The Role of the Teacher

Basically, the state believes that teachers, along with the school district, are responsible for students that fail. If a student does not pass your class, the state wants to be sure that proper interventions were used by the teacher.

Response to Intervention AS A TEACHER, WHAT DO I NEED TO DO?

WE NEED TO REMEMBER THAT THE STANDARDS OR OBJECTIVES ARE NOT NEGOTIABLE, BUT THE ROAD TO IT IS. Differentiated Instruction Tutors Study Skills Counseling

Tier 1: Universal (All Students) Tier 3: Specialized Tier 2: Targeted High expectations - A belief that all children can learn High quality classroom instruction and learning Differentiated instruction – adaptations & modifications needed Curriculum Mapping Universal screening tools/common assessments Parental Contact/Documentation “GOOD TEACHING” Safe & Civil Schools Kagan & Smartboard use Tier 1 Intervention Documentation Co-Teaching Problem Solving Team Check & Connect Tutors - Pull out / Study Hall Reading / Math Support Co-Teaching PLATO Student Contracts At-Risk Contact Lists UTEC BHOEP Support Classes Summer School

4. 4. If the student does not make any progress towards meeting the academic requirements of your class after two weeks of intervention, fill out the proper paperwork and refer to Tier 2 Intervention. Hand in all paperwork to the counseling office. The counselors will then you regarding a short meeting with the Problem Solving Team Monitor student progress weekly (skyward) Meet with students one on one that are not meeting your academic requirements. Ask the student and/or explain to the student areas of concern and discuss future interventions that you would like to implement. Examples of this are; a. Explain/Handout Study Skills and Time Management Skills with the student b. Differentiated Instruction c. Discuss Time Management with the student d. Parental Contact and Involvement e. Morning or after school tutoring f. The use of Kagan Track student progress since implementing one or more of the interventions (skyward).

Quantity*Time*Level of Support* Input* Alternate Goals* Difficulty* Participation* Output* Substitute Curriculum* Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more activities or worksheets. Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross age tutors. Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials. Adapt the extent to which a learner is actively involved in the task. For example: A student who has difficulty presenting in front of a class could be given the option of presenting to just the teacher. Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In social studies, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name each capital. Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a math test, a student is working on an eye-hand coordination activity. Types of Curriculum Adaptations

UTHS Referral Form Tier 1 to Tier 2 Referral Form Student Name: ________________________________________________ Grade: _____ Teacher Name: _______________________Counselor: _______________ Period: _____ Directions: Teacher, please check all of the interventions, which have been attempted with the above student and the date they were completed and return to counselor. Date(s): Attempted Interventions __________Planned Conversation with the student (Required) __________Correspondence with parent by _________ phone_________ (Required) __________Provide one-on-one guidance with the student __________Changed student seat __________Frequently update Skyward (every two weeks) __________Check Assignment Notebook on daily basis (teacher sign-off) __________Academic or Behavioral contract between student and teacher __________Goal Setting Plan with student __________Alternative assignments __________Other ____________________________________________ Please check all areas of concern: ____ Behavior _____ Attendance _____Truancy _____Tardies ____ Academics _____Test Scores _____Assignment completion _____ Reading _____ Social Skills _____Writing Skills _____Math

UTHSRtI Flow Chart

Student is falling short of class objectives. Teacher begins classroom interventions, documentation and makes parental contact. If less than 80% are not meeting class objectives, the UTHS administration will review and evaluate effectiveness of core curriculum and fidelity of instructional practices. If more than 80%, proceed and review individual at-risk students. Problem Solving Team, RtI coordinator & teacher meet for TIER II interventions. TIER II Strategic Interventions as determined by the PST Supplemental curriculum in addition to core Small group instruction targeted to skill deficits Ongoing parent communication regarding progress Tutors If there is adequate progress and the student is meeting the class objectives, the Problem Solving Team may decide to remove the intervention. Decision Point: Continue TIER II or move to TIER III. Problem Solving Team Reviews Data Student is not improving with class objectives. Continue with interventions, and complete Tier II referral form. Continuous communication between the tutor, the teachers and the counselor needs to be documented. Student is improving with the class objectives. Continue with TIER I classroom intervention and documentation. TIER I Research-based curriculum Includes ALL students Universal Screening Differentiated Instruction Progress Monitoring “ Good Teaching ” If the rate of learning is slow or inadequate and the class objectives are still not met, the Problem Solving Team will determine if a new intervention and/or increased intensity is needed.

Goal: To do everything we can to not fail students. If a student happens to fail, we need documentation showing our efforts.

IDEA 1997 IDEA 2004 Emphasis on results "wait to fail" model DUAL SYSTEM General & Special Education encouraged mainstreaming students with disabilities into regular classrooms Emphasis on early intervention to prevent failure Requires inclusion of students with disabilities in regular classrooms UNIFIED SYSTEM single system Focus on student achievement Focus on compliance