?

Step 3: Review Baseline Data: 5 min. Goals: To get a holistic view of student To determine starting point/levels within the academic and/ or behavioral areas of the targeted concerns. Sample Questions: Where is the student currently functioning according to the information provided? Is there anything significant in the student’s school history that needs to be discussed? Is or has attendance been an issue?

Step 4: Select Target Teacher Concerns: 5-10 Min. Goals: Define the top 1-2 teacher concerns in easily observable, measurable terms. For behavior concerns, understand the dimensions of the problem(e.g. the frequency, duration, and intensity of the challenging behavior) Sample Question: From the concerns that you have shared with our Team, what are the top one or two problems that you would like us to concentrate on today?

Behavioral and Academic concerns (Academic) What can you tell us about the student’s current skill levels, homework and class work completion, attention to task, general motivation? (Academic) Are there difficulties in fluency and/ or accuracy? (Behavioral) How long does each behavioral outbursts last? About how frequently do episode occur? How sever are the behaviors that you are seeing? (Behavioral) What kind of things happen in the room just before the student has an outburst? What is the outcome for the student after they engage in the problem behaviors? What do you think is a reason that the student shows the behavior(s) of concern? How does this behavior help the student get his or her needs met?

Once a referral is made… Referring person presents at the IT meeting IT rejects or accepts referral If accepted, an IT case manager is assigned (completes sections I-IV of RE1) Stakeholders invited to the IT meeting (RE2 sent) Meeting is held Interventions are determined & implemented for 3-6 weeks IT reconvenes and determines the next step

Step 5: Set Academic and/or Behavioral Goals: Set observable, Measurable and realistic goals for change 5-10 min. Goals: For each of the academic or behavioral referral concerns: Set ambitious but realistic goals for improvement that are attainable in 6-8 weeks Sample Question: Given the student’s current functioning at what level would you like to see him/her after 6-8 week intervention period? What is a realistic rate of progress for this student? Is the goal set by the team realistic? The RTI Team is ready to move on to the next step when: Ambitious but realistic student goals are appropriate for this student case. The referring teacher agrees that the outcome goals are appropriate for the students case.

Step 6: Design and Intervention Plan 15-20 Min Goals: Select a least one intervention that addresses each of the selected referral concerns. Spell out the particulars of the intervention as a series of specific steps so that the teacher or other persons(s) designated to carry it out can do so efficiently and correctly.

Additional information All students with active IT cases open have the same disciplinary rights as an EC or 504 student 504 plans are only considered for students with documented medical/psychological diagnoses Referral forms and pre-referral intervention resources will be located on the P-drive The IT process is collaborative and gradual. If it is determined that a child needs testing, it may take up to 90 days for completion It is important not to make promises to parents other than the IT process is working towards providing the necessary educational support to promote their child’s school success. )

N.C. Teacher Evaluation Process Why is this important? Strategic Plan 2014 Area 3: Increasing the graduation rate Measurement: Increase the number of students who graduate in four years from 66 percent to 90 percent by 2014. N.C. Teacher Evaluation Process Standard I: Teachers demonstrate leadership Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st century. Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class. Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learners. b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.