R T I R ESPONSE TO I NSTRUCTION /I NTERVENTION

O BJECTIVES : Teachers will understand their responsibility in the RtI Process. Teachers will analyze student data for RtI need. Teachers will differentiate instruction within their classroom to meet specific student needs. E SSENTIAL Q UESTION : What is the benefit of RtI for our students at UES?

P URPOSE OF R T I Meet requirements of the Individuals With Disabilities Act and No Child Left Behind Develop educational standards, use proven curriculum and instruction to teach the standards, and assess to determine mastery of the standards Identify at risk students, determine their needs, and provide ADDITIONAL support/instruction before they fail

T ARGET A REAS Behavioral Language Academic Reading Math T IER I ALL STUDENTS K-5 ARE IN THIS LEVEL Basic Core Instruction Harcourt, Go Math! 80% of students will stay at this level

R EFERRAL P ROTOCOL Analyze test scores (FAIR, EduSoft, STAR, prior FCAT) and classroom grades Parent Conference with check mark in applicable box– to highlight HEALTH (hearing, vision, ADD, ADHD, physical issues) and MAJOR HOME CHANGES (turn in to Mrs. Cole) Anecdotal Record (turn in to Mrs. Cole) Compare the student status to the overall progress of the class

R T I T EAM Principal and Assistant Principal Guidance Counselor ESE Department School Psychologist Literacy Coach CRT Classroom Teacher Parents

I NITIAL R T I T EAM M EETING Bring: current data (current testing, grades) as applicable to Subject/Target Area of concern Team meets to discuss student progress as an individual and then as compared to the class and grade level Team will decide whether to remain at Tier I, or move to Tier II If moving to Tier II – a hypothesis, interventions, and goals are determined

I NTERVENTIONS Outside the 90 minute reading block 2 – 3 days per week Assessments every 20 days These scores are recorded on the PINK sheet- make a copy and give it to Mrs. Cole – DO NOT SCORES Fidelity Log to be kept by the teacher showing days of interventions and testing—MUST be signed by teacher and Mrs. Rogers (if student is absent on an intervention or testing day, then complete it on their next day here)

Fill in all Student information at the top – including the Tier Complete the Focus of Intervention area Circle the days the student is present and interventions are done Make sure you have the Record signed by Mrs. Rogers

A VAILABLE I NTERVENTIONS Reading Fast For Word Earobics Quick Reads Harcourt Interventions Think Central Math Think Central Math Facts in a Flash Flash Cards Harcourt Math Precision Teaching Behavior PBS Contracts Leaps Discipline Buddies

A SSESSMENTS Tier 2 After Every 20 days of intervention Tier 3 After Every 5 days of intervention

T IER II AND III Interventions 2 to 3 days per week Assessments every 20 days Interventions are outside the 90 minute Reading Block Interventions 5 days per week Assessments every 5 days Interventions are outside the 90 minute Reading Block Time and intensity increases Tier IITier III

P ROGRESS M EETINGS Held every 5 to 6 weeks Team Meets (Administrative Team, Psychologist, Classroom Teacher, Speech Teacher, Parent) Teacher Responsibilities Turn in the PINK assessment score sheet to Mrs. Cole- PRIOR to the meeting, so a graph can be made Fill out the RtI Follow-Up Information Sheet- it MUST be turned in to Mrs. Cole Teacher may not be required to meet if there are less then 4 data points available Team reviews graphs (must have 4 points on the graph to make any changes) Stay at current level – continue/change interventions Move up a level – interventions are more intense Move back a level- reduce intensity of interventions When/WhyWhat Happens At Tier III – if no progress is made, the intervention can be changed or the Team can recommend moving to Case Review

C ASE R EVIEW Case Review Team: Psychologist County Staffing Specialist RtI Team Team reviews all graph data and compares to peers and any sub groups, teacher input, health information, testing, scores, grades, and any other information that would impact the case Findings: Eligible: ESE staffing will follow Ineligible: must continue at Tier III

C ASE R EVIEW During Case Review interventions continue as Tier III interventions, they DO NOT STOP, assessments also continue WHY? If the Case Review Team decides against eligibility for staffing, the student will remain at Tier III and other interventions would be recommended (then Tier III process is repeated)

TICKET OUT Your table group has a Student Data Sheet Review the information given to determine the next step for that student in the RtI process Answer the question at the bottom: What are your responsibilities in the RtI process?