Presented by Dr. Quentina Pruitt Staff Development Specialist

 Purpose  Problem Solving Team Process  Universal Screening  Academic Tiered Support/Intervention  Behavior Tiered Support/Intervention  Progress Monitoring  Referral for Special Education  Fidelity of Implementation  Questions 2

The purpose of today’s training is to deepen the understanding of Response to Instruction’s tiered instructional framework and to describe the problem-solving team process. 3

 A problem solving team uses the skills of professionals from different disciplines to develop and evaluate intervention plans that should significantly improve the performance of students. 4

 Meet monthly, at a minimum.  Maintain documentation (5 years).  Forward PST records to schools of students who transfer.  Review current academic and behavior data. 5

 Led by the principal, assistant principal or an appointed designee.  General education teachers.  School guidance counselor.  Other specialists as needed. 6

 Each of the students discussed need someone on the team who really knows the student and can speak to the validity of the data (Are you surprised by Rebecca’s percentile score in reading and math?).  Keep the discussions focused and real. 7

Step 1: Identify (Is there a problem?) 8

What sources of data are needed to identify academic and behavior problems? 9

 Universal Screening is a process whereby all students are tested on key skills that drive benchmark performance.  These tests are always administered as close to the beginning of the school year as possible, then repeated 2 times throughout the year to chart progress.  MCPSS uses Renaissance Learning as the universal screening tool. 10

 Universal Screening identifies students in need of intervention based on cut-scores from STAR Early Literacy, STAR Reading, and STAR Math. *Important* Schools should also use other academic data to identify students in need of intervention. 11

Reading  STAR Early Literacy  STAR Enterprise Math  STAR Enterprise 12

 STAR Early Literacy is designed for Grades K, 1, 2 and non-readers (any grade) until the time in which they score as a probable reader.  STAR Enterprise Reading and Math should be administered to students who are identified as probable readers from STAR Early Literacy and the student has a 100 reading word vocabulary.  (See orange handouts). 13

 August 20- October 5  November 26-January 11  April 15-May 17 *** Universal Screening Administration Dates have changed to August 20-September 21, November 12-December 14 and April 15- May 17 (as of ). 14

 Step 2: Analyze (What is the problem?) 15

 Determine if there is a core instruction problem (See pink handout).  If far more than 25% of the students in a grade score below the 25th percentile, there may be a core instructional problem!  Choose 25% (at least) of your students in each grade for whom you will provide intervention. AND 16

 Accelerate the growth of the other students by intensifying core instruction for the entire grade. 17

Discuss with a partner/table, various ways grade levels can intensify core instruction. 18

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 Step 3: Set goals (What do we have to change to solve the problem?)  Step 4: Intervene (How will we change it?)  Step 5: Assess (Is the intervention working? Do we need to change something else?) 20

 Student Intervention Plan Form (lemon- colored handout)  For STAR, utilize the Instructional Planning Report (page 46 in the PST Manual) and the Class Instructional Planning Report (page 45 in the PST Manual). 21

 Required for Grade 9.  Principals determine need to test students in grades 10, 11, 12 based on course failures, teacher/parent recommendations, and summative assessment. 22

 Data from Universal Screening should be shared with all content area teachers.  For example, math, science, and social studies teachers should know immediately which students in their classes struggle with comprehension or vocabulary.  Since these classes have an increasing amount of reading embedded in the work, teachers need to be able to support mastery and application of content. 23

 Choose one (1) concern that will impact all classes and can be intervened by any teacher.  Utilize an intervention: such as, mini block, intervention teacher, or extended day. 24

 RtI is a general education model that involves all students, and because it cannot be known in advance which students may be candidates for special education, the time to begin documenting and notifying parents is when intervention starts (Tier II or III).  Schools can modify or use the Sample Parent Letter Explaining Intervention Initiation form, Appendix J-1, located on page 29 of the manual. 25

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 Parent notification of student progress during Tier II and Tier III support/intervention is required.  Schools can modify or use the Sample Progress Report, Appendix J-2, located on page 30 of the manual. 27

 Progress reports must include DATA.  The Instructional Planning Report (page 46 in the PST Manual) can be shared with parents.  Send progress reports on a regular basis.  Send with mid-quarter reports or report cards. 28

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Tiers represent actions, not student classifications 30

 Tier I, served by the core instructional program (80%)  Explicit instruction  Differentiated instruction  Active student engagement  Reteaching/retesting 31

 Tier II represents a smaller grouping of students who may require additional help (15%).  Students continue to receive core instruction (Tier I), but are now given additional support (Tier II).  The PST will determine the need to move to Tier III after four (4) progress monitoring data points. 32

 Progress monitoring is a scientifically based practice that is used to assess students’ academic and/or behavior performance and to evaluate the effectiveness of instruction.  Progress monitor a minimum of 3-4 weeks or more as needed.  Results from progress monitoring reveal the need to continue interventions, supplement interventions, or advance to the next tier. 33

 For STAR, after determining which students need intervention, use the goal setting wizard to set a progress monitoring goal tailored for each student.  Set a goal to accomplish by the end of the school year.  See PST Manual, page 49 34

 The PST should determine intervention outcome and make recommendations after four (4) progress monitoring scores.  These four (4) scores generate a growth rate.  See PST Manual, page

The PST uses this comparison to determine the student’s RESPONSE TO INTERVENTION (RtI)! 36

 Tier III interventions are intensive and individualized (5%).  Students are not required to be identified as special education to receive Tier III support. 37

 Students are usually assigned to Tier III only after Tier II is unsuccessful. In some cases, however, students may be put directly into Tier III.  This is done only after an evaluation (STAR or other data) determines that the nature and event of Tier II intervention will likely be insufficient. 38

 The PST will determine the need to move to Tier II or recommend special education evaluation after 4 progress monitoring data points (STAR or other academic/behavior data).  Students not eligible for special education services must continue Tier II and Tier III support/intervention. 39

 If the school-wide discipline plan is consistently and effectively being implemented, 80-90% of students should respond positively (Tier I).  If that is not the case, a problem-solving approach would be utilized to identify possible barriers. 40

 PST Manual (See pages 17-18). 41

 Interventions must be scientific, research- based as required by Federal and State law regulations.  Some examples of interventions teachers should avoid include: fewer answer choices on multiple choice tests, more time, shorter assignments and oral assessments. 42

Referral to Special Education  Twelve (12) weeks of documentation in elementary, middle, and high schools are required for special education referrals.  Schools should follow the Referral for Special Education form (referral requirements), Appendix M, located on page 35 in the manual. 43

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 Fidelity of implementation is the delivery of instruction in the exact way it was designed by its author to be delivered.  Fidelity must also address the integrity with which screening and progress monitoring procedures are completed and that an explicit decision-making model (PST) is followed. 45

Simply using a process called “problem solving team” does not mean you are doing RtI! 46

 Administrators and teachers should become familiar with all aspects of the PST process.  Ongoing professional development is needed to ensure proper implementation by all administrators and teachers. 47

 PST progress should be discussed and documentation provided at all Continuous Improvement Plan (CIP) meetings.  Documentation of a student’s intervention plan can be supported by programs paid for by Title I and IDEA funds. 48

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 Evidence of faculty PST training (agenda, PowerPoint, and/or sign-in sheet), due October 1,  PST Tentative Meeting Dates for , due October 1, 2012  Annual Report, due January 4, 2013 and May 31,

PST documents can be found by going to 51