Transcript Response to intervention (RtI) module 1 introduction to RtI

RESPONSE
TO
INTERVENTION
(RtI)
RtI Process
Presentation for Private Schools
October 6, 2011
Brownsville Independent School District
Curriculum & Instruction Department
Angie T. Morales, RtI Specialist
RTI MISSION STATEMENT
To
support all students in the
district with a team of
educators committed to
providing research-based
expectations, instruction, and
curricula so that students can
achieve grade-level standards.
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FEDERAL MANDATES REQUIREMENT
From NCLB:
“…holding schools, local education agencies, and
States accountable for improving the academic
achievement of all students…” and “…promoting
school wide reform and ensuring the access of
all children to effective, scientifically-based
instructional strategies…” [PL 107-110 §1001(4) and
(9)]
From IDEA:
“…to improve the academic achievement and
functional performance of children with
disabilities including the use of scientifically
based instructional practices, to the maximum
extent possible.” [20 U.S.C. 1400(c)(5)(E)]
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FEDERAL REQUIREMENT
To implement proactive models of instruction that
allow all students to receive effective instructional
as well as behavioral interventions in the general
education setting.
 Response to Intervention, or RtI, a multi-tiered
approach to instruction, is evolving as the
framework of the general education program for all
students including those who experience difficulties
either academically or behaviorally.
 RtI helps to ensure that all students have the
opportunity to experience a full range of
educational opportunities in the general education
program.

(Texas Education Agency)
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STATE REQUIREMENTS

Referral of students for a full and individual
initial evaluation for possible special education
services shall be a part of the district’s overall,
general education referral or screening system.
Prior to referral [to special education] students
experiencing difficulty in the general education
classroom should be considered for all support
services available to all students, such as tutorial;
remedial; compensatory; response to scientific,
research-based intervention; and other academic
and behavior support services. (19 TAC
§89.1011).
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CAMPUS TEAM MEMBERS






Principal/Designee
RtI/504 Campus Coordinator
Classroom Teacher
LPAC Representative
Instructional /Curriculum
Other: (Specify: Ex. Counselor, Nurse,
Special Services or etc.)
CAMPUS TEAM GOALS
Response to Intervention offers assistance to
students experiencing problems which interfere
with
 academic performance
 co-curricular performance
 emotional , physical, mental and social development.
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RtI is NOT a Pre-Referral Model
•RtI is about PREVENTION – not referral to
Special Education
•RtI is about enhancing, improving and increasing
student and staff performance
•RtI is a General Education initiative that believes we
can effectively teach ALL children
•RtI is about intervening early
•RtI uses data to make decisions about the
curriculum, teacher implementation and child
•“RtI is about what will be done rather than where it
will be done, and how to intervene as opposed to who
will do the intervention”
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RTI FRAMEWORK
 3-Tiered

Tier 1, Core Instructional Interventions


School/Classroom-Wide Instruction for all students,
including differentiated Instruction
Tier 2, Targeted Group Interventions


Model of Instructional Services
Supplemental Grouping for students with struggling
response to Level 1
Tier 3, Intensive, Individual Interventions

Specialized individualized systems for students with
intensive needs
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ESSENTIAL COMPONENT 1:
RTI MULTI-TIER PROCESS
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Tier III
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
5-10%
Intensive, Individual Interventions
•Tier III
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
Targeted Group Interventions
•Tier II
•Some students (struggling)
•High efficiency
•Rapid response
Targeted Group Interventions
•Tier II
•Some students (struggling)
•High efficiency
•Rapid response
Universal Interventions
•Tier I
•All students
•Preventive, proactive
Universal Interventions
•Tier I
•All settings, all students
•Preventive, proactive
80-90%
80-90%
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ESSENTIAL COMPONENT 2:
THE PROBLEM SOLVING PROCESS
•
Define the Problem
(Screening and Diagnostic Assessments)
What is the problem and why is it happening?
• Develop a Plan
• Evaluate
(Goal Setting and Planning)
(Progress Monitoring
Data)
What are we going to
do?
Did our plan
work?
• Implement Plan
(Treatment Integrity)
Are we carrying out the interventions?
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Essential Component 3:
Integrated Instructional Data Collection/
Assessment Systems


Assessment of
 Skills in state and
local standards
 “Marker variables”
(benchmarks)
leading to ultimate
instructional
target
To be administered
 Efficiently
 Repeatedly

Provide
 Data specific to
strategy
implemented
 Individual student
progress monitoring
data, sensitive to
small increments of
growth
 Comparison data
across students
 User-friendly data
displays
RTI AND SYSTEMS OF SUPPORT
The first and best
intervention is the
CLASSROOM
TEACHER!!
Interventions always
involve instruction
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INTERVENTIONS DO NOT INCLUDE:
 Preferential
seating
 Shortened assignments
 Parent contacts
 Classroom observations
 Suspension
 Doing MORE of the same/general
classroom assignments
 Retention
 Peer-tutoring
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The RTI Guide, pg. 51
INTERVENTION GUIDELINES









Match curricular materials and instructional level
Modify the modes of task presentation
Cue work habits and organizational skills
Modify direct instruction time
Modify guided and independent practice
Ensure optimal pacing
Increase task structure, such as directions, checks
for understanding and feedback
Increase opportunities to engage in active academic
responding, such as writing, reading aloud or
answering questions in class
Decrease group size
Key to Intervention is that teachers and staff implement them with
the purpose of improving progress in or toward the grade-level
curriculum and to measure or monitor their effectiveness to
determine how well the student is responding (progress
monitoring)

Copyright © ERICC, 2010
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RTI WEBSITE --RESOURCES
Building RtI Capacity
http://buildingrti.utexas.org
The Florida Center for Reading
Research
www.fcrr.org
National Center on Response to
Intervention
IDEA Partnership
www.rti4success.org
http://ideapartnership.org
U.S. Department of Education
RtI Action Network
http://idea.ed.gov/explore/home
www.rtinetwork.org
National Reading Panel
Intervention Central
www.nationalreadingpanel.org
www.interventioncentral.org
National math Panel
Doing What Works
www.dww.ed.gov
www.ed.gov/about/bdscomm/list/mat
hpanel/index.html
Searchlight
http://searchlight.utexas.org
Character Counts!
www.charactercounts.org
Project Resilience
www.projectresilience.com
ESU #1 RtI
www.esu1.org/dept/sped/RTI/rti.html

Vaughn Gross Center for Reading
and Language Arts
http://www.meadowscenter.org
AIMSweb
www.aimsweb.com
www.dibels.uoregon.edu
National Center on Student Progress
Monitoring
www.studentprogress.org
Screening to Enhance Educational
Performance (STEEP)
www.isteep.com
CBM Warehouse
www.interventioncentral.org
What Works Clearinghouse
www.whatworks.ed.gov
RESPONSE to INTERVENTION (RtI) CHECKLIST
Student Name:___________________________________________________________________________
ID #:_________________
D.O.B.:__________________
Grade: _________
Teacher:__________________________________
Campus:________________________________
PLEASE PROVIDE THE DATE FOR THE FOLLOWING REQUIRE FORMS:
DATE
FORMS
Pages
TITLE
BEFORE THE MEETING:
Parent
2
Receipt for Parent Information and Notice Letter
Parent Information and Notice Letter
Parent
2
Parent (Background) Information
RtI - 1
4
Initial Referral
RtI - 2
3
Student Health Information
RtI – 3A (All students)
2
Screening for Language Dominance
RtI – 3B (LEP students ONLY)
3
BICS/CALP Checklist
Achievement scores
--
TAKS, TELPAS, Stanford, and etc.
Grades
--
Current Grade Speed / TPRI / TEJAS LEE
Input from parents
--
Parent Information Form
Attendance reports
--
Report from Data Entry
RtI -5
4
Individual Intervention Plan
RtI -6
1
Signature of Receipt (RtI Core Team Members and Teachers)
Also collect: (right side of folder)
DURING RtI CORE TEAM MEETING:
If SPEECH Concern:
RtI - 4A
Speech/Language Teacher Interview
RtI – 4B
Teacher Observation of Std. Oral Lang.
RtI – 4C
Speech/Language Parent Interview
If BEHAVIOR Concern:
(RtI-13 and/or Review360)
RtI – 13
Positive Behavior Support Plan

RtI-10

PBSP Checklist

RtI-11

Classroom Behavior Observation

RtI-12

Functional Behavior Assessment
Tier II & III – Student RtI Plan
Review360
DURING INTERVENTION PLAN:
RtI -7
1
Progress Monitoring Record (RtI/504 Campus Coordinator)
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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
RESPONSE TO INTERVENTION PROCESS
INITIAL STUDENT REFERRAL TO RTI
RTI- 1
Student:
ID#:
Gr.:
Campus:
D.O.B.:
Teacher Completing Form:
Date:
ACADEMIC CONCERNS: Check all that apply.
Difficulty completing work
Difficulty with reading
Difficulty following written
Difficulty following oral
directions
directions
Difficulty with math skills
Homework concerns
Difficulty with written skills
Difficulty with spelling
Other:
Poor retention of material
Difficulty completing tasks on
time
Difficulty with cause and effect
Inconsistent performance
Difficulty seeing relationships
BEHAVIOR CONCERNS: Check all that apply.
Lacks self-discipline
Lacks initiative
Lacks social skills
Lack of participation
Poor peer relationships
Disorganization
Does not work independently
Poor work attitude
Other:
Disruptive to other students
Not prepared for class
Does not keep track of work
Frequently off task
Overactive or distractible
SPEECH CONCERNS: Check all that apply.
Language
Articulation
Other:
Stuttering
Fluency
OTHER CONCERNS:
Other:
Other:
EDUCATIONAL HISTORY:
Has this student been referred for special education?
Has this student received speech therapy?
Has this student been in other programs?
Bilingual
ESL/ESOL
Counseling
Ext. School Yr.
Summer School
Other:
Yes
Yes
Yes
Tier 2 Reading
Tier 3 Reading
TAKS Tutorials
No
No
No
Qualified
If “Yes”, please check
program(s)
AMI
ARI
Neuhaus
LANGUAGE HISTORY:
What is the student’s native language as specified on the Home Language Survey?
(If language is other than English, teacher must complete Form RTI-3A and RTI-3B.)
If “Yes”,
DNQ
Computer Lab
Math Lab
Other:
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
RESPONSE TO INTERVENTION PROCESS
STUDENT HEALTH INFORMATION
RTI-2
Student:
ID#:
D.O.B.:
Gr.:
Campus:
School Nurse:
DIRECTIONS: To be completed by campus school nurse prior to initial meeting for screening.
Date of Screening:
Person Conducting Screening:
Results:
VISION:
YES
Position
NO
Did the screening indicate a need for further assessment or adjustment?
If YES, explain:
Has follow-up treatment been recommended?
If YES, explain:
Date of Screening:
Person Conducting Screening:
Type of Screening:
Results:
HEARING:
YES
Position:
NO
As a result of the screening, is there any indication of a need for further assessment or
adjustment?
If YES, explain:
Has follow-up treatment been recommended?
If YES, explain:
HEALTH:
YES
NO
Does student exhibit any signs of health or medical problems?
If YES, explain:
Is there a need for further assessment or referral of a medical problem?
If YES, explain:
Is student receiving any medication at school?
If YES, specify:
Does this student require adaptive equipment or facility adaptation for accessibility?
If YES, specify:
Does this student make frequent visits to the nurse’s office?
If YES, how often/how many?
Nurse’s Signature
Date
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
RESPONSE TO INTERVENTION PROCESS
BICS/CALP CHECKLIST FOR LIMITED ENGLISH PROFICIENT STUDENTS
RTI-3B
Student:
DIRECTIONS:
DOB
ID#:
Gr.:
Campus:
Each teacher of a LEP student referred to RtI core team must complete the BICS/CALP
checklist. Students who were waived from the Bilingual Education Program by a parent
waiver are still considered to be LEP students until they meet exit criteria.
For each of the items below, indicate whether the student has demonstrated the skill in
the primary language (L1) or English. If the student has demonstrated the skill in both
languages, circle “L1” and “Eng.” If the student has NOT demonstrated or has not been
taught the skill, circle “NA.”
BASIC INTERPERSONAL COMMUNICATION SKILLS (BICS)
A. LISTENING
1.
2.
3.
4.
5.
6.
7.
8.
Follows classroom
directions.
Points to classroom
items.
Distinguishes items
according to color, size,
shape, etc.
Points to familiar
people.
Distinguishes people
according to emotional
and physical states.
Acts out common
school activities.
Distinguishes
environmental sounds.
Reacts to peers:
a. at lunch
b. during recess
c. other
COGNITIVE ACADEMIC LANGUAGE PROFICIENCY
(CALP)
A. LISTENING
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
L1
L1
Eng.
Eng.
Eng.
NA
NA
NA
1. Follows specific
directions for academic
tasks according to
curriculum guide.
2. Understands vocabulary
for academic tasks
according to curriculum
guide (i.e., word
meaning, word
synonyms).
3. Understands teacher’s
discussion and
distinguishes main ideas
from supportive details.
4. Understands temporal
concepts (i.e., do this
first, second, last).
5. Distinguishes sounds
for reading readiness
activities.
6. Listens to a movie or
other audio-visual
presentation with
academic content.
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
L1
Eng.
NA
If it is a Speech Referral, then include
forms:
RtI – 4A Speech Language Screening
Checklist
RtI - 4B Student Oral Observation
Matrix
RtI – 4C Speech Parent Interview
Form
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
RESPONSE TO INTERVENTION PROCESS
INDIVIDUAL INTERVENTION PLAN
RTI-5
Student:
ID #:
Person(s) Implementing IIP:
Date:
Grade:
Regular Education Teacher
Initial Tier 2 Intervention Plan
Initial Tier 3 Plan
Tier 2 Revision
Tier 3 Revision
Revision of an existing IIP from a student transferring into district
Other:
Counselor
Campus:
Nurse
Other:
INTERVENTION(S) TO BE IMPLEMENTED: (Maximum of 3 at any time.) Interventions NOTE: An instructional intervention is a series of planned activities that are
should address academic as well as behavior issues. For more serious behavior challenges, refer DIFFERENT from those activities normally occurring in the child’s regular
education program. All interventions MUST be scientific, research-based.
to the Functional Assessment, RTI- 12, and Positive Behavior Support Plan, RTI-13.
Area of Intervention:
Behavior
Reading
Language Arts
Math
Social Studies
Science
Speech
Skill Targeted:
Baseline/Present Level of Performance:
Goal Level of Performance:
Instrument used for Baseline: (TPRI, Benchmark, Probe, etc.)
INTERVENTION:
FREQUENCY:
DURATION: # of sessions/day
or week:
Begin on:
X per Day
End on:
Or
X per Week
TIME:
Amount of time/session:
Other:
INTENSITY:
LOCATION:
10 min
15 min
Whole Class
Gen. Ed. Classroom
30 min
45 min
Large Group (7+)
Pull Out
60 min
90 min
Small Group (4-6)
Gen. Ed. + Pull Out
Smallest Group (2-3)
Other:
120 min Other:
Individual
Six weeks
Ten weeks
Other:
LENGTH OF PLAN IMPLEMENTATION:
Eight weeks
Twelve weeks
Other:
DATA COLLECTION/PROBE SCHEDULE
Weekly monitoring
Bi-weekly monitoring (minimum)
Other:
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
RESPONSE TO INTERVENTION PROCESS
IMPLEMENTATION OF INDIVIDUAL INTERVENTION PLAN (IIP)
AND/OR POSITIVE BEHAVIOR SUPPORT PLAN (PBSP)
SIGNATURE OF RECEIPT
RTI-6
Student:
DIRECTIONS:
DOB:
ID#:
Gr.:
Campus:
Attached is the Individual Intervention Plan (IIP) and/or Positive Behavior
Support Plan (PBSP) dated
/
/
for the student identified
above. These interventions are effective immediately. The interventions are
recommended to be in place for a period of 6 - 8 weeks prior to
recommendation for further assessment.
Plans must be implemented as
written (fidelity). Documentation of curriculum-based progress monitoring
data and/or revisions, if indicated, must be demonstrated.
To enable the RtI Case Manager to have a record of receipt for audit purposes,
please read and sign that you have received the Individual Intervention Plan
(IIP) and/or the Positive Behavior Support Plan (PBSP).
CAMPUS RTI COORDINATOR:
DATE:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
Date:
Staff: _________________________
Position:
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
RESPONSE TO INTERVENTION PROCESS
PROGRESS MONITORING RECORD
RTI-7
Date:
Student:
ID #:
Campus:
Grade:
Initial Tier 2 Intervention Record
Initial Tier 3 Record
Repeated Tier 2 Record
Repeated Tier 3 Record
Other:
Other:
CURRICULUM BASED MONITORING RESULTS (SCORES) OF PROGRESS MONITORING PROBES:
In the following boxes, provide the date and result of probes used to monitor the student’s response to his/her intervention plan.
Use only as many settings as necessary to reflect the monitoring schedule of the affixed student individual intervention plan.
Leave the remaining sections blank.
Area of
Interventions :
Behavior
Reading
Lang. Arts
Social
Studies
Math
Science
Speech
Other:
MONITORING #1
MONITORING #2
MONITORING #3
MONITORING #4
Date
Date
Date
Date
Probe
Score
Probe
Score
Probe
Score
Probe
Score
MONITORING #5
MONITORING #6
MONITORING #7
MONITORING #8
Date
Date
Date
Date
Probe
Score
Probe
Score
Probe
Score
Probe
Score
MONITORING #9
MONITORING #10
MONITORING #11
MONITORING #12
Date
Date
Date
Date
Probe
Score
Probe
Score
Probe
Score
Probe
Score
FIDELITY TO INTERVENTION AND MONITORING ASSURANCE:
I certify that the scientifically-based intervention was conducted as described in the student’s individual intervention
plan and was monitored and implemented correctly.
Signature of Administrator or Designee
Signature of Interventionist (person providing intervention)
PROGRESS MONITORING SUMMARY AND PEER ANALYSIS:
COMPARISON
SCORE
SUCCESS/FAILURE TO RESPOND
Student – Beginning of Intervention
Student – End of Intervention
Class Average
Yes
Sufficient
Progress
No
Note:
If the student does not
demonstrate sufficient progress,
an
additional/alternate/revised
intervention should be initiated
and/or more time for the initial
intervention should be considered.
“More of the same is not going to
make a difference.”
Dr. Pedro Noguera
Making a World of Difference . . .
Together!
===================================
Thank you!
Do you have any questions?
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