2011-2012 Estacada School District RTI Handbook

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2011-2012

Estacada School District

RTI Handbook

1/21/12

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Table of Contents

Overview • RTI Overview ......................................................................................... 3 • Student Placement ................................................................................ 5 • Multi-Tiered Services Matrix ................................................................. 8 • RTI Team and Parent Responsibility Chart ......................................... 9

RTI Team Process

• Decision Rules ...................................................................................... 10 • RTI Team Process ................................................................................. 11 • RTI Meeting Guidelines ......................................................................... 13 • Planning for September ........................................................................ 17 • Tier I Schoolwide Data Meeting Sample Agenda ................................ 18 • Tier II Data Meeting Sample Agenda .................................................... 23

Reading Curriculum

• Harcourt Core Instruction ..................................................................... 24 • Reading Protocol .................................................................................. 25 • Intervention Program Component Matrix………………………………..26 • Elementary Reading Curricula ............................................................. 27 • Options for Changing Interventions………………………………………28 • Making the Most of your Progress Monitoring Data:

Aim lines and Trend lines ..................................................................... 29 • Adequate Response to Intervention .................................................... 30

RTI Forms and Notification Letters

• Tier II Intervention Planning Form ....................................................... 31 • Title One Parent Notification Letter: English version ........................ 32 • Title One Parent Notification Letter: Spanish version………………...33 • Team Meeting Notice ............................................................................ 34 • Student Intervention Profile ................................................................. 35 • Individual Problem Solving Worksheet ............................................... 36 • Individual Student Action Plan ............................................................. 39 • Harcourt Fidelity Checklist ………………………………………………...41 • Sample DIBELS DAY One-Day Schedule..……………………………….43 • Sample DIBELS DAYS In-House Schedule………………………………45 • Progress Monitoring Schedule…………………………………………….47

Separate Attachments: • Developmental History • 2011-2012 Budget • 2011-2012 Professional Development Calendar • RTI Parent Brochure

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Response to Intervention (RTI) is a multi-tiered approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and reading specialists. Progress is closely monitored to assess both the learn-ing rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is de-signed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by student outcome data.

RTI Overview

For RTI to work well, the following essential components must be implemented with fidelity and in a rigorous manner:

• High-quality, scientifically-based classroom instruction - All students receive high-quality, research-based instruction in the general education classroom.

• Tiered instruction – A three-tiered approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specif-ic, research-based interventions matched to student needs.

• Ongoing student assessment - Universal screening and progress monitoring provide in-formation about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. This data is used when determining which students need more frequent monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions regarding students’ instructional needs are based on multiple data points over time.

• Parent involvement - Schools implementing RTI provide information for parents about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

Multi-Tiered Instruction The elementary reading program is a multi-tiered plan which includes three tiers of support de-signed to meet the instructional needs of all children. Each level targets a specific group of learn-ers, is supported by research-based instructional materials, and provides differentiated small group instruction and routine progress monitoring. Instructional decisions regarding level of services are based on student performance outcomes on the DIBELS Next, Harcourt Storytown assessments, Reading Recovery levels tests, and OAKS. Tier I: All students receive 90 minutes per day of whole group and differentiated small group in-struction using Harcourt Storytown. The classroom teacher is responsible for the instructional pro-gram and for progress monitoring for students who make adequate progress and students who ex-ceed grade-level expectations. Principals monitor program fidelity using a Harcourt Fidelity Checklist walk-through tool (page 41).

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Tier II: Students at this level are not meeting grade-level benchmarks and require small group supplemental instruction in addition to the 90 minutes of core instruction provided in the classroom. This supplemental daily 20 - 30-minute intervention is matched to the students’ needs within the “Big Five” of reading skills. Every two to four weeks students are progress monitored, typically by the classroom teacher, to track their response to the prescribed intervention. Tier II interventions include small guided reading groups with an emphasis on the specific needed reading skills. Tier III: Students at this level have severe reading difficulties and require substantial small-group or individual support. In addition to 90 minutes of core instruction, these students receive an addi-tional 45 - 60-minute intervention daily that is matched to their individual needs within the “Big Five” of reading skills. Every week to two weeks these students are progress monitored, typically by the Learning Center staff, to track their response to the prescribed intervention. Tier III interventions include small guided reading groups or individual support with an emphasis on the specific needed reading skills. The following conceptual model illustrates the three instructional tiers for reading instruction. Students with severe reading difficulties which continue after receiving supplemental Tier II Interventions Students not meeting grade-level benchmarks and in need of supplemental reading instruction 100% of students receive

90 minutes of core instruction each day (60 minutes for K)

Tier I Harcourt Storytown Instruction

for ALL Students

Tier II Supplemental Intervention

Tier III Intensive

Intervention

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STUDENT PLACEMENT In the RTI model, instructional support is delivered in three tiers by providing differentiated instruction to address the level of intervention required to accelerate learning and bring students to a benchmark level in reading. The model includes an assessment plan with specific criteria, or Decision Rules (page 10) to guide placement and monitor student response to instructional pro-grams.

The following chart illustrates the placement process for students who require supplemental services:

UNIVERSAL SCREENING

(All Students)

May lead to:

Tier I: Core Instruction: Harcourt Instruction for ALL –

90 min. of core instruction

Tier II: Strategic Supplemental Intervention for those at some risk of not

meeting reading benchmarks - 90 min. of core instruction + 20 – 30 min. of strategic sup-

plemental instruction

Tier III: Intensive Supplemental Intervention for those at high risk of not

meeting reading benchmarks – 90 min. of core instruction + 45 – 60-min. of intensive sup-

plemental intervention. Monitored three times a year

to evaluate progress Monitored every 2-4 weeks to

evaluate progress Monitored every 1-2 weeks to

evaluate progress May lead to. . . May lead to . . . May lead to . . .

Tier II Strategic Supplemen-tal Intervention

if shows some risk of not meeting reading benchmarks

A Second Tier II Strategic Supplemental Intervention (modification of first Tier II

intervention)

A Second Tier III Intensive Supplemental Intervention (modification of first Tier III

intervention) Monitored every 2-4 weeks to

evaluate progress Monitored every 1-2 weeks to

evaluate progress May lead to . . . May lead to . . . Tier III: Intensive

Supplemental Intervention Referral for Special

Education Evaluation

Note: This is not necessarily a linear process, as some students, based on progress monitoring results, may continue the same intervention for a longer period of time.

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The following steps detail the actions followed in a multi-tiered academic intervention program. Student response to instructional interventions is carefully monitored and evaluated before the stu-dent is referred for a comprehensive Special Education evaluation. Universal Screening A critical component of RTI is universal screening administered to all students three times a year by staff trained to administer the DIBELS Next assessment (Fall – within the first 10 days of school; Winter - 3rd week of January; Spring - 3rd-4th weeks of May). Universal screening is used to place all students in flexible reading groups and pinpoint early academic difficulties. Assessment results are used to determine the effectiveness of the core program, establish student baselines and growth targets, and identify struggling learners who need additional support. Tasks for universal screening include:

• Training staff to administer DIBELS Next, analyze data results and make data-driven decisions:

o The District Reading Specialist will train principals, classroom teachers, and the Learning Center staff (certified and classified) to administer the DIBELS Next as-sessment.

o The principals, classroom teachers, and District Reading Specialist will meet to ana-lyze data and make data-driven decisions. The Learning Center Specialist will be involved in the data analysis and decision-making when placing students in Tier II and Tier III reading groups based on the universal screening, as well as other as-sessments, as indicated in the following section: Multi-Tiered Services Matrix (p. 8)

• Administering DIBELS Next Fall, Winter and Spring and entering data into the DIBELS Next database:

o The Learning Center staff and District Reading Specialist will administer the DIBELS Next in the fall, winter and spring. The principals and classroom teachers may also assist in the assessment. The data will be gathered via DIBELS DAY(S) at each school. On the assigned days, teachers will bring their students to the library in their respective schools at the time indicated by the District Reading Specialist. The DI-BELS DAY team will test individual students until a classroom is completed. At that point, a new class will enter the library, and that class will then be tested. (See the sample schedules on pp. 43 - 46) This universal screening will take place at each school in the fall, winter, and spring. Following the DIBELS DAYS, the Learning Center staff will do any necessary makeup testing at their individual schools.

o It is yet to be determined who will regularly enter the data into the DIBELS Next da-tabase. However, this fall the Learning Specialists and District Reading Specialist entered data.

• Supplying data to the RTI team, teachers, and parents: o The District Reading Specialist will supply data to the RTI team and teachers. o It is the classroom teacher’s responsibility to communicate this data to the parents.

Measure Problem Areas Assessment results assist in developing hypotheses regarding the following:

• Whether a problem represents a student’s skill or performance issue • Whether the problem is occurring in measurable and observable terms • The factors that are associated with the occurrence of the problem

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Establish Baseline Data During the data analysis, previous class, school and district data should be reviewed to identify where the majority of the students are performing. Students not performing at district benchmarks are identified for intervention. Instructional Action Plan Guides Classroom and Intervention Services After reviewing DIBELS Next data and determining which intervention is appropriate, a Student Intervention Profile (page 35) is completed by the classroom teacher that includes the following:

• Description of the specific intervention • Duration, schedule and setting of the intervention • Person responsible for implementing the intervention • Measurable outcomes to use for adjustments, as needed • A progress monitoring schedule – person delivering intervention is in charge of monitoring

Monitor Progress DIBELS Next will be used as the main progress monitoring tool. However, additional tools such as Harcourt Storytown assessments, Reading Recovery levels tests, and OAKS may be used to vali-date the DIBELS Next data, as appropriate. Compare Data Comparing pre-intervention and post-intervention data will inform the team whether the interven-tion/instruction has been effective and the student is making progress. Multi-Tiered Program A multi-tiered program implemented with fidelity . . .

• Supports differentiated reading instruction for all students • Promotes early identification of students in need of additional assistance • Provides supplemental instruction for students with early reading difficulties • Provides for intensive instruction targeting those at risk of reading failure • Accommodates continuous growth through routine progress monitoring of all students

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Multi-Tiered Services Matrix

Tier I: Benchmark High quality

instructional and behavioral supports

Tier II: Strategic Supplemental

interventions for students who are not meeting benchmarks

Tier III: Intensive Intensified

interventions for students significantly below benchmarks

Instructional Design Core Class Instruction Intervention Individualized Intervention

Focus

ALL Students Students scoring “strategic” or

“intensive” on DIBELS Next and/or significantly

below benchmarks on other grade-level

assessments.

Students scoring “strategic” or

“intensive” on DIBELS Next and/or significantly

below benchmarks on other grade-level assessments; or not responding to Tier II

interventions. Program Harcourt Storytown: a

research-based reading program

emphasizing the five critical elements of reading: phonemic

awareness, phonics, fluency, vocabulary, &

comprehension

Harcourt Strategic reading curriculum;

Specialized research-based interventions

identified in the district reading protocol

Harcourt Intensive “Intervention Station” reading curriculum;

Sustained, intensive, research-based

interventions identified in the district reading

protocol

Grouping Flexible grouping Homogeneous small group instruction

Homogeneous small group or one-on-one

instruction Time Kindergarten: 45 – 60

min. per day 1st – 6th grade: 90 min.

per day

Kindergarten: 20 – 30 min. per day in

addition to the 45 – 60 min. of core instruction

1st – 6th grade: 30 – 45 min. per

day in addition to the 90 min. of core

instruction

Kindergarten: 40 - 60 min. per day in

addition to the 45 – 60 min. of core instruction

1st – 6th grade: 60 min. per day in

addition to the 90 min. of core instruction

Assessment DIBELS Next, Har-court Storytown

assessments, Reading Recovery levels tests,

and OAKS

Progress monitoring every 2-4 weeks by classroom teacher

Progress monitoring every 1-2 weeks by

Learning Center staff

Responsible Educator Classroom Teacher Classroom Teacher Learning Center staff (includes Learning-Center e.a.’s super-

vised by licensed staff) Setting General Education

Classroom General Education

Classroom Appropriate setting

designated by school

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RTI Team and Parent Responsibility Chart

Resource, data/program

analysis, schedules, materials

Title I Reading Program Coor-

dination

SPED Program Coordination

Implements Harcourt core program with

fidelity

Helps child with homework/ reads with child daily

RTI Building Coordinator

Coordination of DIBELS NEXT

screening, pro-gress monitor-

ing, data management

Implements evidence-

based interven-tions with fidel-

it

Differentiates instruction for

all students

Communicates with staff regarding concerns

Observes and evaluates staff

Coordinates implementation

of evidence- based

interventions with fidelity

Assists with DIBELS Next

screening

Provides addi-tional class-

room interven-tion for Tier II &

III students

Principal

Reading Specialist

Learning Specialist

Classroom Teacher

Parent

Attends

Conferences

Provides professional development

resources

Serves as professional development

resource

Supports classroom

teachers with accommoda-

tions and modifications

Closely moni-tors student

progress; progress moni-tors Tier II stu-dents & others

as needed

Collaborates with Director of

Student Services to

provide Tier II and III Interven-

tions

Participates in all RTI and data team meetings


Participates in all Tier II and III

RTI and data team meetings


Brings SWIS and Power-

School Data to meetings

Brings DIBELS Next data and reading levels to meetings

Brings OAKS and Harcourt Assessment

Data to meetings

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Decision Rules

Kindergarten

Beginning of the Year – September 1. Universal Screening to identify students for interven-

tion groups (completed within first 10 days of school in September) • Tier II - Strategic – add 20-30 minutes of

intervention daily in phonemic awareness • Tier III - Intensive – add 30-45 minutes of

intervention daily using small guided reading groups focused on specific skill deficits

Monitor PSF (Phoneme Segmentation Fluency), graph progress monthly, and document change. Note: Students with communication issues should be screened by the speech/language therapist.

Mid-Year – Universal Screening – January 2. Regroup students after DIBELS Next has been completed. Place students in interventions according to instructional recommendations:

• Tier II - Strategic – add 20-30 minutes of interven-tion daily in phonemic awareness

• Tier III - Intensive – add 30-45 minutes of inter-vention daily using small guided reading groups focused on specific skill deficits Monitor PSF (Phoneme Segmentation Fluency), graph progress every two weeks, and document change.

Spring – Universal Screening – May Starting the fourth quarter, progress monitor the above- mentioned students using PSF and/or NWF (Nonsense Word Fluency)

3. Re-evaluate student placement and make necessary adjustments.

4. For those students still not making adequate progress, RTI teams should complete the Student In-tervention Profile (page 35), Individual Problem Solving Worksheet, (pg. 36) and Developmental History filled out by parents and consider one of the following: • Revise the interventions and continue with imple-

mentation and data collection • Consider retention • Refer for special education evaluation

Grades 1st-6th

Beginning of the Year – September 1. Universal Screening to identify students for intervention

groups (completed within first 10 days of school in Sep-tember). The following criteria will be used to place stu-dents in core, strategic or intensive interventions: • Recommendation by the DIBELS Next database • Validation/invalidation of the above data using…

o Reading Recovery levels testing o OAKS assessment o Harcourt Storytown assessments o Previous year’s spring DIBELS testing o Additional consideration given to atten-

dance & behavior data from SWIS & PowerSchool

Note: If 80% of students are not meeting benchmarks, review Harcourt program and refer to fidelity checklist. Professional development should be provided. 2. Tier II (Strategic) - Placement 1: Students placed in

intervention groups based on level of need. Intervention implemented for 4-6 weeks. Students progress moni-tored every 2-4 weeks. • RTI Team identifies intervention program, group-

ings, location of service, and time • RTI Team meets every 6 weeks to modify interven-

tions when: o Data shows 3-4 consecutive points below the

aim line o Slope is flat or decreasing o If data is highly variable, maintain current inter-

vention until there is enough data to establish a trend line. If the trend line is less steep than the aim line, the intervention should be changed.

3. Tier II - Placement 2: Students placed in intervention groups based on level of need and progress monitored every 2-4 weeks.

4. Tier III (Intensive) Placement: RTI Team meets to in-tensify and individualize intervention if: • Data shows 3-4 consecutive points below aim line • Slope is flat or decreasing • If data is highly variable, maintain current inter-

vention until there is enough data to establish a trend line

Prior to selecting intervention, additional data should be gathered and completed:

• Student Intervention Profile (page 35) • Individual Problem Solving Worksheet (page

36) • Notification of Team Meeting sent to parents

(page 32) and Developmental History 5. Referral: Referral for Special Education Evaluation

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RTI Team Purpose and Process Each building has an RTI team, and team meetings serve four purposes:

1. To review schoolwide behavior, academic and attendance data and evaluate the effective-ness of core programs.

2. To screen and identify students who need additional academic and/or behavior support. 3. To plan, implement and modify interventions for students. 4. To make a formal referral to special education if a student does not respond adequately to

interventions. RTI is intended to be a structured, systematic process involving the following features and activi-ties: team membership, schoolwide planning (Tier I), planning for students not meeting bench-marks (Tier II), and individualizing and intensifying interventions for the most at-risk students (Tier III). Team Membership The key to success is data-driven decisions made by a team of professionals. Leadership by the Principal and District Reading Specialist is essential. RTI Team members also include Learning Specialists, classroom teachers, and other specialists, as needed, representing ELL, School Psy-chologists, etc.

Planning for the 100% (Tier I - Schoolwide) Three times a year (September, January and May), RTI teams review data on student performance (DIBELS Next, behavior referrals, attendance, etc.), in an effort to evaluate the effectiveness of core programs. The RTI model is predicated on the notion that core programs should meet the needs of at least 80% of the student population. If this is not the case, the team needs to plan and implement professional development to ensure program fidelity and success. Team Membership: Principal, District Reading Specialist, & Classroom Teachers (meetings orga-nized by grade level within each elementary building) Planning for the 20% (Tier II – Targeted Groups) Students falling in the Strategic or Intensive categories on DIBELS Next and/or who have other significant academic, behavioral or attendance problems, are listed on the RTI Tier II Intervention and Planning Form (page 31). This form is completed by the District Reading Specialist during the meeting... The coordinator will also keep a file of these forms for each elementary school. In-tervention placement is matched to student needs and based on Decision Rules (page 10). Placement decisions are usually best accomplished by grade-level teacher teams with assistance from the RTI team. Teacher teams brainstorm interventions for groups of students with similar needs and decide who will collect DIBELS Next progress monitoring data. This data will be col-lected according to the Decision Rules. It will be the responsibility of the classroom teacher to bring the Progress Monitoring booklets to the meeting for each student discussed along with the Student Intervention Profile (p. 35). Team Membership: Grade-Level Classroom Teacher Teams, Principal, District Reading Specialist, (the following may be invited as needed: ELL, Speech/Language, Psychologist, etc.)

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RTI Data Team Meetings The RTI team convenes every 4-6 weeks to evaluate the progress of students in group interven-tions. The team reviews progress monitoring data for each student and analyzes aim lines and trend lines. One of four different decisions may be made for each student being reviewed:

1. The intervention has been successful, and the student no longer needs small group in-struction.

2. The intervention appears to be working and should be continued, as is. 3. The intervention is not working and should be refined or revised (changes include time,

group size and curriculum). 4. The student is not making gains, therefore, a more individualized approach is needed

calling for significant changes in support (i.e., time, smaller group size, program and/or curriculum change.) This usually occurs after two unsuccessful interventions.

Team Membership: Grade-Level Classroom Teacher for targeted student(s), Principal, District Reading Specialist (other specialists as needed: ELL, Speech/Language, Psychologist, P.E., Mu-sic, etc.)

Individualizing, Intensifying Intervention (Tier III) When an individualized approach is needed, the RTI team meets to plan options for the student. The team sends the RTI Team Meeting Notice to parents (page 34) inviting them to attend a meeting where their child’s needs will be discussed and an Action Plan (page 39) will be formu-lated. A Developmental History will also be completed by the parent, prior to the meeting. The Developmental History will be used to complete the Individual Problem Solving Worksheet (page 36) and should be completed prior to the meeting by the principal and teacher. Team Membership: Grade-Level Classroom Teacher for targeted student(s), Principal, District Reading Specialist (other specialists as needed: ELL, Speech/Language, Psychologist, P.E., Mu-sic, etc.)

At this meeting, the following should occur: • The team reviews student’s cumulative records using the completed Individual Problem

Solving Worksheet (page 36), which provides details about the student’s history and in-structional needs and is important for designing an effective, individualized intervention.

• An Action Plan (page 39) should be completed and a case manager assigned for each student. The case manager’s responsibilities are to ensure:

• The intervention is implemented correctly. • Progress is monitored according to the schedule agreed upon by the team. • The Intervention Profile is completed. • Case managers review progress with the RTI Team and use Decision Rules (page

10) to discuss student progress every 4-6 weeks. Special Education Referral Based on the progress monitoring data, the RTI team may determine that a referral for a formal special education evaluation is appropriate. The team will consider a broad range of data at this stage of the process. The information from the intervention profile must be included with the refer-ral as it provides evidence regarding the student’s response to various interventions.

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RTI Meeting Guidelines This guide delineates meetings according to purpose. Depending on the frequency and length of meetings, it may be possible to consolidate multiple purposes into one meeting. Generally, the RTI team meets with a different grade level team each week for approximately one hour. Tier I Schoolwide Data Meetings (100%) Conducted Fall, Winter and Spring Purpose: To determine the effectiveness of the core program and make necessary adjustments if 80% of the students are not meeting benchmark. During the meeting, DIBELS NEXT and other assessment data is analyzed, and if 80% of the stu-dents are meeting benchmarks, celebrate, determine if students are making growth, and set goals for the next assessment period. If less than 80% are meeting benchmark, discuss the following questions about the core programs:

Reading (performing below the DIBELS NEXT and/or OAKS Benchmarks) • Are all teachers using the adopted program with a high degree of fidelity? How do we

know? What would “fidelity” look like at each grade level? • Are all teachers teaching reading a minimum of 90 minutes per day, and is this sufficient? • Is the 90-minute block protected or interrupted by a variety of other activities/events? • Are students grouped appropriately? (group with the lowest skills is the smallest; groups with

the highest skills are the biggest) • Are students getting enough instruction/practice building fluency? How do we know? What

would it look like at each grade level?

Behavior (two major referrals or 3 minor referrals in a quarter) • Is there a Schoolwide behavior policy, behavior curriculum and behavior team? • Are behavior expectations posted, taught, practiced and reinforced at the building and

classroom level? • Are support personnel such as bus drivers, instructional assistants, and playground assis-

tants trained in positive behavior support? • Is there a student/classroom/schoolwide behavior incentive system?

Attendance (three or more absences in a quarter) • Is there a clearly articulated attendance policy? Is it being implemented? • Is there sufficient outreach to families and a welcoming attitude toward all students? • Are there interventions or programs in place (Check-in/Check-out, HUGS, etc.) to support

students who are struggling with attendance? Tier II – Targeted Group Intervention Meetings (20%) Conducted after Fall, Winter and Spring universal screening Purpose: To determine which students are in need of intervention, select appropriate interven-tions, schedule intervention groups, and schedule progress monitoring.

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Students not meeting DIBELS Next, OAKS or other grade-level benchmarks are provided increa-singly intensive instruction matched to their needs. These services and interventions are provided in small-group settings, with students progress monitored every 2 – 4 weeks using DIBELS Next passages. If a student’s skill level is below grade level, the team should progress monitor the stu-dent at his or her instructional level; however, only grade-level data should be used for official benchmark reporting purposes For most students, this reading intervention is 30 minutes per day, and students are exited when they have 3-4 data points above the grade-level aim line. After 6-8 weeks, students with 3-4 consecutive points below the aim line are considered for another Tier II intervention, or possibly a more intensive Tier III intervention. Once the child is considered a Tier III student, a Title I Notification Letter (p. 32) is sent home to the parents. (Note: The Tier I and Tier II Meetings may be conducted jointly or concurrently using the two different agen-das.). Questions the team should explore include: Reading

• Using DIBELS Next, OAKS and classroom assessments, which students are in need of specific interventions for fluency, comprehension, vocabulary, etc.?

• Based on DIBELS Next data, is the skill deficit fluency, accuracy or both? • What specific interventions will support maximum growth?

Behavior

• Using SWIS data, which students are most in need of behavior interventions? (2 or more major referrals or 4 or more minor referrals in the quarter)

• Which intervention will support maximum improvement? o Reteaching/reinforcing behavior expectations o Referral to (Check-in/Check-out) o Social skills training o Parent contact/conference o Functional Behavior Assessment o Individual behavior plans

Attendance

• Using PowerSchool attendance data, which students have 4 or more absences or 4 or more tardies in the quarter?

• Which interventions will support maximum improvement? o Reteaching/reinforcing expectations o Referral to (Check-in/Check-out) o Parent contact/conference o Attendance contract o Attendance buddy, wake-up call, etc.

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RTI Data Team Meetings – Conducted every 6 weeks per grade level for students receiving Tier II or III Interventions

Purpose: To review progress monitoring for all students in interventions and follow Decision Rules (page 10) about whether to proceed with, discontinue, or change an intervention.

Before the Meeting: 1. Draw trend lines on progress monitoring graphs (each student will need a minimum of 3-4

data points. 2. Sort progress monitoring data into three groups using Decision Rules (page 10) to form

the groups: a) Students making sufficient progress b) Students needing a change in intervention c) Students ready to proceed to individually-designed intervention

During the Meeting: • Quickly review students making sufficient progress and determine if any student(s) should

discontinue the intervention. • Discuss groups or individual students in need of an intervention change. Consider: more

time, a new curriculum or a significant reduction in group size. • Change students’ graphs to indicate the intervention modifications.

Tier III: Intensive Intervention and Comprehensive Evaluation – Conducted after two group interventions have been unsuccessful or the team has additional concerns that would war-rant further study of a student’s needs. Additionally, the team may meet to review an al-ready established individual intervention.

Purpose: To review student information (progress monitoring, cumulative file, developmental his-tory, attendance history, behavior history) and plan an individually-designed intervention, or to re-view progress monitoring from individually-designed intervention to determine if referral for special education evaluation is appropriate. Note: Membership at this meeting includes the building Principal, District Reading Specialist, Classroom Teacher for the student, Learning Specialist, Parent and any other applicable member such as the School Psychologist, ELL teacher or Speech Pathologist. Before the Meeting

1. Send an RTI Team Meeting Notice (page 34) to parents inviting them to attend the meet-ing to review and gather additional information.

2. School psychologist completes a Developmental History interview with the parents or parents fill out Developmental History before the meeting.

3. If the student is an English Language Learner, obtain information about the child’s lan-guage development and evaluate how the student and his cohorts are progressing (ELD teacher).

4. Review the student’s cumulative file using the Individual Problem Solving Worksheet (pages 36).

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5. For students with behavioral concerns, psychologist completes the Functional Behavior Assessment.

During the Meeting

1. Review Decision Rules (page 10) 2. Review data 3. Plan, or if necessary, modify interventions

After the Meeting

1. Continue to progress monitor (every 1-2 weeks) and track student growth for 4-6 weeks 2. After 4-6 weeks, the Team meets again and determines if:

• The student has improved substantially and no longer needs the intervention • The student has improved substantially and the intensity of the intervention can be re-

duced • A referral for a comprehensive evaluation is appropriate. (Also consider a referral for an

evaluation for students who have made progress, but the intervention has been inten-sive and will need to be maintained in order for the student to continue to make progress.)

At any point in the RTI process, IDEA 2004 allows parents to request a formal evaluation to deter-mine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.

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Planning for September and Multi-Tiered Instruction DIBELS NEXT/Universal Screening

Get the testing dates (DIBELS NEXT Days) on the calendar Notify & train/review all staff involved in administering assessment Discuss data input with Reading/Learning Specialists Prepare the progress monitoring booklets and outline the process and schedule the staff will use for data collection and data input.

Organize your DIBELS NEXT Day(s) assessment plan – don’t forget to identify who will do the testing!

EVALUATE RESOURCES

Scheduling Prioritizing what is important

Ensure 90/60 minute HARCOURT model (protected) Designate times for intervention outside core instruction Will there be support in the classroom? PE/Music schedules do not drive program but are essential in the big picture All other schedules secondary (i.e. library, computer lab, etc.)

Materials

Inventory – what do we have? What do we need? Ensure that materials are evidence-based Consider what programs will be used with what level of student need

Professional Development Needs

How well is the HARCOURT program being utilized? What supplemental and intervention programs are we using? Are we well trained? Consider the training needs of all assistants and plan for their training as well.

Consider utilizing time in September (before they start with kids) to get some of the training done. Remember to include classified in professional development activities. Plan for grade level team meetings

GRADE LEVEL TEAM MEETINGS

Plan the dates - Consider options including the following: Roving subs (each grade level for 1 or 1 ½ hours) After school meetings

Agenda items to include Identify the lowest 20% (RTI Group Intervention Planning Form) Share what you know about kids Quadrant activity (optional but helpful in grouping students) Match resources to the needs of kids Document (on progress monitoring booklets and Students Intervention Profile) deci-

sions made

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Tier I Schoolwide Data Meetings Grade:________ Date:_________ Team Members:__________________________________________ Purpose: To determine the effectiveness of the core program and make necessary adjustments to core instruction. Norms: Stay Engaged Focus on what we can do Listen to Learn 1. Based on schoolwide screening data, is our core program sufficient for most students at our

grade level (80% or more above benchmarks)? a) Review and analyze benchmark screening data (DIBELS NEXT)

i) Previous percentage of students at Core:______%, Strategic:______%, Intensive: ______%

ii) Current percentage of students at Core:______%, Strategic:______%, Intensive:______%

b) Review movement of students between risk-status levels (Summary of Effectiveness Reports)

iv) Goal for upcoming benchmarking: Core______%, Strategic:______%, Intensive______%

c) Review and analyze accuracy from benchmark screening data (DIBELS NEXT)

i) Current percentage of students at >_____% accuracy:______%

ii) Previous percentage of students at >_____% accuracy:______%

iii) Goal for upcoming benchmark:______% >_____% accuracy

d) Review annual OAKS testing data, if available.

i) Percentage of students meeting/exceeding proficiency standards set by State _____%

(3rd 211-43rd percentile; 4th 216-35th percentile; 5th 221–39th percentile; 6th 226–43rd percentile)

ii) Other assessment data:_________________________________________________________

2. What instructional adjustments are needed to improve the health of the core?

a) What instructional strategies have been effective in your classroom?______________________

b) Using DIBELS NEXT Summary Report data, prioritize which big idea of reading is currently the most important common instructional need for most students (circle one)

Phonemic Awareness (PSF) Phonics (NWF) Fluency (DORF) Vocabulary Comprehension

c) What priority skill(s) within that big idea will be targeted for instruction?

__________________________________________________________________________________

d) What common instructional strategy will be used by all grade-level teachers?

__________________________________________________________________________________

e) What active engagement strategy will be used by all grade-level teachers?

_________________________________________________________________________________

19

f) Does fidelity to the core need to be further examined and how will that be accomplished?

_________________________________________________________________________________

g) What professional development is needed to improve the core?

_________________________________________________________________________________

3. Is behavior a grade-level factor in student achievement?

a) Percentage of students with 0-1 office referrals_________________________________________

b) Percentage of students with 2-5 office referrals_________________________________________

c) Percentage of students with more than 5 office referrals_________________________________

d) Percentage of students with 0-2 minor referrals_________________________________________

e) Percentage of students with 3-4 minor referrals_________________________________________

f) Percentage of students with more than 5 minor referrals__________________________________

4. Is attendance a grade-level factor in student achievement?

a) Previous percentage of students with 4 or less absences for the trimester:__________________

b) Current percentage of students with 4 or less absences for the trimester:___________________

c) Previous percentage of students with 4 or less tardies for the trimester:____________________

d) Current percentage of students with 4 or less tardies for the trimester:_____________________

Other:_________________________________________________________________________________

20

Priority Skills

Phonemic Awareness • Word comparison • Rhyming • Sentence segmentation • Phoneme segmentation, syllable segmentation and blending • Onset-rime blending and segmentation • Blending and segmenting individual phonemes • Phoneme deletion and manipulations

Phonics • Letter sounds • VC and CVC • Consonant Digraphs • CVCC and CCVC • Silent E • R-control vowels • Advanced consonants (i.e., -tch, kn, soft c and g) • Vowel Teams • Multi-syllable words • Prefixes and suffixes

Fluency

• Accuracy • Prosody

o Expression o Emphasis o Phrasing o Volume o Smoothness

• Rate – cwpm Vocabulary

• Contextual Analysis • Morphemic Analysis • Expressive Vocabulary • Receptive Vocabulary

Comprehension • Text structure • Make Inferences and Analyze • Evaluate • Story Structure • Generate Questions • Summarize

21

Instructional Strategies

Instructor models instructional tasks, when appropriate

o Demonstrates the task (i.e., think alouds) o Proceeds in step-by-step fashion o Limits language to demonstration of skill o Makes eye contact with students, speaks

clearly while modeling skill Instructor provides explicit instruction

o Sets the purpose for instruction o Identifies important details of the concept

being taught o Provides instructions that have only one in-

terpretation o Makes connection to previously-learned

material Instructor engages students in meaningful interactions with language during lesson

o Provides and elicits background information o Emphasizes distinctive features of new con-

cepts o Uses visuals and manipulatives to teach

content o Makes relationships among concepts overt o Engages students in discourse around new

concepts and elaborates on student res-ponses

Instructor provides multiple opportunities for students to practice instructional tasks

o Provides more than one opportunity to prac-tice each new skill

o Provides opportunities for practice after each step in instruction

o Elicits group responses o Provides extra practice based on accuracy

of student responses Instructor provides corrective feedback after initial student responses

o Provides affirmations for correct responses o Promptly corrects errors with provision of

correct model o Limits corrective feedback language to the

task at hand o Ensures mastery before moving on

Instructor encourages student effort o Provides feedback during and after task com-

pletion o Provides specific feedback about student’s ac-

curacy o Majority of feedback is positive o Celebrates or displays examples of student

success Students are engaged in the lesson during teacher-led instruction

o Gains student attention before initiating in-struction

o Paces lesson to maintain attention o Maintains close proximity to students o Transitions quickly between tasks o Intervenes with off-task students to maintain

their focus Students are engaged in the lesson during in-dependent work

o Independent work routines and procedures previously taught

o Models task before allowing students to work independently

o Checks for student understanding of the task(s)

o Students use previously-learned strategies or routines when they come to a task they don’t understand

o Independent work is completed with high level of accuracy

Students are successful completing activities at a high criterion level of performance

o Elicits a high percentage of accurate res-ponses from group

o Holds same standard of accuracy for high per-formers and low performers

22

Active Engagement Strategies

• Think/pair share

• Think/write/share

• Choral response

• Jobs/roles of students

• Graphic organizer in use as a response to instruction

• Physical gestures; hand signals

• White board responses

• Manipulatives

• Students are meaningfully engaged in reading, writing or talking about the content of the lesson

• Student-to-student interaction using academic language

• Cooperative groups are productively engaged in dialogue, discourse or learning activities

• Guided practice is evident

• Student self-assessment

• Total Physical Response

23

Tier II Targeted Group Intervention Meetings Grade:________ Date:_________ Team Members:__________________________________________ Purpose: To determine which students are in need of intervention, determine the effectiveness of

current interventions, and make decisions about whether to continue, discontinue, or change an intervention (based on data decision rules).

Norms: Stay Engaged Focus on what we can do Listen to Learn 1. Based on student progress monitoring data, are students in intervention groups making adequate

progress with supplemental Tier II support? (Look at students by intervention group, not just in-tervention groups, in general):

a) If majority of the group is not making adequate progress:

i) Has fidelity of implementation been examined?

ii) If implementation fidelity is good, does the intervention need to be modified?

iii) Consider adding a group reinforcement system, or adjusting group size, amount of time, frequency of intervention, or other variables.

2. Are there individual students in intervention groups not making adequate progress? ___________ If so, what changes will be made? a) Examine existing data and determine if additional data are needed, including: i) Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments,

observational data during intervention and core instruction, teacher and parent input, etc. b) If a change is needed, consider the following options: i) Does the student need a different, more appropriately matched intervention? ii) Does the student need a more intensive intervention with same instructional focus? iii) Can you modify the current intervention to accommodate the student? Consider adjusting

group size, amount of intervention time, frequency of intervention, or other variables.

3. If a student is making better than adequate progress, can the intervention be de-intensified or dis-continued? ___________________________________________

a) If de-intensifying an intervention, determine which variables to adjust b) If discontinuing an intervention, create a progress monitoring plan to determine on-going need.

24

Whole Group

Teacher Directed Small Group

Instruction

Small Group/Independent Work What students are doing while teacher is in

small group instruction

Other Activities 1. Teacher directed lessons that introduce, model and review : a. Theme, b. Vocabulary, c. Skills and Strategies, d. High Frequency Words e. Language Arts 2. Initial reading, discussion, summarizing, and retelling of the core selection 3. Rereading for fluency: choral reading, echo reading, etc. 4. Sharing findings/products 5. Performing readers’ theater 6. Reading aloud to students 7. Shared and interactive reading 8. Modeling for Small/Group Independent Work Time

1. Literacy Center Activity Card Activities 2. Re-teaching and review of:

a. Vocabulary b. Skills and Strategies c. Blending and building new words

3. Rereading and discussion of core selection 4. Reading Decodable Books Additional Support Activities (found behind the Additional Support Activities tab in TE) 5. Leveled Readers

a. Introduction outlined by the guides for each title b. Practice pages included in the guides for each title c. Reading the books d. Responding to the books: discussion/flipcharts

6. Strategic Intervention a. Instruction outlined by the Strategic Intervention TE b. Practice pages from the practice book c. Reading the strategic reader d. Responding to the story e. Daily Fluency activities f. Assessment

7. Preparing for reader’s theater 8. Guided reading using other leveled books

1. Making Connections (found in student edition) 2. Literacy Center Activity Cards a. Reading Response Journals

b. Word Work c. Computer d. Listening e. Anthology or core reading selection in the student book f. Leveled readers g. Audio text CDs h. Online Resources i. Reading independently j. Partner Reading k. Preparation for reports, poems, articles, etc. l. Individual projects m. Practice pages n. Venn diagram to compare 2 pieces of literature o. Rereading for fluency p. Library Book Collection

FOUR KEYS TO SUCCESSFUL INDEPENDENT ACTIVTITES

1. All activities should be modeled first by the teacher 2. A system should be in place for stu-dents to get help when they are “stuck” 3. All activities should result in a finished product 4. Activities should be in place for stu-dents to do when they finish

1. Use the leveled books in other leveled groups for different purposes:

a. On and Above groups can read and reread a Below Level book for fluency development

b. On Level groups can use the Below and On Level books while the Above Level groups can use the Below and On Level books for: comparisons of vocabulary, characters, settings, conflict resolution, etc.

2. Write a letter/postcard to or from a character in the story 3. Write a new ending 4. Retell the story by acting out or making puppets 5. Make a book jacket complete with title, author & illustration 6. Write an advertisement, commercial, or bumper sticker for the story 7. Make a group mural 8. Make a mini-book 9. Write a poem or acrostic about the story, character, or setting 10. Writing an interview of a character drawing out the character’s qualities 11. Make a map of the setting 12. Write a letter to the author or illustrator 13. Illustrate your favorite scene and then write why it is your favorite

Harcourt 90 Minutes Core Instruction (60 minutes for Kindergarten)

25

ST - Storytown SG - Small Group RR - Reading Recovery QPS – Quick Phonics Screener

2011 - 2012 Elementary Reading Protocol Grad

e Tier I Core Program

Program Options

Assessments

Tier II SG

Program Options Assessments

Tier III SG or 1:1 Program Options Assessments

K 45-60 min/day

Harcourt ST

DIBELS Harcourt ST Report Card Assessments

Lexia

20-30 min/day

SG guided reading; Lexia DIBELS Harcourt ST Report Card Assessments

Lexia

40-60 min/day SG guided reading; Lexia DIBELS Harcourt ST Report Card Assessments

Lexia

1 90 min/day

Harcourt ST

DIBELS Harcourt ST

RR Levels Tests

30-45 min/day

Harcourt Strategic Intervention;

SG guided reading; Lexia;

Read Naturally

DIBELS Harcourt ST

Lexia RR Levels

Quick Phonics Screener

60 min/day Harcourt Intensive Interv.: SG guided reading;

Lexia; Read Naturally;

Reading Mastery

DIBELS Harcourt ST

Lexia RR Levels


2 90 min/day

Harcourt ST

DIBELS Harcourt ST

RR Levels Tests

30 min/day Harcourt Strategic Intervention;


Read Naturally

DIBELS Harcourt ST

Lexia RR Levels




Reading Mastery

DIBELS Harcourt ST

Lexia RR Levels


3 90 min/day

Harcourt ST

DIBELS Harcourt ST

OAKS



Read Naturally

DIBELS Harcourt ST

Lexia Quick Phonics

Screener OAKS



Reading Mastery

DIBELS Harcourt ST

Lexia QPS

RR Levels OAKS

4 90 min/day

Harcourt ST

DIBELS Harcourt ST

OAKS



Read Naturally

DIBELS Harcourt ST

Lexia Quick Phonics

Screener OAKS



Reading Mastery

DIBELS Harcourt ST

Lexia QPS

RR Levels OAKS

5 90 min/day

Harcourt ST

DIBELS Harcourt ST

OAKS



Read Naturally

DIBELS Harcourt ST

Lexia Quick Phonics

Screener OAKS



Reading Mastery

DIBELS Harcourt ST

Lexia QPS

RR Levels OAKS

6 90 min/day

Harcourt ST

DIBELS Harcourt ST

OAKS



Read Naturally

DIBELS Harcourt ST

Lexia Quick Phonics Screen

OAKS

60 min/day Harcourt Intensive Interv.: SG guided rding;


Reading Mastery

DIBELS Harcourt ST Lexia QPS RR Levels

OAKS

26

Tier

Research-Based Program Instructional

Level Phonemic Awareness

Phonics Fluency Vocabulary Comprehension

2 Harcourt Strategic Intervention K – 6th 3 Harcourt Intensive Intervention K – 6th 2 Read Naturally 1st – 6th * * *** ** ** 2/3 Lexia Reading K – 6th *** *** *** ** ** RTI Team is Considering: 3 Horizons K – 6th *** *** *** * *** 3 Reading Mastery K – 6th 2 A-Z Reading K – 6th

The analysis for this Intervention Programs Component Matrix comes from the Florida Center for Reading Research.

Component Key:

*** all aspects of this component taught and/or practiced

** most aspects of this component taught and/or practiced

* few aspects of this component taught and/or practiced

27

Elementary Reading Curricula Core Reading Program Harcourt Storytown is a highly structured and comprehensive program:

• Emphasizing instruction in the BIG 5 o phonemic awareness o phonics o oral fluency o vocabulary o comprehension

• Providing differentiated materials for students who are struggling readers, as well as stu-dents who demonstrate proficiency above grade level

Intervention Programs Harcourt Intensive - differentiated instructional support is available for each unit of study and in-cludes specific strategies for students who need intensive support in a small group. Harcourt Strategic - differentiated instructional support is available for each unit of study and in-cludes specific strategies for students who need additional support and is also an excellent re-source for interventions delivered in the classroom. Reading A-Z downloadable books, lessons and other resources are designed for use in various reading settings from whole class to small group to individual work whether with core, ESOL, spe-cial education, RTI (Response to Intervention), bilingual and other such programs. All materials are research-based, standards-based, and results oriented. Read Naturally is a fluency building program that uses teacher modeling (taped stories), repeated reading and progress monitoring. A computer version is available at each school. Lexia Reading provides explicit, systematic, and structured practice on the essential reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

• Lexia Early and Primary Reading is designed for ages 4 through 8 (grades pre-K through 4th), with activities built to ensure that students acquire and improve critical pre-reading and basic reading skills.

• Lexia Strategies for Older Students is specifically designed for students ages 9 to adult; 4th grade and above, providing extensive practice in basic phonological awareness to ad-vanced word-attack strategies.

Note: Our RTI team is exploring these additional Tier II and/or III interventions: *Horizons - direct Instruction approach; goal of this teaching methodology is to teach systematical-ly and explicitly the precise concept needed to master a specific task. To be effective in reaching this goal, teachers are expected to closely follow the instructional guidelines through scripted les-sons. *Reading Mastery - full-year curriculum designed to provide systematic instruction in English lan-guage reading for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency.

28

Options for Changing Interventions

Options for Students Increase motivation

o Add incentives o Change incentives o Adjust behavior plan o Increase success level o Vary schedule of easy/hard tasks/skills

Increase engagement

o Number of responses per session o Teach, review and post standards of behavior

Increase regular attendance Ensure student skill level matches instruction

o Skill grouping o Differentiated instruction

Increase types of cueing approaches

o Visual o Auditory o Tactile

Options for Curriculum/Program Preteach components of the core program Check fidelity of implementation of program

o Provide additional training o Add a coaching component

Use extensions of the core program Move to a more structured intervention program Change the core program

Options for Instruction (Practices) Skill grouping – Differentiated instruction Increase pace of instruction Increase opportunities to respond Employ standard cueing correction procedures Pre-teach concepts outside the group Build/activate prior knowledge Options for Instruction (Logistics) Reduce size of instructional group Add additional instructional time

o Double dosing o Different materials

Change instructor Change seating within group Provide instruction in small units throughout the day Change physical environment Note: Under district decision rules, a substantial change is identified as one of the following:

o Time (increased by at least 15 minutes/day) o Group size (reduced by at least 3) o Program change o Frequency: number of times a day

For a student who is at high risk, one and/or all three of these options should be done in the movement toward SPED referral.

29

Making the Most of Your Progress Monitoring Data: Aim lines & Trend lines Definitions: Aim line: This line shows the trajectory needed for the student to reach the benchmark by the end of the year. Trend line: This line shows the student’s current trajectory based on several recent data points. Mid-date: Of three data points, the data point in the middle according to date (mark with a vertical line.) Mid-rate: Of three data points, the data point in the middle according to score (mark with a horizontal line.) Intervention Change Line: Vertical line drawn after the last data point of the previous intervention. Guidelines: Drawing an Aim line: 1. Plot the student’s score from the benchmark screening. 2. Using a ruler, draw a line connecting the screening score to the end of year benchmark (bull’s eye). 3. When drawing an aim line for students that are progress monitored below their grade level . . .

• Determine the student’s instructional level/current level of performance. (Use assessment data and the Reading Correlations Chart (if needed). Using current performance, it is the grade level at which a student is performing on the DIBELS Next assessment or the level a student is reading at approx-imately a 95% accuracy level.) They should be progress monitored at their instructional level. As is done when plotting the initial score on a grade-level progress monitor, give 3 assessments at the in-structional level and take the median score.

• “Determine the score to aim for based on the end-of-year goal” for the instructional level of materials

being used for monitoring. (“DIBELS Next Assessment Manual”, p. 36) (Use the “DIBELS Next Sum-mary of Benchmark Goals and Cut Point for Risk” chart on p. 127 of the Assessment Manual.)

• For students performing below grade level, “set the timeframe so that the goal is achieved in half the

time in which it would normally be achieved (e.g., moving the end-of-year benchmark goal to be achieved by the mid-year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers.”

• “Draw an aim line connecting the current performance to the goal.”

Drawing a Trend line: 1. Start with at least seven data points. 2. Divide data points into three sections using vertical lines. The two outer sections should have three data points each. 3. In the first and third sections, calculate the mid-date (draw a vertical line) & mid-rate (draw a horizontal line.) 4. Mark the points on the graph where the two values intersect. 5. Connect the points to draw the trend line. Redrawing the Aim line: Every time an intervention is changed, the aim line should be redrawn. This means that the slope will be steeper, and the intervention will need to be more intense for the student to reach the end of year benchmark. 1. Using the last three data points, find the intersection of the mid-date & mid-rate. 2. Draw a new aim line from this point to the end of year benchmark.

(Tip: Erasing the old aim line or color-coding changes helps to avoid confusion.)

(Adapted from TTSD OrRTI handouts & “DIBELS Next Assessment Manual”, p.36)

30

Adequate Response to Intervention Use as a guide during RTI Meetings to check fluency progress.

1st Grade

2

3

2nd Grade

1.5

2

3rd Grade

1

1.5

4th Grade

.85

1.1

5th Grade

.5

.8

Fuchs, Fuchs, Hamlett, Walz, and Germann (1993)

Use the following equation to develop goals for student performance:

(Present Level of Performance) + (# of weeks x WPM per week improvement) = Final Goal

Realistic Goals Words per Week

Ambitious Goals Words per Week

31

32

Sample Letter to Parents – RE: Title I (Tier III) Parent Notification Letter

Date: _________________

To the parents of________________________,

We are pleased to inform you that ________________ Elementary is a Title I-A school. This designation allows _____________ Elementary to receive federal funding to better serve all students within the school. Thus, our school is able to provide additional educational opportunities for students. As a result, we will be choosing students throughout the school year to receive small group assistance in reading.

This letter is to inform you that your child ___________________________________has been chosen to receive small group instruction in reading. This process will include the assessment of your child’s reading skills in order to increase his/her success at mastering grade-level skills. Your child’s performance will be recorded and reviewed on a regular basis to ensure appropriate placement in reading interventions.

We look forward to continuing our work with you and your child. If you have any questions, please feel free to call (prin-cipal) or Teresa Lewis at your child’s school.

Sincerely,

_____________

Principal

Teresa Lewis

District Reading Specialist

33

Spanish Version . . .

___________________

A los padres de ,

Tenemos el placer a decirles que ha sido aceptado al programa Titulo Uno a la escu-ela de (school) para instrucción adicional en leyendo.

El propósito de este programa federal es de proveer oportunidades educacionales a los estudiantes elegidos. Los estu-diantes en el programa recibirán ayuda adicional con leyendo en grupos cada semana en adición a la instrucción de su clase.

Si Uds. tienen preguntas, por favor llámenme al _________.

Sinceramente,

Teresa Lewis

Coordinadora de Título Uno

34

Sample Letter to Parents – RE: RTI Team Meeting Notice

Date

Dear ,

Your child, ________________________________, has been referred to the Response to Intervention (RTI) Team to develop an individual action plan based on your child’s needs. The RTI team’s purpose is prevention of academic and behavior problems and to support group and individual programs for all students. The referral is based on the following concerns:

____________________________________________________

____________________________________________________

____________________________________________________

The team will meet to discuss your child’s needs on ____________________________________________________________________________ You are encouraged to attend this meeting to gather and review information to ensure your child’s success. Please fill out the enclosed Developmental History form and bring it to the meeting. Thank you. If you have questions, please feel free to call. Sincerely,

Principal Contact Information: Clackamas River Elementary: (503) 630-8552 Eagle Creek Elementary: (503) 630-8621 River Mill Elementary: (503) 630-8517 Estacada School District Office: (503) 630-6871

35

Student Intervention Profile Student Name________________________________________________________________ Date______________

Grade Level__________ Teacher_________________________________________________ Initial Data Information DIBELS OAKS Writing Sample ELPA

FSF PSF NWF NWF DORF DORF DORF DORF DAZE Read Math Ideas Organ Sen

Flu

Con Composite

Score CLS WWR WPM % Acc. Retell Retell

Quality

Attendance

Issues

Behavior Issues

CORE Participation - HARCOURT Date Started: End

Date: Harcourt Instructional Time (90/60 min. block):

Small Group Instruction

Group Size

Time in Small Group

Teacher in Small Group

Frequency

Notes/Progress:

Additional Interventions Date Started: End

Date: Time of Intervention:

Curriculum:

Small Group Instruction

Group Size

Time in Small Group

Teacher in Small Group

Frequency

Notes/Progress:

36

Individual Problem Solving Worksheet

File Review and Problem Identification

Student Name:____________________________________________Grade:__________ Date:_________________

Teacher:________________________________ Team Members:_________________________________________

Attendance Review

Grade

K

1

2

3

4

5

6

School Attended

Days Present

Days Absent

Tardies

Grand Total number of days present______ divided by total number of days ______ = % attendance _________

Achievement Review – READING K 1 2 3 4 5 6 Benchmark PSF: 40

NWF:/WWR: 28/0

NWF/WWR: 58/13 DORF: 47

DORF: 87

DORF: 100 DAZE: 19 OAKS: 211




Student Score

PSF: NWF:

NWF: DORF:

DORF:

DORF: OAKS: OAKS %

DORF: OAKS: OAKS %

DORF: OAKS: OAKS %

DORF: OAKS: OAKS %

Report Card Scores

Other Information (summary of teacher concerns, services received, etc.)

37

Achievement Review - MATH K 1 2 3 4 5 6 Benchmark

OAKS: 212

OAKS: 219

OAKS: 225

OAKS: 227

Student Score

OAKS: OAKS %

OAKS: OAKS %

OAKS: OAKS %

OAKS: OAKS %

Report Card Scores

Other Infor-mation (summary of teacher concerns, services received, etc.)

Achievement Review - Writing K 1 2 3 4 5 6 Benchmark

32

Student Score

Report Card Scores

Other Infor-mation (summary of teacher con-cerns, ser-vices re-ceived, etc.)

Achievement Review – English Language Learner Assessments K 1 2 3 4 5 6 ELPA Composite

Reading

Writing

Listening

Speaking

Comprehension

Other Information (summary of teacher con-cerns, services received, etc.)

38

Behavior Review – SWIS Data K 1 2 3 4 5 6 Major Discip-line Referrals

Minor Discip-line Referrals

Other Information (summary of teacher con-cerns, services received, etc.)

Additional Information:

IDENTIFY AREAS OF INSTRUCTIONAL NEED

Check Area of Concern

Curriculum: Indivi-dualized Interven-

tion:

Time: See Reading Protocol

Other Intervention Change (group size, behavior plan, etc. – see

Decision Rules, p.10) o Phonemic Awareness o Phonics o Fluency o Vocabulary o Comprehension o Language Development o Number Sense o Conceptual Understanding o Organization o Grammar/Spelling

39

Individual Student Action Plan To be completed @ SPED Referral Mtg.

Student Name:___________________________________________ Grade: ________ Date: _____________ Teacher: ______________________ Team Members:_____________________________________________ To be completed by the RTI team: Develop a hypothesis based on the evidence from the individual problem solving worksheet, addressing the questions below:

Action/Intervention Hypothesis Responsible Party Timeline 1. Does the data support that the stu-dent’s problems may be primarily due to problem with attention, motivation, or other behavioral difficulty? Indicate next steps.

2. Does evidence support that the stu-dent’s problems may be primarily due to attendance problems, or frequency of school interruptions? If so, indicate rea-sons for absences and interruptions. In-dicate next steps.

3. Does evidence support that the stu-dent’s problems may be primarily due to other concerns like trauma, family con-cerns, or other disabilities? Describe. Be sure to note when these issues occurred and their correlations with any academic concerns.

4. Does data suggest the student may have a learning disability, and should a referral to special education occur? Indi-cate next steps.

40

Individual Intervention Plan: Program(s):

Case Manager

Number in group

Time

Frequency Next meeting date to check progress:

Individual Intervention Plan:

Program(s): Case Manager

Number in group

Time




Number in group

Time




Number in group

Time


41

Harcourt Fidelity Checklist (This tool is being revised this year)

Estacada School District

Teacher: Grade: Activity: Date: Low Med High Read Aloud – Teacher reads to class 1 2 3 N/O Teacher: Reads with expression/enthusiasm Models strategies/thinking aloud Reviews/draws attention to vocabulary Students: Listen attentively and are engaged Respond to text (participate in discussion; ask questions, etc.)

Low Med High Shared Reading – Teacher reads text to whole class while students follow along

1 2 3 N/O

Teacher: Reads with expression/enthusiasm Has a purpose for reading (comprehension, focus skill, flu-ency, etc.)

Models strategies for decoding, fluency, vocabulary, text structure, etc.

Stops frequently for student-to-student interaction, thinking aloud, etc.

Provides opportunities for students to predict, summarize, retell, etc.

Students: Follow along and read with teacher Respond to text (participate in discussion; ask questions, etc.)

Low Med High Guided Reading – Teacher works with a small group of students (4-6) using differentiated text at students’ instructional level (90-94%)

1 2 3 N/O

Teacher: Introduces book Listens to students read Models strategies for decoding, fluency, vocabulary, focus skill, etc.

Provides positive corrective feedback Provides encouragement Students: Read independently (no round robin) Use strategies to decode text Respond to text/demonstrate comprehension Work independently at seats, if not in guided reading groups

42

Low Med High Independent Reading – Students select books at their inde-pendent level (95-100% accuracy) to read for pleasure

1 2 3 N/O

Teacher: Helps students find appropriate books Conferences with individual students Monitors on-task behavior Students: Read self-selected books Respond to literature (book logs, Reader’s Response etc.) Low Med High Vocabulary Instruction – Explicit instruction of robust vocabulary

1 2 3 N/O

Teacher: Visually displays words so they are easily accessible by students

Explains words in age-appropriate language Uses words in selection context Gives examples of words in several contexts Students: Participate in discussion Use words in different contexts Draw or write about words Answer questions about words; compare word meanings; etc.

Low Med High Focus Skill Instruction – Explicit instruction of weekly focus skill

1 2 3 N/O

Teacher: Explicitly teaches focus skill Provides rationale for importance of focus skill Provides multiple opportunities for skill practice Students: Participates in discussion Demonstrate understanding of focus skill Comments:

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Sample DIBELS DAY Schedule – District Squad One-Day Testing

Fall 2011 TIME DURATION CLASSROOM NUMBER OF NUMBER ASSIGNED

(# OF STUDENTS) STUDENTS 0F TESTERS PER TESTERS See Below

Testing in the

elem. libra-ries

on these dates: TESTER

EC - 9/12 RM - 9/13 CRE - 9/15 & 16 Please take breaks one at a time as needed

9:05 - 9:20 15 min. Chancellor - 4th (14) 1 + 13 b c d e f g h j k l m n o p 9:20 - 9:35 15 min. Chancellor - 5th (16) 1 + 13 b c d e f g h j k l m n o p 9:35 - 9:45 10 min. Phillips - 4th (12) 1 + 13 b c d e f g h j k l m n o p 9:45 - 10:00 15 min. Phillips - 5th (19) 1 + 13 b c d e f g h j k l m n o p

10:00 - 10:15

15 min. Fitch - 4th (12) 1 + 13 b c d e f g h j k l m n o p

10:15 - 10:30

15 min. Fitch - 5th (17) 1 + 13 b c d e f g h j k l m n o p

10:30 - 10:55

25 min. Carlton - 1st (25) 2 13 b c d e f g h j k l m n o p

10:55 - 11:15

20 min. Kinder - am (13) 2 13 b c d e f g h j k l m n o p

11:15 - 11:40

25 min. Hughes - 6th (26) 2 13 b c d e f g h j k l m n o p

11:30 - 1:00 EC staff on duty/lunch 11:45 - 12:15

LUNCH for testers

12:25 - 12:50

25 min. Greene - 1st (22) 2 13 b c d e f g h j k l m n o p

12:50 - 1:10 20 min. Baker - 2nd (18) 1 + 13 b c d e f g h j k l m n o p 1:10 - 1:25 15 min. Baker - 3rd (15) 1 + 13 b c d e f g h j k l m n o p 1:25 - 1:45 20 min. Bennett/Ealy - 2nd (20) 1 + 13 b c d e f g h j k l m n o p 1:45 - 2:00 15 min. Bennett/Ealy - 3rd (14) 1 + 13 b c d e f g h j k l m n o p 2:00 - 2:15 15 min. Maxwell - 2nd (13) 1 + 13 b c d e f g h j k l m n o p 2:15 - 2:35 20 min. Maxwell - 3rd (21) 1 + 13 b c d e f g h j k l m n o p 2:35 - 2:55 20 min. Kinder - pm (14) 2 13 b c d e f g h j k l m n o p 2:55 -3:15 20 min. Arnold - 6th (27) 2 13 b c d e f g h j k l m n o p

Continued

44

on Next Page

DIBELS

TESTERS

a Classroom Teacher b Teresa Lewis

Literacy/Title I Coordinator

c Cynthia Whaley EC Learning Specialist

d Karyn McBride RM Learning Specialist

e Tracy McLafferty CRE Learning Specialist

f Tina Rhue Seth Johnson Principal g Susan Gardelius EC Learn Cen-

ter EA

h Ginger Krueger EC Learn Cen-ter EA

j Peggy Cheney EC Learn Cen-ter EA

k Sherron Sugden RM Learn Cen-ter EA

l Becky Gilstad RM Learn Cen-ter EA

m Diane Lunde RM Learn Cen-ter EA

n Stacy Hartung CRE Learn Cen-ter EA

o Lanie Jones CRE Learn Cen-ter EA

p Colleen Connelly CRE Learn Cen-ter EA

q Tanya Stone Kindergarten EA

45

Sample In-House DIBELS DAY Schedule

Winter 2012 TIME DURATION CLASSROOM NUMBER OF NUMBER

(TOTAL # OF STUDENTS)

STUDENTS 0F

PER TESTERS TESTER

DAY 1: 9:05 - 9:35 30 min. Chancellor - 4th

(13) 4 4

9:35 - 10:00

25 min. Chancellor - 5th (13)

3 4

10:00 - 11:00

60 min. Greene - 1st (22) 6 4

11:00 - 11:30

40 min. (10 after lunch) Baker - 2nd (17) 4 4

11:30 - 1:00

EC staff on duty/lunch

LUNCH for testers 1:00 - 1:40 30 min. Baker - 3rd (13) 4 4 1:40 - 2:10 30 min. Kinder - pm (12) 2:10 - 2:40 30 min. Fitch - 4th (12) 4 4 2:40 - 3:25 45 min. Fitch - 5th (16) 6 4

DAY 2:

9:05 - 9:45 30 min. Maxwell - 2nd (13) 3 4 9:45 - 10:15

45 min. Maxwell - 3rd (19) 5 4

10:15 - 11:15

60 min. Carlton - 1st (24) 6 4

11:15 - 11:30

25 min. (10 after lunch) Phillips - 4th (11) 3 4

11:30 - 1:00


LUNCH for testers 1:00 - 1:45 35 min. Phillips - 5th (17) 4 4 1:45 - 2;45 60 min. Arnold - 6th (26) 7 4 2:45 - 3:25 55 min. Hughes - 6th (24) 6 4

(Finish at 11;00 on Day 3)

DAY 3: 9:05 - 9:50 45 min. Bennett/Ealy - 2nd

(20) 5 4

9:50 - 10:20

30 min. Bennett/Ealy - 3rd (13)

4 4

10:20 - 11:00

40 min. Kinder - am (16) 4 4

11:00 - 11:30

55 min. - FINISH Hughes - 6th (24) 6 4

11:30 - 1:00


LUNCH for testers

46

1:00 - 3:25 DIBELS makeups & levels testing DAY 4 DIBELS makeups & levels testing DAY 5 DIBELS makeups & levels testing

TESTING STAFF: TIME per child Classroom Teacher, 3 LC

staff, Teresa if available DORF = 3+3+3 direct. &

travel=9 min.

Librarian or principal moni-tors students, as

Kinder:4 tests X 2.5=10 min.

available; other option is par-ent volunteer

1st: 2 (NWF) + 9 = 11 min.

Please take breaks one-at-a-time, as needed

2nd: 9 min.

3rd: 9 min. 4th: 9 min. 5th: 9 min. 6th: 9 min.

Testing Dates:

Eagle Creek

Jan. 23 - 25 The rest of the days during

River Mill Jan. 24 - 26 the week of Jan. 23rd will

Clackamas River

Jan. 25 - 27, (make-ups be spent levels testing.

on the 30th)

47

Progress Monitor Schedule

Week/Monitor #/Tier to be Tested

(Assessments given approximately 1 x per month for Tier II and 1 x per week for Tier III.)

Teachers: This schedule indicates when to give assessments to Tier II & III students and which monitors to use. Classroom teachers are not responsible for giving progress monitors to Tier III students, just Tier II. Please use the monitor indicated by the week so the data is consistent amongst all students. In determining which tests to give, choose the assessment for individual students based on your student’s instructional level. (For Tier II, each assessment is only given once a month.) The DIBELS Assessment Manual, p. 127, and the attached Reading Level Correlations chart can help determine where each of your students is instructionally.

Week of . . . Progress Monitor & Tier . . . September 12 Benchmark 1 Testing Progress

Monitor # Tier: Test name next to the tier indi-cates which tests the Learning Center is assessing that week.

October 31 1 Tier III November 14 2 Tier III November 28 3 Tier III: NWF or DAZE December 5 4 Tier II & III: PSF/FSF or DORF December 12 5 Tier II & III: NWF or DAZE January 9 6 Tier II & III: PSF/FSF or DORF January 16 7 Tier II & III: NWF or DAZE January 23 Benchmark 2 Testing February 6 8 Tier II & III: NWF or DAZE February 13 9 Tier II & III: PSF/FSF or DORF February 27 10 Tier III: NWF or DAZE March 5 11 Tier II & III: PSF/FSF or DORF March 12 12 Tier II & III: NWF or DAZE April 9 13 Tier II & III: PSF/FSF or DORF April 16 14 Tier II & III: NWF or DAZE April 23 15 Tier III: PSF/FSF or DORF April 30 16 Tier III: NWF or DAZE May 7 17 Tier II & III: PSF/FSF or DORF May 14 18 Tier II & III: NWF or DAZE May 21 Benchmark 3 Testing 19 &20 – Extra PM – use as needed

48

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2011-2012 Estacada School District RTI Handbook

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