1. Mexico High School –RTI Plan 2017-2018

2. Response to Intervention Plan
The overall purpose of Response to Intervention (RtI) at Mexico High School is to provide high-quality instruction and intervention matched to student needs using data to make important educational decisions about the academic, behavioral, and attendance needs of individual students.

3. Relationship of Academic Intervention Services and Special Education
Academic Intervention Services (AIS) are considered “General Education Program” interventions. As a result, AIS actions should not be included in a student’s IEP or student’s 504 Plan. The CSE cannot recommend that a student with a disability receive AIS. Special education teachers and related service staff may provide AIS support when such services are in addition to any special education interventions that are listed in an IEP. The specific manner in which AIS support will be provided to a student with an IEP or 504 Plan will be determined by the designated building team.
Student Support Services: Prevention services are available to all students. In addition to academic interventions, students who are determined to be at risk for failure to meet NYS Learning Standards in Language Arts, Mathematics, Science and/or Social Studies may be determined to be at risk due to speech/language delays, poor attendance, behavior issues or other social/emotional factors. Students who have these risk factors may receive preventive services such as speech improvement, counseling, guidance, health or other district services as developed by the Intervention Team and/or directed by the school’s principal.

4. Focus on High Quality Instruction
Tier One is considered the primary level of intervention at MHS and always takes place in the general education classroom. Tier 1 involves appropriate instruction, attendance, and behavior supports delivered to all students in the general education class which is delivered by qualified personnel.

5. Instructional Supports
Instructional Modifications
Differentiated Instruction
Small Group Instruction
Smaller Student-to-Staff Ratio
Computer Assisted Instruction
Study Skills Support
Co-teaching
Individualized Instruction/Tutoring
Time Management Instruction & Support
Extended Instructional Time
Parent/Team Conferences
Progress Sheets

6. Instructional Supports
Summer School Programs
Collaboration/Consultation with other teachers/consultant
Targeted extended day programming
Alternate Education Programming
Learning Targets
Higher Order Thinking
Targeted Feedback
Continual Checks for Understanding

7. Student Support Counseling Services Parent/Family Support and Referral
Drug/Alcohol Referral
Health-related Issues Support and Referral
Nutritional Issues Support and Referral
Mobility/Transfer Issues Support Referral
Speech/Language Therapy and Referral
Occupational Therapy and Referral

8. Student Support
School-based Mental Services or referral to community based agencies for mental health services
Attendance Improvement Services
Transition Planning
Professional Collaboration (teachers and student support personnel)
Community Program Links
Homeless and Unaccompanied Youth Services
Domestic and Dating Violence Prevention Services
Teen Health Issues Education, including pregnancy prevention
Community School Resource Center support
Alternate Education Programming

9. Tier Two and Three Interventions
Tier Two is typically small group, supplemental instruction. Supplemental instruction is provided in addition to, and not in place of core instruction students receive in Tier 1. Instruction/interventions provided at this level/tier are designed to address the needs or weaknesses of the student relative to academics, behavior, and/or attendance.
Tier Three is designed for those students who have been unresponsive to Tier 2 intervention or who demonstrate such significant needs that warrant intensive instruction or intervention.
A Pyramid of Intervention System has been created by MHS to achieve a multi-tiered approach to supporting students in academics, behavior, and attendance.

10. Assessment within our RTI Framework
An RtI framework uses a variety of assessments that support decisions about a student’s at-risk status, response to instruction or intervention, and the nature of instruction.
MHS created a computer-based RtI Toolbox to support the RtI Assessment Framework. The RtI Toolbox disaggregates academic, behavior, and attendance data on a live update. Usage of the RtI Toolbox is a formalized process at MHS which enables data analysis to implement a Pyramid of Intervention system.
A RtI Assessment Framework includes universal screening, progress monitoring, and diagnostic assessments. Each assessment type is used at different points within a RtI process for different purposes.

11. Screening
Screening is an assessment procedure characterized by brief, efficient, repeatable testing of age-appropriate academic skills (e.g., identifying letters of the alphabet or reading a list of high frequency words) or behaviors. Screenings are conducted for the purposes of initially identifying students who are “at-risk” for academic failure and who may require closer monitoring , further assessment, or supplemental instruction.
MHS uses STAR Assessments as an academic universal screening tool. All STAR screening results will be listed in the RtI Toolbox for every student 9-12 that tested.
Students are screened minimally 3 times a year to determine if there is a need for behavior interventions based on behavior infraction documentation as recorded in the School Wide Information
Students are screened for attendance on a weekly basis based on daily attendance recorded in SchoolTool (student management system).

12. Progress Monitoring
Progress monitoring is the practice of assessing student performance using assessments on a repeated basis to determine how well a student is responding to instruction. Data obtained from progress monitoring can (1) determine a student’s rate of progress, (2) provide information on the effectiveness of instruction and whether to modify the intervention, and (3) identify the need for further or additional information. Progress monitoring data is also used to determine a student’s movement through tiers. The intensity of instruction/intervention will determine the frequency of progress monitoring.
Progress monitoring data is listed in the RtI Toolbox on a biweekly cycle.
MHS Pyramid of Interventions establishes the frequency of progress monitoring based on requirements of the evidence-based intervention.

13. Data Based Decision Making
The RtI Toolbox that MHS has created is used to make educational decisions at the individual student, classroom, and school levels. Benchmark/screening assessments and progress monitoring data within the RtI Toolbox informs decisions relative to risk status, level and type of interventions needed to help individual students make progress.
Within a RtI framework, two major decisions need to be made relative to student performance:
1. Which students may be at-risk for academic failure or failure to meet attendance and behavior expectations?
2. How well is the student responding to supplemental, tiered instruction/intervention?
Questions such as these are considered during the data cycle and when the School Intervention Team meets to make educational decisions based on data.

14. Data Based Decision Tool Box

15. MHS Procedures
MHS will use Multiple Data Sources , student records, progress report card grades, classroom participation, diagnostic assessment, formative assessment, parent referrals, and curriculum based measures.
Purpose:
Determine student’s response to the intervention
Determine if the student is making progress towards skill(s) deficit, grade level benchmarks
Determine the need for a lesser or more intensive intervention

16. MHS Procedures Continued
Who’s Involved:
Reading Staff, Classroom Teacher, School Counselor, School Psychologist, School-Home Liaison, and any other staff involved with the child, and/or the School Intervention Team.
Intensity Per Tier:
Based on level of needs as determined by multiple measure of data, students with the greatest need would receive more intense services, for a longer duration, and with more frequent progress monitoring. See appendix for Pyramid of Interventions.

17. MHS Procedures Continued
Exit Criteria and Intensity Level of Intervention
Criteria and level of intensity is established for beginning and ending Academic Intervention and Student Support Services. See appendix for academic entrance and exit criteria.

18. MHS Intervention Checklist
MHS Struggling Students Form
Tier 2/3 Interventions Completed:
Please Check Interventions
Academic –Tier 2/3
Behavior-Tier 2/3
Attendance-Tier 2/3
___Parent Contact
Dates_____________________ Times_____________________
___ASAP
___Flexible grouping
___Individualized or small group support
___Skills-Based small group support
___Parent Communication/Meeting
___IST Interventions
___Grade Recovery/Grad Point
___Schedule change
___Make up opportunities
___Peer Tutoring
___AIS classroom monitoring or direct instruction according to AIS plan
___After school academic session
___In-teaming
___Team meetings w/ counselor
___ Re-teaching
___Review data/ data meetings
___Parent contact and/or conference
___Mediation
___Behavior contract
___Hallway restriction
___Incentive Plan
___Success Plan
___Safety Plan
___IST Meeting
___ Small group counseling session
___Voluntary Community Service
___Check and Connect
___Skills group
___“Check-in, check-out”
___FBA/BIP (and review)
___After school “re-teaching”
___Home visit
___Alternative education
___Petition to court
___Informal Hearing(Principals Hearing)
___Re-teach skills missed
___Contact from student support team
___Parent meeting
___IST referral
___Informational letter from principal every 5 weeks
___Individual meeting with School Counselor
___Personal contact with students on monitoring list
___Incentive based attendance plan (reward)
___Alternative scheduling (accommodating to students’ needs)
___Referral to outside agencies
___After school Academic session

19. Pyramid of interventions