RTIi Handbook - Hood River County School District · 2016. 11. 19. · ELL Reading RTIi Flow Chart...

RTIi Handbook

Response to Instruction & Intervention

Rev 8/2016

Table of Contents Overview What is Response to Instruction & Intervention? 1 RTI Framework 2 How the RTIi Process Works 3 Reading HRCSD Reading RTIi Services Matrix 4 HRCSD Reading Protocol 5 HRCSD ELL Reading Protocol 6 HRCSD Reading Protocol Decision Rules 7 Reading Intervention Placement Guidelines 8 Reading RTIi Meeting Guidelines 9 Reading RTIi Guidance 11 Reading RTIi Flow Chart 12 ELL Reading RTIi Flow Chart 13 Positive Behavior Interventions & Supports (PBIS) HRCSD PBIS Protocol 14 HRCSD PBIS Protocol Decision Rules 15 PBIS Meeting Guidelines 16 PBIS Guidance 17 Forms 100% Data Meeting Agenda 19 Parent Notification of Placement in Tier II (English/Spanish) 21 Parent Notification of Placement in Tier III (English/Spanish) 23 Parent Notification of Individual Problem Solving (English/Spanish) 25 Individual Problem Solving Worksheet (IPSW) 26 Student Intervention Profile (SIP) 35 Developmental History (English/Spanish) 38 Classroom Observation 47 Parent Brochure Resources Glossary of Acronyms 20% Meeting Guiding Questions Changes in Intervention CCSS Common Instructional Needs Active Student Engagement/Academic Language Production Common Instructional Strategies Tracking Instructional Adjustments Intervention Fidelity Checklist

Rev 8/2016

What is Response to Instruction & Intervention (RTIi) Response to Instruction & Intervention is an “all education” (general, special education, etc.) framework that involves research-based instruction and interventions, regular monitoring of student progress, and the subsequent use of these data over time to make important educational decisions.

RTIi seeks to prevent academic and behavioral failure through early intervention, frequent progress monitoring, and increasingly intensive evidence-based instructional interventions for children who continue to have difficulty . Key to the RTIi process is the application of scientifically based instruction and interventions – programs that have been proven to work through rigorous research – rather than programs that simply look, sound, or feel good. Additionally, RTIi plays a critical role in how students are identified as having a specific learning disability that requires special education services. RTIi is based on a number of core assumptions :

1. The educational system can effectively teach all children. 2. Early intervention is critical to preventing problems from getting out of control. 3. The implementation of a multi-tiered service delivery model is necessary. 4. A problem-solving model should be used to make decisions between tiers. 5. Evidence-based interventions should be implemented to the extent possible. 6. Progress monitoring must be implemented to inform instruction. 7. Data should drive decision making.

RTIi in HRCSD has several primary purposes:

1. Review school-wide behavior and academic data in order to evaluate the effectiveness of core programs. 2. Optimize the match between student needs and curriculum and instruction. 3. Screen and identify students needing additional academic and/or behavioral support. 4. Plan, implement, and modify interventions for these students. 5. Depending on each student’s response to intervention, a formal referral and evaluation for special

education eligibility may result. RTIi is a multi-tiered program that, when implemented with fidelity,

1. Supports differentiated academic and behavioral instruction for all students. 2. Promotes early identification of students in need of additional assistance. 3. Accommodates supplemental instruction for students with early academic and/or behavioral

difficulties. 4. Provides for intensive instruction targeting those at risk of academic and/or behavioral failure. 5. Accommodates continuous growth through routine progress monitoring for all students.

1

RTIi Framework

Hood River County School District’s RTIi program is a plan that includes three tiers of support designed to meet the reading and behavior instructional needs of all children. Each level targets a specific group of learners, is supported by evidence-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. Tier I (Core): Core services include high-quality instructional supports. For reading, students receive whole-group and differentiated small-group direct instruction from the READING WONDERS reading program. Primarily, the classroom teacher is responsible for the instructional program using district-identified assessments to monitor student progress. For behavior, students benefit from established school-wide expectations that are explicitly taught and consistently reinforced and corrected. Tier II: (Strategic) Students at this level are behind their peers and should benefit from strategic interventions in addition to the core curriculum. Student performance on the district-identified measures informs selection of interventions that match student need. Progress monitoring occurs every two weeks, tracking student response to the prescribed intervention. Tier III: (Intensive) Students at this level require substantial support and may have severe reading and/or behavioral difficulties. Student performances on the appropriate assessments determine which intervention strategies are prescribed for each student. Students may need interventions characterized by smaller group size, increased time, and/or individualization. Progress monitoring occurs every two weeks, tracking student response to the prescribed evidence-based intervention strategies. In addition to the core instructional time in the classroom, instruction is delivered in small groups or to the individual student, based on need.

2

HRCSD PBIS Protocol

Universal Screening Tools

Tier 1

Tier 2

Tier 3

PBIS Implementation Measurements

TFI and SAS TFI and SAS TFI and SAS

Grades K-5 ● Office discipline referrals (major)

● Attendance reports

School-wide Core Explicit instruction of school rules and behavior expectations. School-wide social/emotional curriculum delivery (Second Step, Steps to Respect). Students regularly acknowledged for demonstrating behavior expectations. Positive behavior expectation re-taught and reinforced immediately. All staff will use Collaborative Problem Solving (CPS) and restorative practices to address any student or teacher concerns.

Core and… ● CPS review (teacher

w/school counselor). ● Re-teach expectations

(teacher). ● Check-in/check-out (school

counselor). ● Individualized check-in/

check-out (school counselor).

●Targeted social and executive functioning skills groups (school counselor).

● Behavior contracts (school counselor w/teacher).

● Parent participation in a Parent Training Program such as Incredible Years (school counselor, principal, teacher).

● File review/Performance Plus report for all skills (school counselor).

● Brief FBA and BSP development (school counselor).

Core + strategic and… ● FBA and BSP,

(psychologist/school counselor/autism support).

● Individualized behavior goals and progress monitoring (psychologist/school counselor/special education teacher).

● Community partnering liaison (psychologist/ school counselor).

● Complete the Individual Problem Solving Worksheet.

Who does this? All staff RTIi team

All staff, and as determined by RTIi team (principal and psychologist/school counselor direct this work). RTIi team: ●Teacher ●Principal ● School

counselor/behavior specialist

Appropriate staff as determined by RTIi team (principal and psychologist/ school counselor direct this work). RTIi team: ●Teacher ●Principal ● School counselor/behavior

specialist ●Parent/guardian ●Optional others –

specialists, partner agencies

Appropriate staff as determined by RTIi team (principal and psychologist/ school counselor direct this work). RTIi team: ● Teacher ● Principal ● School counselor/behavior

specialist ● Parent/guardian ● Special education teacher ● Optional others – specialists,

partner agencies/ providers

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Reading RTIi Services Matrix

Each tier has instructional design components with targeted goals to promote student academic success.

Instructional Design

Tier I: High quality instructional

and behavioral support

Tier II: Supplemental interventions for students who are behind

their peers

Tier III: Intensified interventions for students significantly behind

their peers. Core Instruction Intervention Intervention

Focus

for ALL students (100%) for lowest 20% of students identified as high risk for reading difficulties at their grade level

for students with marked difficulties in reading with or without an IEP

Program

READING WONDERS: a scientifically based reading instruction curriculum emphasizing the five critical elements of reading.

●WonderWorks is the primary Tier II intervention, as it is aligned to Tier I (core) instruction.

●Other specialized research-based interventions identified in the Reading Protocol.

Sustained, intensive, scientifically based instruction identified in the Reading Protocol.

Grouping flexible grouping homogeneous small-group instruction

homogeneous small-group or one-on-one instruction

Group Size full class around 6 students around 3 students

Time

90 minutes per day 30 minutes per day in addition to 90 minutes of READING WONDERS core instruction.

Intervention length and intensity determined by RTIi grade-level team and program specifications, in addition to 90 minutes of READING WONDERS core instruction.

Assessment

DIBELS screening three times per year (fall, winter, spring), WONDERS assessments.

Progress monitoring every two weeks on targeted skills to ensure adequate progress and learning, DIBELS, WonderWorks assessment.

Progress monitoring every two weeks on targeted skills to ensure adequate progress and learning.

Responsible Educator

district screening team, classroom teachers

reading specialist. reading specialist

Setting general education classroom appropriate setting designed by the school

appropriate setting designed by the school

4

HRCSD Reading Protocol

Grade

Tier I Core Curriculum

Tier II Core + Intervention

Tier III Core + Intervention

Time Program Options Additional Time:

Program Options Additional Time:

Program Options

K 90 minutes daily

WONDERS

30 minutes daily

WonderWorks 30-45 minutes daily

WonderWorks Early Reading Intervention

1 90 minutes daily

WONDERS 30 minutes daily

WonderWorks Read Well

30-45 minutes daily

WonderWorks Read Well Reading Mastery My Sidewalks

2 90 minutes daily


WonderWorks Phonics for Reading Read Well Read Naturally/Six-Minute Solution

30-45 minutes daily

WonderWorks Foundational Skills Reading Mastery Read Well My Sidewalks Phonics for Reading

3 90 minutes daily


WonderWorks Phonics for Reading Read Well Read Naturally/Six-Minute Solution

30-45 minutes daily

WonderWorks Foundational Skills Reading Mastery Corrective Reading Read Well/Read Well Plus My Sidewalks Phonics for Reading

4 / 5 90 minutes daily


WonderWorks REWARDS Read Naturally/Six-Minute Solution

30-45 minutes daily

Reading Mastery Corrective Reading WonderWorks Foundation Skills Read Well/Read Well Plus My Sidewalks Phonics for Reading

5

Hood River County School District

Spanish Reading Protocol

Grade

Tier I

All students Core Curriculum

Tier II Strategic

Core + Intervention

Tier III Intensive

Core + Intervention

Time Program Options Time: Program Options Time: Program Options

K 90 minutes daily

Maravillas

30 minutes daily

Voyager Pasaporte SRA Lectura Maravillas Tier 2 Intervención

30-45 minutes daily


1 90 minutes daily

Maravillas

30 minutes daily


30-45 minutes daily


2 60 minutes daily 30 minutes daily

Maravillas Wonders

30 minutes daily


30-45 minutes daily



Wonders Maravillas

30 minutes daily

Voyager Pasaporte (Spanish)

30-45 minutes daily



30 minutes daily

Wonders Maravillas

30 minutes daily


30-45 minutes daily


Reading Protocol RTIi Decision Rules

Analyze 100% data for each grade level after each benchmark period (see 100% Data Meeting Agenda ).

Determine how the school population is responding to core instruction.

● If 80% of grade-level population is at grade level, determine intervention placement for bottom 20%.

● If less than 80% of population is at grade level, look at core fidelity measures (except at the beginning of the

year for kindergarten).

Place in the group intervention (typically Tier II) and begin monitoring progress twice a month when:

Academic skills fall below benchmark and place them in the lowest 20% compared to peers on one or more of

the following measures: DIBELS, SRI, SBAC, Wonders.

● Progress monitoring data should be entered into DIBELS.

● For students whose reading skills are well below grade level, the team may choose to monitor progress at

the student’s instructional level AS WELL AS at their grade level.

● Only grade-level data should be used in making high-stakes decisions (such as referral to special

education).

Strategically modify interventions or place in Tier III intervention when:

The trendline is flat or decreasing, and the progress monitoring scores indicates three consecutive data points

below aimline. If data are highly variable (points are above or below the aimline), maintain the current

intervention until six data points have been collected, then analyze aimline and trendline. NOTE: Both group

and individual data will be considered when determining effectiveness of the intervention.

● Each time the intervention is changed, the aimline is redrawn. The aimline is created using the median of

three data points prior to the intervention changes as the starting point for the new aimline.

● For English Learner (EL) students who meet the criteria above, check the progress of the cohort group after

each six-week period to determine whether an individual student’s progress is significantly different from

the group.

● Any modifications to interventions or core instruction should be added to the Student Intervention

Profile (SIP) by the reading specialist or classroom teacher.

Individual problem solving occurs when:

Progress is below the aimline for TWO consecutive six-week intervention periods, and modifications have

been made to the student’s intervention. NOTE: Kindergarten students need more time in the core and

interventions prior to individualizing, therefore this process should not happen until spring.

● Review the student’s cumulative file, developmental history, classroom observation, Student Intervention

Profile, and intervention progress. If the student receives ELL services, English Language Development

information is also reviewed. Develop individualized six-week intervention.

● After six weeks, review intervention fidelity and student progress to determine next steps.

Consider exiting students from interventions when:

The student has three progress monitoring data points at or above their end-of-year goal, and WONDERS

reading assessments and intervention assessments indicate they can perform at a similar level to their

WONDERS approaching level cohort.

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Reading Intervention Placement Guidelines

School-wide/district-wide decision rules outline which students will receive additional support:

● Based on school-wide screening data (DIBELS)

● Based on available resources and system capacity

o Lowest 20%

o All students well below benchmark

The grade-level RTIi team determines each student’s area of instructional need:

● Review “The Big 5 of Reading” and understanding that they build from one to the next:

1. Phonemic awareness

2. Phonics (alphabetic principle)

3. Fluency* (accuracy and speed)

4. Reading comprehension

5. Vocabulary

● Ensure an instructional match by answering the following four questions about each student:

1. What is the skill deficit?

2. How big is that deficit?

3. What interventions address that deficit?

4. How do we implement the program?

*Remember that accuracy is an essential aspect of fluency – speed without accuracy ≠ fluency! Follow these

guidelines when refining instruction:

Accurate with Skill? Fluent at Skill? Able to Apply Skill?

If no, teach the skill.

If yes, move to fluency.

If no, teach fluency/automaticity.

If yes, move to application.

If no, teach application.

If yes, move to a higher level

skill/concept.

Begin a Student Intervention Profile for each student in an intervention. Notify parents each time a student is

placed into an intervention or when an intervention is modified.

8

Reading RTIi Meeting Guidelines

This guide delineates meetings according to purpose. Depending on the frequency and length of RTIi meetings, it may be possible to consolidate multiple purposes into one meeting. Meeting tips:

● Ensure all essential team members are present. ● Focus on general education – involve the special education teacher as appropriate. ● Designate roles (timekeeper, facilitator, note taker). ● Review the purpose. ● Stick to the agenda. ● Organize the data before the meeting. ● Celebrate successes.

100% Meeting (conducted after fall, winter, and spring universal screenings) Purpose: To determine the effectiveness of the core program and make necessary adjustments if it is not meeting the needs of most students. (See 100% Meeting Agenda.) During the meeting: Are 80% or more of your students meeting benchmark?

Yes : Celebrate! Are all students making growth? Have you set ambitious goals for the next trimester? No : Discuss the following questions about the core program:

1. What is the problem? 2. Why is it happening?

● Which “big idea of reading” is currently the most common instructional need for most students?

● Does fidelity to the core need to be further examined? 3. What’s the plan?

● Curriculum – which priority skill(s) within “the big idea” will be targeted for instruction? What components of core can be used for this?

● Instruction – What common instructional strategy will be used by all grade-level teachers? When this is working, what will it look like?

● Environment – What active engagement/behavior management strategy will be used by all grade-level teachers? When this is working, what will it look like?

● What professional development is needed to improve the core?

20% Meeting (conducted every six weeks per grade level for the 20% group) Purpose: To review progress monitoring for all students in interventions (20% group) and make decisions about whether to proceed with, discontinue, or change an intervention. (See 20% Meeting Guiding Questions.) Before meeting:

● Analyze intervention cohort data to determine if group is making adequate progress. ● Review individual progress. ● Using decision rules, sort progress monitoring data into two groups:

a. Students making sufficient progress; b. Students who need a change in intervention.

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During meeting:

● Quickly review students making sufficient progress; determine if any student(s) should discontinue intervention;

● Discuss groups or individual students in need of an intervention change. Consider giving more time, using a new curriculum, or significantly reducing group size;

● Change students’ graphs to indicate the intervention modifications; ● If a student continues not making sufficient progress after two group interventions, or if the concerns

go beyond the scope of this meeting, refer student for individual problem solving at a BEST meeting. BEST meeting (conducted when individualized intervention is necessary, typically after two group interventions have been unsuccessful. A follow-up BEST meeting is conducted to review an already established individual intervention.) Purpose: To review student information and use it to plan individually-designed intervention, or to review progress monitoring from individually-designed intervention to determine if referral to special education is appropriate. Before meeting:

● Send Parent Notification of Individual Problem Solving, invite them to attend meeting, and elicit permission for any additional assessments or observations the team intends to conduct;

● The designated team members gather pertinent information to complete step 1 of Individual Problem Solving Worksheet:

○ Cumulative file review; ○ Intervention history and progress; ○ Developmental History; ○ Classroom Observation; ○ Language development; ○ Other as determined by team.

During initial meeting:

● Review information compiled by team members; ● Complete step 2 of Individual Problem Solving Worksheet:

○ Problem identification; ○ Problem analysis; ○ Plan development.

● Schedule follow-up BEST meeting. Notify parents and invite them to attend. During follow-up meeting:

● Complete step 3 of Individual Problem Solving Worksheet; ● Review progress monitoring from group interventions, individual problem-solving intervention, and

any other pertinent student data; ● Determine if referral to special education is appropriate.

10

Reading RTIi Guidance

All students get literacy instruction that is comprised of a 90-minute reading block. Struggling readers receive

additional reading instruction 15-45 minutes in Tier II or III interventions as outlined in the Reading Protocol.

Screening:

● Using DIBELS, screen ALL students in fall, winter, and spring.

● The grade-level RTIi team must review all students performing in the lowest 20% of their grade.

● Grade-level RTIi teams may review students performing at benchmark if other data indicate need.

Placement in interventions:

● Grade-level RTIi teams use DIBELS, WONDERS assessments, as well as classroom curriculum measures and

observations to place students in Tier II and III interventions.

● Tier II and III interventions happen outside of core math, reading or ELD instruction.

● Progress monitoring, using DIBELS, will occur for all students receiving interventions every two weeks.

● Parents will be notified in writing when their student is initially placed in a Tier II or III intervention.

● Teachers are encouraged to notify parents when students are removed from interventions.

Tier II interventions:

● Identify struggling readers through district-identified screening measures (high risk, some risk, low risk);

● Place struggling readers with common instructional needs (as determined by district-identified assessment tools)

in Tier II intervention program addressing that instructional need;

● Send home Notification of Placement in Tier II;

● The reading specialist creates and maintains a Student Intervention Profile for each student;

● Monitor student progress every two weeks;

● Use the Reading Protocol Decision Rules for guidance in making intervention decisions.

Tier III interventions:

● Identify students needing intensive intervention (typically students with a minimum of three progress-monitoring

points below aimline in a Tier II intervention);

● Place struggling readers in a Tier III intervention based on instructional need (the grade-level RTIi team can add

an individual approach within a Tier III group intervention);

● Send home the Notification of Placement in Tier III;

● The reading specialist updates and maintains the Student Intervention Profile for each individual student;

● Monitor student progress every two weeks.

● Use the Reading Protocol Decision Rules for guidance in making intervention decisions and determining when to

refer to BEST for individual problem solving. (See Individual Problem Solving Form for further guidance when

referring to BEST.)

Progress monitoring instructional effectiveness:

● Grade-level RTIi team meetings will occur every six weeks.

● Examine progress monitoring data for all students receiving interventions.

● Monitor progress for three or more data points. Reading specialist will collect DIBELS data at least every two

weeks. Classroom teacher will collect WONDERS curriculum based data every two weeks.

● Three or more consecutive data points below the aimline indicate a need to modify the intervention. (See Changes

in Intervention.)

● Modifications can include either another Tier II intervention or a Tier III group intervention.

● Documentation of changes to intervention must be made in the Student Intervention Profile.

11

HRCSD Reading RTIi Flowchart

100% Review: Universal Screener administered and reviewed 3X/ Year at 100% Meeting. If <80% of Students Meet Benchmark, analyze Core. 100% Meeting Agenda & Minutes

STARTStudent participates in

general education classroom. Core

curriculum implemented with fidelity.

PLC: Common Formative Assessments reviewed weekly at PLC Meeting. Develop instructional plan to meet student needs. PLC Minutes & CFA

Student responding to instruction?YES NO

Student participates in Tier 2/3 Intervention, as

well as General Education Core

Curriculum

20% Review: Progress monitoring data reviewed every 6 weeks by grade level 20% Team. Maintain Student Intervention Profile and send Parent Letter when student enters/ leaves intervention

Student responded to intervention(s), showing progress/ meeting goal?

*EL Students see HRCSD RTIi for English Learners

YES

NO (after 1st 6 wks)

Cha

nge

inte

rven

tion

Student participates in Individualized Intervention,

as well as General Education Core Curriculum

Stage 1: Information Collected by BEST team. Compiled in Section 1 of Individual Problem Solving Worksheet. Notify parent and seek consent as needed with Parent Notification of Individual Problem Solving

Stage 2: BEST team meets to develop individualized intervention. Complete Section 2 of Individual Problem Solving Worksheet. Implement, monitor progress & fidelity for 6 weeks.

Stage 3: BEST team meets to review progress and intervention implementation. Complete Section 3 of Individual Problem Solving Worksheet.

YESStudent responded to

intervention(s), showing progress/ meeting goal?

ON

Pre-evaluation Planning Meeting

ALL

STU

DE

NTS

SOM

E ST

UD

ENTS

~20

%FE

W ~

10%

VER

Y FE

W S

TUD

ENTS

<5%

NO (after 2nd 6 wks)

HRCSD ELL Reading Protocol

Grade

Tier I Core Curriculum

Tier II Core + Intervention

Tier III Core + Intervention

Time Program Options Additional Time:

Program Options Additional Time:

Program Options

K 90 minutes daily

Maravillas

30 minutes daily

Voyager Pasaporte SRA Lectura Maravillas Tier II Intervención

30-45 minutes daily


1 90 minutes daily

Maravillas 30 minutes daily


30-45 minutes daily



Maravillas WONDERS

30 minutes daily


30-45 minutes daily



WONDERS Maravillas

30 minutes daily


30-45 minutes daily



30 minutes daily

WONDERS Maravillas

30 minutes daily


30-45 minutes daily


6

HRCSD PBIS Protocol


Tier 1

Tier 2

Tier 3






























14

HRCSD PBIS Protocol


Tier 1

Tier 2

Tier 3






























14

HRCSD PBIS Protocol


Tier 1

Tier 2

Tier 3






























14

HRCSD PBIS Protocol Decision Rules Review the core (Tier I): ● Review referral data (major/minor) monthly at school-wide PBIS team meeting. ● If more than one referral per day per month for every 300 students, revisit the core and drill down for

patterns in location, time, grade, type, and frequency of incidents. ● If more than 20% of all students received two or more referrals, revisit the core. ● If more than 30% of referrals occur in a specific area of the school, re-teach specific common area

behavior expectations, acknowledge/reward positive behavior, and correct inappropriate behavior immediately.

● If more than 40% of referrals occur in classrooms, re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit core instruction in specific classrooms.

Place students in Tier II intervention if: ● Student has two major referrals within a year. ● Student is absent more than five times in a 30-school-day period. The RTIi team reviews data to determine appropriate interventions, which may include calls or letters to the family or a behavior plan. Progress monitoring for Tier II intervention: ● Daily behavior data check-in/check-out programs. ● Progress on individual behavior goals or BSP. ● Monitor major referrals and absences. Place students in Tier III intervention if: (All students in Tier III interventions should have an FBA and a BSP.) ● Progress is below the expected rate after six weeks of Tier II intervention. ● Student receives six or more major referrals within a given school year. ● Level of educational impact exceeds needs met in core or Tier II interventions. Progress monitoring for Intensive Intervention ● Fidelity review of FBA/BSP. ● Progress on individual behavior goals or BSP. ● Monitor office discipline referrals (ODR) and absences.

15

PBIS Meeting Guidelines This guide delineates meetings according to purpose. Depending on the frequency and length of RTIi meetings, it may be possible to consolidate multiple purposes into one meeting. Meeting tips: ● Ensure all essential team members are present. ● Focus on general education – involve the special education teacher as appropriate. ● Designate roles (timekeeper, facilitator, note taker). ● Review the purpose. ● Stick to the agenda. ● Organize the data before the meeting. ● Celebrate successes. School-wide PBIS team meeting – conducted monthly Purpose: To analyze school-wide discipline data in order to answer the “Review the Core” questions of the PBIS Protocol Decision Rules. Using data-based decision making, plan proactive measures encouraging school-wide positive behavior. During the meeting: Review referral data to determine core effectiveness. (See PBIS Protocol Decision Rules.) 20% meetings – conducted every six weeks per grade level for the 20% group Purpose: To review progress monitoring for all students in Tier II and III interventions and make decisions about whether to proceed with, discontinue, or change an intervention. Before meeting: ● Analyze intervention cohort data to determine if group is making adequate progress; ● Draw goal lines on individual progress monitoring graphs; ● Using PBIS Protocol Decision Rules, sort progress monitoring data into two groups:

1. Students making sufficient progress; 2. Students who need a change in intervention.

During meeting: ● Quickly review students making sufficient progress, determine if any student(s) should discontinue

intervention; ● Discuss groups or individual students in need of an intervention change. Consider giving more time, using

a new curriculum, or significantly reducing group size; ● Change students’ graphs to indicate the intervention modifications; ● If a student is not making sufficient progress after two group interventions, or if the concerns go beyond

the scope of this meeting, refer student for individual problem solving at BEST meeting. BEST meetings – conducted when individualized intervention is necessary, typically after two interventions have been unsuccessful. A follow-up BEST meeting is conducted to review an already established individual intervention.

16

Purpose: To review individual student information and use it to plan an individually-designed intervention, or to review progress monitoring from individually-designed intervention to determine if effective or if modifications are necessary. Before meeting: ● Send Parent Notification of Individual Problem Solving, invite parents to attend meeting, and elicit

permission for any additional assessments or observations the team intends to conduct; ● Designated team members gather pertinent information to complete step 1 of the Individual Problem

Solving Worksheet. ✓ Cumulative file review; ✓ Intervention history and progress; ✓ Developmental History; ✓ Classroom Observation; ✓ Language development; ✓ Other as determined by team.

During initial BEST meeting: ● Review information compiled by team members; ● Complete step 2 of Individual Problem Solving Worksheet:

✓ Problem identification; ✓ Problem analysis; ✓ Plan development.

● Schedule follow-up BEST meeting. Notify parents and invite them to attend. During follow-up BEST meeting: ● Complete step 3 of Individual Problem Solving Worksheet; ● Review progress monitoring from group interventions, individual problem-solving intervention, and any

other pertinent student data; ● Determine if referral to special education is appropriate.

17

100% Data Meeting Agenda

School: Grade Level:

Benchmarking Period (Check One) Fall: Winter: Spring:

Norms: Stay engaged – Focus on what we can do – Listen to learn Purpose: To determine effectiveness of the core program and make necessary adjustments to core instruction.

Step 1: Problem Identification (What is the problem?) Based on screening data, is our core program sufficient for most students at our grade level (80% or more above benchmarks)? a) Review and analyze current benchmark screening data. Record percentages below: b) Review and analyze previous benchmark screening data. Record percentages below: c) Using current and previous benchmarking data, set a goal for next benchmarking period. Record below:

Previous Benchmarking

Current Benchmarking

*Goal for next Benchmarking:

% At or Above Benchmark

% Below Benchmarks

% Well Below Benchmark

*Can also review movement of students between risk-status levels to help set goals (Summary of Effectiveness)

d) Review other available grade-wide data (e.g. OAKS, in-curriculum assessments, etc.). e) Determine percentage of students meeting minimum proficiency standards as set by the district

Step 2: Problem Analysis (Why is it happening?) a) Determine the common priority skill: Use data to prioritize which big idea of reading is currently the most important common instructional need for most students (check one):

Skill Phonological Awareness

Phonics Oral Reading Fluency Reading

Comprehension

DIBELS Next Measure

FSF LNF PSF NWF-CLS NWF-WW

R

ORF Words Read

Correct ORF Accuracy Daze

Most Important % Above

Benchmark

b) Determine how much we need to enhance the curriculum/instruction of the priority skill .

Previous % At/Above Benchmark Current % At/Above Benchmark

Priority Skill:

Step 3: Plan Identification (What is the plan?)

What instructional adjustments are needed to strengthen the priority skill in order to improve the health of the core?

● Which priority skill(s) have you identified to target instruction (PA, Phonics, Fluency, Vocabulary, Comprehension)?

● Priority Skill Focus?

Curriculum

● What core materials (sound-spelling cards, word work, decodables etc.) can you use to increase the time spent teaching the priority skill?

Instruction

● What common instructional strategies need to be enhanced to address the priority skill/s? ● teaching the priority skill?

● What active engagement strategies can be used with the instructional strategy to address the priority skill? ● teaching the priority skill?

Environment

● What behavior management strategies can be enhanced to increase instructional time? ● teaching the priority skill?

Professional Development

● What support (professional development or coaching) do you need to implement these common agreements?

Common Instructional Strategies

Modeling (I do)

Guided Practice (We do)

Corrective Feedback Independent Practice (You do)

Use clear, concise & consistent language

Scaffold instruction (tell them, ask them, and/or remind them what to do)

Provide Affirmations for correct responses

Teach independent work routines and procedures

Provide examples & non-examples

Provide more than one opportunity to practice each new skills

Promptly correct errors by providing a correct model

Model tasks before allowing students to work independently

Demonstrate the task (e.g., think alouds)

Provide opportunities for practice after each step in instruction

Ensure mastery of all students before moving on

Ensure independent work is completed with high level of accuracy

Limit language to demonstration of the skill

Provide extra practice based on accuracy of student responses

Based on Oregon Reading First 9 features of effective instruction

Common Active Engagement Strategies

Oral Responses (Things Students Say) Strategy Useful when… Description/Suggestions/Examples

● Choral Responses The answers are short and the same

Provide an auditory and/or visual signal

● Partner Responses The answers are long or short and different

Look-Lean-Whisper; Think and Write-Pair and Write-Share; Think-Write-Share; Assign partner numbers/labels

● Team Responses The answers are long and different

Can combine partnerships to form teams; Assign team member numbers

● Individual Responses The answer comes from a student’s own experience

Can have the students share with a partner first Whip around or pass (students have the option to say an answer or

pass)

Written Responses (Things Student Write) Strategy Useful when… Description/Suggestions/Examples

● Response Slates (white boards)

The answers are long or short, more divergent or dependent on personal experience

Set clear expectations (e.g. “After writing the answer, set your pen down)

● Graphic organizer Students organize thinking alone, in partners or teams

Use after reading for greatest impact. Good for retelling

● Completing a sentence frame

Structure is needed to complete correct sentences

Useful with vocabulary instruction

Action Responses (Things Students Do) Strategy Useful when… Description/Suggestions/Examples

● Touching or Pointing The students are younger, struggling to follow along and/or students are off task and a quick action brings back attention

“Put your finger on the word”, “Touch the picture”, etc.

● Acting Out/Gestures Teaching vocabulary Can use gestures, facial expressions, actions, movements

● Hand Signals Reviewing factual information Can have students form hand signal on desk, then hold up in unison

● Response Cards The number of potential answers is limited

True or False; Yes or No; A, B, C, or D; vocabulary words; spelling words; phonics; etc.

● Manipulative In small group or at seats Elkonin boxes, sorting pictures for summarizing/order of events

Common Environmental Supports

Behavior Management Strategies Strategy Useful when…. Description/Suggestions/Examples

● Maintains close proximity to students

Students are showing signs of getting off-task

If you know from prior experience that a particular group is likely to disrupt class-standing or sitting close to them while you lead an activity will quell a fair amount of the unwanted behaviors

● 5:1 Positive feedback

Students are seeking positive/negative attention

Increase the number of positive interactions you have with the student by offering at least 5 positive statements to 1 negative statement.

● Limit/reduce transition time

Students are becoming off-task during transitions.

Use a signal for transitions and give a set amount of time for students to make transitions.

● Reward system in place

Always Positive praise tickets are given when kids get caught “being good” and the ticket labels the positive behavior.

● Classroom matrix taught/retaught

After breaks, long weekends, or when unwanted behaviors are occurring in certain locations.

Lessons are explicitly designed to teach students the expectations for all locations and routines. The lessons are taught so that students practice what the expectation looks like and sounds like.

● Instructional routines taught/retaught

After breaks, long weekends, or when unwanted behaviors are occurring during instructional routines.

Teach students explicitly what the routine looks like/sounds like and have students model and practice appropriate following of the routine.

● Response routine taught/retaught

After breaks, long weekends, or when unwanted behaviors are occurring during the response routine.

Teach students explicitly what the response routine looks like/ sounds like. Model the routine using: I do, We do, You do.

Classroom Observation Form (Narrative or Time-On-Task)

Student Name: INSTRUCTIONS FOR OBSERVER STUDENT DATA

1. Become familiar with form 2. Observe student for a minimum of 20 minutes 3. Report only behavior you observe (do not

include any comments, opinions or judgments) 4. Complete every item

Student Name: Birth Date: Age:

Teacher’s Name: Subject Observed:

Observation Date Beginning Time Ending Time

Grade: School:

STUDENT CLASSROOM ENVIRONMENT Type of Instruction Student’s Interest Level Student’s Location In

Room Lesson Focus

_ Lecture _ Indiv. Seatwork _ Group Size:_____

_ High _ Moderate _ Low Comments:

_ Front _ Middle _ Rear Comments:

Describe:

OBSERVATION

If Time On-Task was completed:

On -Task Behaviors: Off -Task Behaviors:

Attends to instruction/remains in seat ____% _________________________________: ____%

Follows group instructions ____% _________________________________: ____%

_________________________________: ____%

Signature of Observer: Title of Observer:

RTIi Handbook – Forms – Classroom Observation Form 1

Developmental History & Background Questionnaire

Cuestionario de la Historia del Desarrollo y los Antecedentes

FAMILY INFORMATION / INFORMACIÓN FAMILIAR

Today’s date / Fecha de hoy :

Child’s name / Nombre del niño/a :

Your name / Nombre del informante :

Birthdate / Fecha de nacimiento : Age / Edad :

Your relationship to child / Relación del informante al niño/a :

Sex / Sexo :

M F

School & grade / Escuela y grado :

Your phone number / Número de teléfono del informante :

Child’s address / Dirección de casa del niño/a :

People currently living in the child’s home / Personas que actualmente viven en el hogar del niño/a :

Name / Nombre : Relationship to child / Relación al niño/a : Age / Edad :

Brothers and sisters living outside home (names & ages) / Hermanos del niño/a que viven afuera del hogar del niño/a (nombre y edad) :

Mother’s name / Nombre de la madre :

Father’s name / Nombre del padre :

Occupation / Trabajo :

Age / Edad : Occupation / Trabajo :

Age / Edad :

RTIi Handbook – Forms – Developmental History 1

Phone number / Número de teléfono :

Education / Nivel de educación :

Phone number / Número de teléfono : Education / Nivel de educación :

Parents’ marital status / Estado civil de los padres :

If parents are separated or divorced, how old was the child when this occurred? ¿Si los padres están separados o divorciados, qué edad tenía el niño/a cuando esto sucedió?

Does the child have contact with both parents? / ¿Tiene el niño/a contacto con ambos padres?

PREGNANCY & DELIVERY / EMBARAZO Y PARTO

In general, how was the mother’s health during pregnancy? / ¿En general, como fue la salud de la madre durante el embarazo?

Did the mother receive prenatal care throughout the pregnancy? Was the pregnancy full term? ¿Recibió la madre el cuidado prenatal durante el embarazo? ¿Duró el embarazo a término?

Where was the child born – at home, in a hospital, or somewhere else? ¿Dónde nació el niño/a – en la casa, el hospital, u otro lugar?

How much did the child weigh at birth? / ¿Cuál fue el peso del niño/a al nacer?

Describe any complications of pregnancy and delivery: Describa cualquier dificultad durante el embarazo o el parto :

Was the child adopted? If yes, at what age? ¿Fue adoptado el niño/a? ¿Si sí, a qué edad?

If adopted, were there any special circumstances in the adoption? ¿Si el niño/a fue adoptado, había cualquier circunstancia especial?

EARLY DEVELOPMENTAL HISTORY / HISTORIA DEL DESARROLLO PRIMERO As an infant, did the child…

¿Cuando era un bebé, el niño/a…

…have normal weight gain? / …aumentaba el peso normalmente? Yes/ Sí No


…cry excessively? / …lloraba excesivamente? Yes/ Sí No

…have excessive restlessness? / …fue excesivamente inquieto? Yes/ Sí No

…have trouble being calmed? / …tenía dificultad de ser calmado? Yes/ Sí No

…follow a schedule fairly well? / …conformaba a un horario sin dificultad? Yes/ Sí No

At what age was your child able to… ¿A qué edad aprendió el niño/a a …

Age Edad

If you do not remember the age, circle whether the child was early, average or late in gaining these skills.

Si no recuerda la edad, marque con círculo si el niño/a fue temprano, medio, o tarde de lograr a estas habilidades.

…crawl? / …gatear ? Early / Temprano Average / Medio Late / Tarde

…walk? / …caminar ? Early / Temprano Average / Medio Late / Tarde

…control bladder & bowel function? …el control de los esfínteres ?

Early / Temprano Average / Medio Late / Tarde

LANGUAGE DEVELOPMENT / DESARROLLO DEL LENGUAJE

At what age did the child begin to talk or use first words (mama, dada, papa)? Qué edad tenía el niño/a cuando comenzó hablar o utilizar palabras (como mamá, dada, papá)?

At what age did the child speak in phrases of two or more words? ¿Qué edad tenía el niño/a cuando comenzó hablar en frases de dos o más palabras?

Was the child difficult to understand after age three? ¿Era difícil de entender el niño/a después de los tres años?

Primary language spoken at home: / Lenguaje principal que se habla en la casa del niño/a :

Is the child able to hold a conversation in your home language? ¿Puede el niño/a mantener una conversación en el lenguaje principal de su casa?

What language does the child speak to his/her brothers and sisters? ¿En qué lenguaje conversa el niño/a con sus hermanos?

Does the child have difficulty understanding conversations? ¿Tiene el niño/a dificultad de entender conversaciones?

Does the child have difficulty following or understanding directions? ¿Tiene el niño/a dificultad de entender y seguir instrucciones?

Does the child have difficulty explaining things and finding the exact words to express him/herself? ¿Tiene el niño/a dificultad de explicar las cosas o de encontrar las palabras exactas a expresarse?

MOTOR DEVELOPMENT / DESARROLLO FÍSICO


Rate the child’s coordination on the following skills: Califique el nivel del niño/a en las habilidades de coordinación:

Walking / Caminar Poor / Mal Average / Medio Advanced / Avanzado

Running / Correr Poor / Mal Average / Medio Advanced / Avanzado

Throwing / Lanzar Poor / Mal Average / Medio Advanced / Avanzado

Shoelace tying / Atar las cintas de los zapatos Poor / Mal Average / Medio Advanced / Avanzado

Buttoning / Abrochar botones Poor / Mal Average / Medio Advanced / Avanzado

Catching / Atrapar Poor / Mal Average / Medio Advanced / Avanzado

Athletic ability / Habilidad atlética Poor / Mal Average / Medio Advanced / Avanzado

Using scissors / Usar tijeras Poor / Mal Average / Medio Advanced / Avanzado

Writing / Escribir Poor / Mal Average / Medio Advanced / Avanzado

HEALTH HISTORY / HISTORIA DE SALUD

How would you describe the child’s health? ¿Cómo describiría la salud del niño/a?

How is the child’s hearing? Has it been tested? ¿Cómo es la audición del niño/a? ¿Ha tenido una prueba de audición?

How is your child’s vision? Has it been tested? ¿Cómo es la visión del niño/a? ¿Ha tenido una prueba de la visión?

Does the child have any unusual sleep habits (nightmares, night terrors, crying, wetting, insomnia)? If “yes” explain: ¿Tiene el niño/a cualquier hábito de sueño excepcional (pesadillas, terrores nocturnos, llantos, incontinencia urinaria,

insomnio)? Si sí, explique:

What time does the child typically go to bed? What time does the child typically wake up? ¿A qué hora típicamente va a la cama el niño/a? ¿A qué hora típicamente se levanta el niño/a?

Is the child a picky eater, on any special diets, or have any problems eating? ¿Es el niño/a quisquilloso para comer, o en cualquier dieta especial, o tiene algún problema de alimentación?

Does the child have any chronic illnesses? (asthma, diabetes, heart condition)? ¿Tiene el niño/a cualquier enfermedad crónica (asma, diabetes, enfermedad del corazón)?

Has the child experienced… ¿Ha sufrido el niño/a…

(check those that apply) (marque los que apliquen )

…headaches? / …dolores de cabeza? □


…allergies? / …alergias? □

…ear infections? / …infecciones del oído? □

…tubes in ears? / …tubos en los oídos? □

…loss of consciousness (even once)? / …pérdida de la consciencia (aunque sea una vez)? □

…hospitalizations? / …hospitalizaciones? □

…seizures? / …convulsiones? □

…eye injury? / …herida al ojo? □

…head injury? / …herida a la cabeza? □

…extremely high fever? / …fiebre extremadamente alto? □

If you checked any boxes above, explain: Si usted marcó cualquier casilla arriba, explique:

Other illnesses or diseases / Otras aflicciones o enfermedades:

Is the child on any regular medications? If so, which ones and what are they for? ¿Toma el niño/a cualquier medicamento regular? ¿Si sí, cuáles y para qué?

Has any healthcare provider expressed concern that the child may have a developmental disability (autism, cognitive impairments)?

¿Ha expresado cualquier proveedor de atención médica la preocupación de que el niño/a tenga una discapacidad del desarrollo (autismo, impedimento cognitivo)?

Has the child ever experienced any type of abuse or traumatic events? ¿Ha sufrido el niño/a cualquier tipo de abuso o evento traumático?

FAMILY HISTORY / HISTORIA FAMILIAR

Have any of the child’s brothers or sisters had learning problems? ¿Ha tenido cualquier hermano/a del niño/a la dificultad en el aprendizaje?

Has either parent or any relatives had problems learning? Which one(s)?


¿Ha tenido cualquier de los padres o cualquier pariente la dificultad en el aprendizaje? ¿Cuál(es)?

Is there a history of mental illness on the maternal side of the child’s family? If yes, list relation and condition: ¿Hay una historia de enfermedad mental en el lado materno de la familia? Si sí, aliste la relación y la condición:

Is there a history of mental illness on the paternal side of the child’s family? If yes, list relation and condition: ¿Hay una historia de enfermedad mental en el lado paterno de la familia? Si sí, aliste la relación y la condición:

Has a friend or family member, that the child was close to, died or had a life threatening illness in the last 5 years? ¿Hay un amigo/a o miembro de la familia, con quien el niño/a tenía una relación estrecha, que se murió o que tenía

una enfermedad que constituyó una amenaza para la vida en los últimos 5 años?

Has a family member ever been involved with drugs or alcohol? ¿Alguna vez ha sido involucrado un miembro de la familia con las drogas o el alcohol?

Has a family member ever been arrested or reported to police? ¿Alguna vez ha sido detenido por la policía un miembro de la familia, o denunciado a la policía?

SOCIAL AND BEHAVIOR HISTORY / HISTORIA COMPORTAMENTAL Y SOCIAL

Is the child easily managed at home? Who does he/she mind the best? ¿Es fácil controlar al niño/a en la casa? ¿A quién le hace más caso?

Does the child get along well with his/her siblings? How many hours of TV does the child watch each day? ¿El niño/a se lleva bien con sus hermanos? ¿Cuantas horas pasa el niño/a mirando la televisión al día?

How many hours does the child spend on a computer, phone, tablet, or video games each day? ¿Cuantas horas pasa el niño/a en la computadora, el teléfono, la tableta, o los videojuegos al día?

When the parents have to discipline the child, what do they do? ¿Qué hacen los padres cuando necesitan disciplinar al niño/a? _

What responsibilities does the child have?


¿Cuáles responsabilidades tiene el niño/a? _

Do you have any concerns about the child’s behavior? Explain: ¿Tiene cualquier preocupación sobre el comportamiento del niño/a? Explique:

Does the child get upset or frustrated easily? When and under what circumstances? ¿El niño/a se enoja o se frustra fácilmente? ¿Cuándo, y en cuáles circunstancias?

Has the child ever been involved with drugs or alcohol? ¿Alguna vez ha sido involucrado el niño/a con las drogas o el alcohol?

Has the child ever been arrested or reported to police? ¿Alguna vez ha sido detenido por la policía el niño/a, o denunciado a la policía?

PEER RELATIONSHIPS / RELACIONES CON SUS COMPAÑEROS Does the child play with other children outside of school?

¿Juega el niño/a con otros niños cuando no está en la escuela?

Where does the child get together with other children (church, sports, neighborhood)? ¿Dónde se junta el niño/a con otros niños (la iglesia, los juegos deportivos, el vecindario)?

Does the child play with children primarily his/her own age? …younger? …older? ¿Juega el niño/a primariamente con los niños de su edad? …más jóvenes? …más mayores?

Describe briefly any problems your child may have with peers: Describa en resumen cualquier dificultad que tenga el niño/a con sus compañeros:

Describe the child’s behavior with other children his/her age (e.g. friendly, shy, immature, bossy, demanding): Describa el comportamiento del niño/a con los otros niños de su edad (ejemplo, amable, tímido, inmaduro, mandón,

exigente):


SCHOOL HISTORY / HISTORIA ESCOLAR

What other schools has the child attended? ¿A cuáles otras escuelas ha asistido el niño/a?

Has the child ever attended school in another country? Which country? Which grades? ¿Alguna vez ha asistido el niño/a a una escuela en otro país? ¿Cuál país? ¿Cuál grado(s)?

Has the child ever been homeschooled? Which grades? ¿Alguna vez ha recibido el niño/a la enseñanza académica en casa? ¿Cuál grado(s)?

Did the child attend preschool? Has the child ever been held back a grade? ¿Asistió el niño/a a una escuela pre-escolar? ¿Se ha retenido al niño/a de grado?

Has the child been taught to read in Spanish? Has the child received any academic instruction in Spanish? ¿Se le ha enseñado al niño/a a leer en español? ¿Ha recibido cualquier instrucción académica en español?

Does the child do homework? How many hours a night does the child do homework? ¿Hace el niño/a las tareas? ¿Para cuántas horas hace el niño/a las tareas cada noche?

Does the child read at home? Do you think the child has trouble learning things? ¿Lee el niño/a en casa? ¿Piensa que el niño/a tiene dificultad para aprender?

What is the child’s favorite school subject? …least favorite? ¿Cuál es la clase o subjeto que más le gusta el niño/a? …que menos le gusta?

Has a teacher expressed concerns about the child’s ability to learn? What were they? ¿Ha expresado preocupaciones un maestro/a sobre la habilidad del niño/a para aprender? ¿Qué fueron?

Has a teacher expressed concerns about the child’s behavior at school? What were they? ¿Ha expresado preocupaciones un maestro/a sobre el comportamiento del niño/a en la escuela? ¿Qué fueron?

Has the child ever had an educational or psychological evaluation? ¿Alguna vez ha sometido el niño/a a una evaluación educacional o psicológica?

When? What was the reason and what were the results? ¿Cuándo? ¿Para qué, y qué fue el resultado?


(Please include a copy of the evaluation if you have one. / Por favor adjunte una copia de la evaluación si la tiene. )

Is the child currently receiving any special services (private therapy/counseling, educational tutoring)? ¿Está actualmente recibiendo el niño/a cualquier servicio especial (el terapia/consejo privado, la tutoría educativa)?

CONCERNS & ASPIRATIONS / PREOCUPACIONES Y ANHELOS

What is the child best at? ¿Qué hace mejor el niño/a?

What does he/she struggle with the most? ¿En qué tiene más dificultad el niño/a?

What about him/her makes you the most proud? ¿Qué le hace usted más orgulloso/a del niño/a?

What concerns you the most? ¿Qué le preocupa usted más?

What are your hopes and dreams for him/her? ¿En cuanto al niño/a cuáles son sus anhelos y sueños?

Is there anything that was not asked that you think is important to know about him/her? ¿Hay algo que no se ha preguntado que usted piensa que es importante que sepamos del niño/a?


Individual Problem Solving Worksheet

* Confidential *

Name: Grade: Date of Birth:

School: Referral Date: Initial BEST Meeting Date:

Section 1: to be completed prior to the Initial BEST Meeting.

Reason for Referral:

Assessment Tools Completed by Date File review (pp 1-5) Classroom teacher Language proficiency (p 5) ELL teacher Developmental history (attached) Reviewed by special education teacher Classroom observation (attached) Intervention history and student response (attached)

Reviewed by reading specialist

File Review

Attendance & Mobility History

Grade Days Present

Days Absent % Days Present

Tardies School

K 1 2 3 4 5

Transcript Review

(Mark each category with: N=not meeting grade-level standards; M=meeting standards; E=exceeding standards.)

Grade Reading Writing Math Comments K 1 2 3 4

RTIi Handbook – Forms – Individual Problem Solving Worksheet (IPSW) - 09/2016 Page 1

Additional Information

Behavior (SWIS data) Hearing/Vision screening results Other

DIBELS Next RECOMMENDED GOALS

K K Fall Score

Fall Benchmark

K Winter Score

Winter Benchmark

K Spring Score

Spring Benchmark

FSF 23 52 N/A LNF 29 52 62 PSF N/A 51 O/E NWF-CLS N/A 34 44 NWF-WWR N/A O/E 7

1st

1st Fall Score

Fall Benchmark

1st Winter Score

Winter Benchmark

1st Spring Score

Spring Benchmark

LNF 58 N/A N/A PSF O/NE N/A N/A NWF-CL 42 70 96 NWF-WWR 7 21 30 ORF-WCR N/A 34 69 ORF-A N/A 86 98

2nd 2nd Fall Score

Fall Benchmark

2nd Winter Score

Winter Benchmark

2nd Spring Score

Spring Benchmark

NWF-CLS 74 N/A N/A NWF-WWR 22 N/A N/A ORF-WRC 80 100 111 ORF-A 99 99 99

3rd 3rd Fall Score

Fall Benchmark

3rd Winter Score

Winter Benchmark

3rd Spring Score

Spring Benchmark

ORF-WRC 97 115 123 ORF- A 99 99 99 DAZE 14 21 26

4th 4th Fall Score

Fall Benchmark

4th Winter Score

Winter Benchmark

4th Spring Score

Spring Benchmark

ORF-WRC 111 130 144 ORF- A 99 99 99 DAZE 20 23 31


5th 5th Fall Score

Fall Benchmark

5th Winter Score

Winter Benchmark

5th Spring Score

Spring Benchmark

ORF-WRC 132 150 155 ORF- A 99 99 99 DAZE 21 25 32

IDEL

K K Fall Score Benchmark

K Winter Score Benchmark

K Spring Score Benchmark

LNF (FNL) 6 25 40

PSF (FSF) 15 30 50

NWF (FPS) N/A 20 35

1st 1st Fall Score Benchmark

1st Winter Score Benchmark

1st Spring Score Benchmark

LNF (FNL) 35 N/A N/A

PSF (FSF) 50 50 50

NWF (FPS) 35 70 90

ORF (FLO) N/A 20 40

2nd 2nd Fall Score Benchmark 2nd Winter

Score Benchmark 2nd Spring Score Benchmark

NWF (FPS) 90 N/A N/A

ORF (FLO) 35 50 65

3rd 3rd Fall Score Benchmark

3rd Winter Score Benchmark

3rd Spring Score Benchmark

ORF (FLO) 60 70 85

EasyCBM (Benchmark scores are those scores closest to the 50th percentile.)

K Fall Score

%ile Benchmark Winter Score

%ile Benchmark Spring Score

%ile Benchmark

PS 6 31 43 LN 24 35 45 LS 6 26 35 WRF 1 3 13


1st Fall Score



%ile Benchmark

PS 37 50 52 LN 40 56 68 LS 31 41 45 WRF 15 28 49 PRF 7 32 60 Average rate of growth for a typical 1st grade student for oral reading fluency is 2 words per week. Average rate of growth for ½ a year would be 36 words.

2nd Fall Score



%ile Benchmark

WRF 41 53 65 PRF 64 83 102 MCRC 7 9 10 Vocab 9 11 11 Average rate of growth for a typical 2nd grade student for oral reading fluency is 1.5 words per week. Average rate of growth for the year would be 54 words.

3rd Fall Score



%ile Benchmark

WRF 47 57 65 PRF 87 117 116 MCRC 11 11 14 CCSS 20 21 23 Vocab 16 17 18 Average rate of growth for a typical 3rd grade student for oral reading fluency is 1 word per week. Average rate of growth for the year would be 36 words.

4th Fall Score



%ile Benchmark

PRF 107 138 138 MCRC 12 14 15 CCSS 21 21 23 Vocab 16 17 18 Average rate of growth for a typical 4th grade student for oral reading fluency is 0.85 words per week. Average rate of growth for the year would be 31 words.

5th Fall Score



%ile Benchmark

PRF 145 150 166 MCRC 14 16 15 CCSS 20 22 21 Vocab 17 17 18 Average rate of growth for a typical 5th grade student for oral reading fluency is 0.5 words per week. Average rate of growth for the year would be 18 words.

Scholastic Reading Inventory (SRI)

Grade Lexile Targets by Trimester Student Fall Score

Student Winter Score

Student Spring Score

2 nd 3 rd 4 th 5 th


Oregon Assessment of Knowledge & Skills (OAKS)

Grade Reading Math Student

Score

%ile

Benchmark Student Score

%ile

Benchmark

3 rd 211 212 4 th 216 219 5 th 221 225

Smarter Balanced Assessment Consortium (SBAC)

ELA Threshold Scores Grade Level 4 Level 3 Level 2 Level 1

3 rd 2490 2432 2367 Less than 2367 Student Score:

4 th 2533 2473 2416 Less than 2416 Student Score:


Math Threshold Scores Grade Level 4 Level 3 Level 2 Level 1

3 rd 2501 2436 2381 Less than 2381 Student Score:



Language Proficiency

Oregon English Language Proficiency Assessment (ELPA)

K 1 2 3 4 5 ELPA benchmarks Early Intermediate: L2 Intermediate: L3 Early Advanced: L4 Advanced: L5- EXIT

483 492 498 507

492 507 514 523

495 508 514 523

501 514 521 529

497 508 514 521

497 508 516 523

TOTAL Student Score


K 1 2 3 4 5

Reading

Writing

Listening

Speaking

Comprehension

Woodcock-Muñoz Language Survey

Date: Date:

Spanish Oral Language English Oral Language

Oral Language TTL Oral Language TTL

Reading-Writing Reading-Writing

Broad Spanish Ability Broad English Ability

Broad Spanish Ability – TTL Broad English Ability – TTL

Listening Listening

Oral Expression Oral Expression

Reading Reading

Writing Writing

Language Comp Language Comp

App Lang Prof App Lang Prof

AQS Score Total: __________

Section 2: to be completed at the Initial BEST Meeting.

Problem Solving Team Members

Name Role Name Role

Identify primary area of concern:

Behavior

Math

Reading

Writing

Other (describe)

Step 1: Problem Identification (What is the problem?)

Student present level of performance:


Expected student level of performance: Magnitude of discrepancy: Problem definition: Replacement behavior or target skill:

Step 2: Problem Analysis (Why is it happening?)

Domain Relevant Known Information Instruction (e.g., pacing, corrective feedback, explicitness, opportunities to practice, engagement, etc.)

Curriculum (e.g., skills taught, instructional materials, scope and sequence, expected outcomes, previous interventions, etc.)

Environment (e.g., room set-up, peer influence, expectations and rules, behavior management system, etc.)

Learner (e.g., academic skills, behavioral concerns, etc.)

Based on the above information (instruction, curriculum, environment, and learner) why do you think the current problem is occurring and what is the predicted result of an appropriately matched intervention?

Problem Hypothesis

The problem is occurring because:

Prediction

The problem will be reduced if:

Data used to validate hypothesis:

Do you have enough information to complete the problem analysis and develop an intervention? If no, what else is needed and who will be responsible for collecting it?

Information needed Responsible person


Step 3: Plan Development (What are we going to do?)

Target Skill

Goal (This intervention will be successful if…)

What will be done?

(actions taken, target skills

taught, curriculum/ materials)

How will it be done?

(instructional strategies, etc.)

Who is

responsible?

Where will it occur? How often?

(days per week & minutes

per day)

Group

Size?

Progress Monitoring Plan What materials will be

used?

Who is

responsible?

How often? Decision Rule?

Fidelity Plan What data will be

collected?

Who is

responsible?

How often will it

be collected?

Minimum standard for fidelity?

Follow Up Date:

Section 3: to be completed at the Follow-Up BEST Meeting.

Step 4: Plan Implementation & Evaluation (Did it work?)

Attendance # of intervention days

attended: total # of intervention days: % of intervention sessions

attended:

Fidelity Intervention fidelity data:

Minimum standard met? (circle one) Yes No

Progress Student rate of progress:

Peer/expected rate of progress:

• Less progress than expectation/peers • More progress • Same progress


Performance Student level of performance:

Expected student level of performance:

Magnitude of Discrepancy • Less discrepant than expectation/peers • More discrepant • Same level of discrepancy If less discrepant/good progress:

Continue current intervention? Yes No

Fade intervention support? Yes No

If more discrepant/poor progress:

Was the intervention implemented as planned? Yes No

Do we need to intensify supports? Yes No

Refer for special education evaluation? Yes No

If discrepancy the same/average progress:

Was the intervention implemented as planned? Yes No

Do we need to intensify supports? Yes No

Refer for special education evaluation? Yes No

Attach graphed data.

Comments/Actions/Next Steps:


Response to Instruction &

Intervention (RTIi)

The approach described is called Response to Instruction & Intervention (RTIi). This way of organizing instruction has two purposes:

1. To identify students needing help in reading, and prevent the development of serious learning problems; and

2. To identify students who,

even when they get extra help, make very limited progress. Research has shown that these children sometimes have learning disabilities.

You may also request an evaluation at any time if you think your child may have a disability. No evaluation will take place without a conference with you, and your written consent. If you have any questions about this information, please contact your school’s reading specialist or principal.

The following diagram shows the three tiers:

Your child’s instructional

program in the Hood River

County School District

The Hood River County School District is committed to ensuring that each student makes significant academic progress. To do this, we continuously review information that tells us how each student is progressing. Teacher teams in your school use this process, called “Effective Behavior and Instructional Support Systems (EBISS)”. Look inside to see how this process can help your child.

Response to Instruction &

Intervention (RTIi) Hood River County School District is committed to providing your child with excellent educational opportunities. Our district uses an approach called Response to Instruction & Intervention (RTIi) to ensure that all students receive excellent reading instruction. All students are given a short assessment. Other times, a team of professionals simply reviews existing academic, behavior, and attendance information. The team uses the data to decide which students are doing well in the general classroom instruction, which students may need supplemental instruction, and which students may need individualized instruction. When students receive supplemental small-group or individualized instruction, we check their progress frequently. We use “decision rules” to look at the students’ progress and decide if they need to have a different kind of supplemental instruction. The key idea is to make changes when instruction is not working for a child. The first step is to provide small-group interventions for a student. If, after a

period of instruction, there is still concern, we will plan an individualized intervention. You are invited to participate in this process. During individualized interventions, we monitor the student’s progress each week. If a student makes limited progress during an individualized intervention, we may ask for your permission to conduct an individual evaluation. This evaluation might result in the identification of a learning disability. No evaluation will be conducted without your written consent.

Parent Participation Parents are essential to their children’s success in school. When a child needs supplemental instruction, we will describe that instruction to you. We will also ask you to tell us about anything you think might affect your child’s learning. For example, it is important for us to know if a child has missed a lot of school, experienced a trauma, or is having problems with friends at school. These types of problems may affect a student’s progress, and if we know about them we can design an intervention more effectively. Parents frequently work with the school to provide extra practice to develop skills. If you do want to provide extra support at home, you can work with the school to make yourself part of your child’s program.

When children continue to

have difficulty

Your school will tell you whether your child begins to make sufficient progress, or if your child has continued difficulty. If you and the school have tried several interventions and progress is still limited, you may be asked to give your consent for an evaluation. The purpose of such an evaluation is to determine what your child’s educational needs are, and to consider whether they may have a learning disability.

Questions

If you have any questions about RTIi, your child’s progress, or educational supports, please contact your child’s teacher or the principal.

Respuesta a la Instrucción e

Intervención (RTIi)

El método descrito en este folleto, es llamado Respuesta a la Instrucción e Intervención (RTIi). Esta es una forma de organizar la instrucción, y tiene dos propósitos:

1. Identificar a los niños que necesitan ayuda con la lectura, previniendo el desarrollo de serios problemas de aprendizaje; e

2. Identificar a los niños que, aunque

tienen ayuda extra, hacen muy poco progreso. Los estudios han demostrado que esos niños algunas veces tienen una discapacidad de aprendizaje.

Además, usted puede hacer una solicitud de evaluación, si en cualquier momento piensa que su hijo/a pueda tener una discapacidad. No se harán evaluaciones, sin antes reunirnos con usted, y con su permiso por escrito.

Si tiene preguntas acerca de esta información, por favor comuníquese con el especialista de la lectura de la escuela o con el director/a.

Este diagrama muestra

los tres niveles:

El programa pedagógico del

Distrito Escolar del Condado de

Hood River para sus hijos El Distrito Escolar del Condado de Hood River está comprometido a asegurar que cada niño haga un progreso académico significante. Para lograrlo, revisamos continuamente la información que nos indica cómo está progresando cada niño. Un equipo de educadores en cada escuela utiliza este proceso, llamado “Sistemas de Apoyo Eficaz en la Instrucción y el Comportamiento”. Este folleto le informa cómo este proceso le puede ayudar a su hijo/a.

Respuesta a la Instrucción e

Intervención (RTIi)

El Distrito Escolar del Condado de Hood River tiene el compromiso de ofrecerle a su hijo/a unas oportunidades educacionales excelentes. El Distrito utiliza un método llamado Respuesta a la Instrucción e Intervención (RTIi) para asegurar que todos los estudiantes reciban una instrucción excelente en la lectura. A todos los estudiantes se les hace una corta evaluación. En otras ocasiones, un equipo de profesionales revisa la información existente con respecto a las calificaciones, el comportamiento, y la asistencia. Este equipo utiliza los datos para decidir a cuáles estudiantes les está yendo bien en la enseñanza general, cuáles estudiantes quizás necesitan instrucción suplementaria, y cuáles estudiantes quizás necesitan instrucción individualizada. Cuando los estudiantes reciben instrucción suplementaria en pequeños grupos o instrucción individualizada, revisamos su progreso frecuentemente. Usamos “las reglas de decisiones” para ver el progreso de los estudiantes y decidir si el niño/a necesita un tipo diferente de instrucción suplementaria. La idea clave es hacer los cambios cuando la instrucción no está funcionando para un niño/a. El primer paso es dar las intervenciones al estudiante en un grupo pequeño. Si, después de un periodo de instrucción, todavía existen

inquietudes, entonces planearemos una intervención individualizada. Usted está invitado a participar en este proceso. Durante las intervenciones individualizadas, monitoreamos el progreso de los niños cada semana. Si un estudiante hace proco progreso durante una intervención individualizada, le pediremos a usted su permiso para conducir una evaluación individualizada. Un resultado de esta evaluación puede ser la identificación de una discapacidad de aprendizaje. No haremos ninguna evaluación sin antes haber obtenido su permiso por escrito.

Participación de los Padres

Los padres son esenciales para el éxito de los niños en la escuela. Cuando un niño/a necesita instrucción suplementaria, describiremos esa instrucción para usted. También le preguntaremos si usted cree que algo está afectando el aprendizaje de su hijo/a. Por ejemplo, es importante para nosotros saber si el niño/a ha faltado mucho a la escuela, ha experimentado un trauma, o si está teniendo problemas con los amigos en la escuela. Estas clases de problemas pueden afectar el progreso de un estudiante, y si nos enteramos de éstos, podremos diseñar una intervención más efectivamente. Los padres con frecuencia trabajan con la escuela para ofrecer una práctica extra en el desarrollo de las destrezas de los niños. Si usted desea ofrecer un apoyo extra en la casa, puede trabajar junto con la escuela para así formar parte del programa de su niño/a.

Cuando los niños continúan

teniendo dificultades

La escuela le informará si su hijo/a está haciendo el progreso suficiente, o si continúa teniendo dificultades. Si usted y la escuela han tratado varias intervenciones, pero el progreso aún es limitado, le pediremos su consentimiento para hacer una evaluación. El propósito de dicha evaluación es determinar cuáles son las necesidades educativas de su hijo/a, y considerar si él/ella quizás tiene una discapacidad de aprendizaje.

Preguntas

Si tiene preguntas con respecto a RTIi, el progreso de su hijo/a, o sobre los apoyos educativos, por favor contacte al maestro de su hijo/a o al director de la escuela.

Date: Dear Parent of The Building Evaluation Support Team (BEST) will be reviewing information to support your child’s academic and educational progress, including the following: _ File review _ Woodcock Muñoz Language Survey _ Other _

We would also like to complete the following to provide further information for the team. Your consent is required for these additional items. Please remember that your consent is voluntary and you may revoke it at any time. _ Developmental History _ Observation(s) _ Other _ _ I GIVE my permission for selected items to be completed. _ I REFUSE permission for selected items to be completed.

This information will be used to develop an individualized intervention to support your child’s educational needs.

Parent/Guardian Signature Date Phone If you have any questions regarding this consent form, please contact: _ _ _ Name Title Phone General Assessments to gather information about the student’s performance in school and other information relevant to the problem: _ File Review: An analysis of educationally relevant records available in the cumulative file, special education file, district

databases, and/or teacher records. Records may include: attendance history, discipline history, vision and hearing screening results, district academic assessments, English language proficiency, statewide assessment tests, student response to academic or behavioral interventions, academic progress monitoring data, or teacher classroom data.

_ Observation(s): Students are observed during instruction and at other times throughout the school day to determine their functioning in a typical school environment and/or the impact of behavior on school performance. Examples of behavior examined include off-task behavior, social behavior, disruptive behavior, following directions, and transitioning between activities. An observation’s length depends upon its purpose, but commonly ranges from 10-60 minutes.

_ Developmental History: Parent completes a form that gathers information about the student’s early childhood health, development, family history, social behavior, and education.

_ Woodcock Muñoz Language Survey: This survey provides a norm-referenced measure of reading, writing, listening, and comprehension. It features two English forms and one Spanish form.

IMPORTANT NOTICE REGARDING SPECIAL EDUCATION: Sometimes students experience substantial ongoing difficulties in school as the result of disabilities. If the school team or your child’s teacher(s) have this concern, they will contact you to discuss it. If you are concerned that your child may have a disability and is in need of special education services, please contact the school principal.

RTIi Handbook – Forms – Parent Notification of Individual Problem Solving

Date:

Estimado Padre de

El Equipo Escolar de Apoyo y Evaluación (BEST) hará una revisión de información para apoyar el progreso académico y educativo de su niño/a, incluyendo el siguiente: _ Revisión del archivo estudiantil _ Encuesta del Idioma por Woodcock Muñoz _ Otro _

Además, queremos hacer las tareas siguientes para juntar más información para el equipo. Necesitamos el consentimiento de usted para cumplir estas tareas. Por favor, recuerde que su consentimiento es voluntario y usted puede revocarlo en cualquier momento. _ Cuestionario de la Historia del Desarrollo y los Antecedentes _ Observacion(es) _ Otro _

_ DOY mi permiso que el Equipo BEST haga las tareas seleccionadas arriba. _ NO DOY mi permiso que el Equipo BEST haga las tareas seleccionadas arriba.

Utilizaremos la información juntada para desarrollar una intervención individualizada para apoyar las necesidades educativas de su niño/a.

Firma de Padre/Tutor Legal Fecha Teléfono

Si usted tiene cualquier pregunta con respecto a este formulario de consentimiento, por favor llame a:

_ _ _ Nombre Título Teléfono General Estas evaluaciones juntan la información sobre el logro escolar del estudiante y otra información pertinente al problema: _ Revisión del archivo estudiantil: Un análisis de archivos pertinentes a la educación que son disponibles en el archivo

cumulativo estudiantil, el archivo de educación especial, los bases de datos del distrito escolar, y/o los archivos de los maestros. Los archivos pueden incluir la historia de asistencia, la historia de disciplina, los resultados de los examines de la vista y la audición, las evaluaciones académicas del distrito escolar, la competencia en inglés, exámenes de evaluación estatales, la respuesta del estudiante a las intervenciones académicas o conductuales, los datos de monitorear el progreso, o los datos del maestro de clase.

_ Observacion(es): Se observan los estudiantes durante la instrucción y en otros tiempos durante el día escolar para determinar su funcionamiento en un ambiente escolar típico y/o el impacto de su conducta a su rendimiento escolar. Por ejemplo, evaluamos las conductas siguientes: la evitación de la tarea, el comportamiento social, la conducta disruptiva, el seguimiento de las instrucciones, y cómo se comporte entre las actividades. La duración de una observación depende en su propósito, pero lo más común es entre 10-60 minutos.

_ La Historia del Desarrollo: El padre llena este formulario para juntar información sobre el salud de la niñez temprana del niño/a, y el desarrollo, la historia familiar, la conducta social, y la educación del niño/a.

_ Encuesta del Idioma por Woodcock Muñoz: Esta encuesta nos da una medida referida a la norma en la lectura, la escritura, la escucha, y la comprensión. Tiene dos formularios en inglés y uno en español.

NOTICIA IMPORTANTE CON RESPECTO A LA EDUCACIÓN ESPECIAL: A veces los estudiantes pasan por dificultades sustanciales en la escuela que resultan de las discapacidades. Si el equipo de la escuela o el maestro(s) de su niño/a tienen esta preocupación, ellos le discutirán con usted. Si usted está preocupado que su niño/a tenga una discapacidad y necesite los servicios de la educación especial, por favor hable con el director/a de su escuela.

RTIi Handbook – Forms – Parent Notification of Individual Problem Solving

Date: Dear Parent of [school name] Elementary School is committed to ensuring that each child makes significant academic progress. To do this, we continuously review information that tells us how each child is progressing. We track each student’s achievement in reading with care. Teacher teams regularly review academic, behavior and attendance information, and use that data to decide which students are doing well with core classroom instruction, which students need supplemental instruction, and which students need intensive instruction. The key idea is to make changes whenever our current instruction is not working for a child. Based on recent assessments, the teacher team believes that your child would benefit from additional reading instruction. Therefore, we are placing your child in a reading intervention group. This is additional support, and your child’s progress will be monitored on a regular basis. If you have any questions or would like to schedule a meeting, please do not hesitate to contact me. Sincerely, IMPORTANT NOTICE REGARDING SPECIAL EDUCATION: Sometimes students experience substantial ongoing difficulties in school as the result of disabilities. If the school team or your child’s teacher(s) have this concern, they will contact you to discuss it. If you are concerned that your child may have a disability and is in need of special education services, please contact the school principal.

Excellence. Every student. Every Day 1011 Eugene Street • Hood River, Oregon 97031 • 541.386-2511

www.hoodriver.k12.or.us

RTIi Handbook – Forms – Parent Notification of Placement in Tier II

Date: Para los Padres de La Escuela Primaria [school name] está comprometido a garantizar que cada niño tiene un progreso académico significativo. Para ello, continuamente revisamos la información que nos dice cómo cada niño está progresando. Llevamos con cuidado cuenta del progreso de cada alumno en la lectura. Equipos de maestros revisan regularmente la información académica, el comportamiento y la asistencia, y utilizan esos datos para decidir qué estudiantes están haciendo bien con la enseñanza en clase, que estudiantes necesitan instrucción suplementaria, y que estudiantes necesitan instrucción intensiva. La idea clave es hacer cambios cada vez que nuestra enseñanza actual no está funcionando para un niño. Su hijo ha estado participando en el programa de intervención en la lectura con el propósito de mejorar las habilidades de lectura. El equipo de maestros ha decidido ofrecer más instrucción especializada. Su hijo/a seguirá recibiendo instrucción en grupos pequeños, pero a un nivel más intenso. Vamos a monitorear el progreso y ajustar la instrucción según sea necesario. Si usted tiene alguna pregunta o le gustaría programar una junta, por favor no dude en contactarme. Atentamente,


Excellence. Every student. Every Day

1011 Eugene Street • Hood River, Oregon 97031 • 541.386-2511 www.hoodriver.k12.or.us

RTIi Handbook – Forms – Parent Notification of Placement in Tier II

Date: Dear Parent of Your child has been participating in a reading intervention program to work on his or her reading skills. The teacher team has decided to provide more specialized instruction, based on our most recent assessments. Your child will continue to receive instruction in small groups, but at a more intensive level. We will monitor progress on a regular basis and adjust the instruction as needed. If you have any questions or would like to schedule a meeting, please do not hesitate to contact me. Sincerely, IMPORTANT NOTICE REGARDING SPECIAL EDUCATION: Sometimes students experience substantial ongoing difficulties in school as the result of disabilities. If the school team or your child’s teacher(s) have this concern, they will contact you to discuss it. If you are concerned that your child may have a disability and is in need of special education services, please contact the school principal.



RTIi Handbook – Forms – Parent Notification of Placement in Tier III

Date: Para los Padres de Su hijo ha estado participando en el programa de intervención en la lectura con el propósito de mejorar las habilidades de lectura. El equipo de maestros ha decidido ofrecer más instrucción especializada. Su hijo/a seguirá recibiendo instrucción en grupos pequeños, pero a un nivel más intenso. Vamos a monitorear el progreso y ajustar la instrucción según sea necesario. Si usted tiene alguna pregunta o le gustaría programar una junta, por favor no dude en contactarme. Atentamente,


Excellence. Every student. Every Day

1011 Eugene Street • Hood River, Oregon 97031 • 541.386-2511 www.hoodriver.k12.or.us

RTIi Handbook – Forms – Parent Notification of Placement in Tier III

Date:

Dear Parent of

[school name] Elementary School is committed to ensuring that each child makes significant academic

progress. To do this, we continuously review information that tells us how each child is progressing.

We track each student’s achievement in reading with care. Teacher teams regularly review academic, behavior and attendance information, and use that data to

decide which students are doing well with core classroom instruction, which students need

supplemental instruction, and which students need intensive instruction. The key idea is to make

changes whenever our current instruction is not working for a child. Based on recent assessments, the team believes that your child does not require intervention support at

this time. Your child’s progress will be monitored on a regular basis. If you have any questions or would like to schedule a meeting, please do not hesitate to contact me. Sincerely,

IMPORTANT NOTICE REGARDING SPECIAL EDUCATION: Sometimes students experience substantial ongoing

difficulties in school as the result of disabilities. If the school team or your child’s teacher(s) have this concern, they will contact

you to discuss it. If you are concerned that your child may have a disability and is in need of special education services, please

contact the school principal.



Date: Para los Padres de La Escuela Primaria [school name] está comprometido a garantizar que cada niño tiene un progreso

académico significativo. Para lograr a este objetivo, continuamente revisamos la información que nos

dice cómo cada niño está progresando. Llevamos con cuidado cuenta del progreso de cada alumno en la

lectura. Los equipos de maestros revisan regularmente la información académica, del comportamiento y de la

asistencia, y utilizan esos datos para decidir cuáles estudiantes están haciendo bien con la enseñanza en

clase, cuáles estudiantes necesitan instrucción suplementaria, y cuáles estudiantes necesitan instrucción

intensiva. La idea clave es hacer cambios cada vez que nuestra enseñanza actual no está funcionando

para un niño. Basado en las evaluaciones recientes, el equipo cree que su hijo/a no requiere los recursos de

intervención en este momento. Aún así, vamos a monitorear el progreso de su hijo/a con regularidad. Si usted tiene alguna pregunta o le gustaría programar una junta, por favor no dude en contactarme. Atentamente,

NOTICIA IMPORTANTE CON RESPECTO A LA EDUCACIÓN ESPECIAL: A veces los estudiantes pasan por

dificultades sustanciales en la escuela que resultan de las discapacidades. Si el equipo de la escuela o el maestro(s) de su niño/a

tienen esta preocupación, ellos le discutirán con usted. Si usted está preocupado que su niño/a tenga una discapacidad y

necesite los servicios de la educación especial, por favor hable con el director/a de su escuela.



Student Intervention Profile

Student name: Special Factors (mark all that apply) : ___ ELD ___ SPED ___ Spanish Literacy ___504 ___ Other: _______________ Top of Form

Initial Documentation of Concern Date:

Description of specific concern in reading, math, writing, behavior, or other area:

Data Related to Concern

Reading: Wonders Phonological and Phonemic Awareness Examiner Name:

Area Assessed Assessment Date:

Assessment Date:

Assessment Date:

Phonological Awareness Subtests Recognize Rhyming Words /5 /5 /5 Producing Rhyming Words /5 /5 /5 Segment and Count Syllables /5 /5 /5 Blend Syllables /15 /15 /15 Blend and Segment Onset/Rimes /5 /5 /5

Phonemic Awareness Subtests Count Phonemes /5 /5 /5 Isolate and Pronounce Phonemes /15 /15 /15 Match Phonemes /15 /15 /15

Blend Phonemes to Produce Words /10 /10 /10 Segment Words into Phonemes /10 /10 /10 Core Phoneme Deletion Test /20 /20 /20 Add Phonemes /15 /15 /15 Substitute Phonemes /15 /15 /15 Represent Phonemes with Letters /15 /15 /15 Distinguish Long/Short Vowels /10 /10 /10

Math:

Writing:

Behavior:

RTIi Handbook – Forms – Student Intervention Profile (SIP) 1

Intervention 1 Student Grade:

Start Date: End Date:

Parent notification date: Parent notified by: Classroom Teacher

Curriculum/Intervention Used:

Skills Being Targeted: 1. 2. 3.

Location (general ed classroom, reading classroom, etc):

Intervention Instructor:

Group size: Frequency: Duration:

Date

Comments

Comment Entered By



Parent notification date: Parent notified by:






Date

Comments

Comment Entered By



Parent notification date: Parent notified by:







Date

Comments

Comment Entered By


20% Meeting Guiding Questions

● Review purpose for meeting: To determine which students are in need of interventions, decide what intervention best fits each student’s needs, coordinate the students’ reading program, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention .

● Sample of Team Review norms:

1. Stay engaged; 2. Listen to learn; 3. Focus on what we can do to make a change.

● Data needed for this meeting: Brought by:

1. Progress monitoring data

2. Attendance data

3. Core program assessment

4. State assessments (as appropriate)

5. Diagnostic assessment

Reading Specialist Principal Classroom teacher Classroom teacher Reading Specialist

If this is initial meeting for placement, skip questions 1-3. 1. Are intervention groups making adequate progress with support?

● Examine student progress monitoring graphs for intervention groups. a. Are most students in an intervention group making adequate progress (based on data decision

rules)? If majority of 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?

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

b. How have students had strong attendance in the intervention group? c. If most students are making adequate progress, sort students into two piles:

i. Students who may need more (go to #2), OR ii. Students who may exit (go to #3).

2. Are there individual students in intervention groups not making adequate progress? If so, what changes may need to be made? a. Examine existing data and determine if additional data are needed, including 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:

RTIi Handbook – Resources – 20% Meeting Guiding Questions 1

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 alterable variables.

3. If a student is making better than adequate progress (based on data decision rules), can the intervention be

de-intensified or discontinued? a. If de-intensifying an intervention, determine which alterable variables to adjust. b. If discontinuing an intervention, create a progress monitoring plan to determine ongoing need.

4. Which students who are not currently receiving an intervention do the data suggest are in need of additional support? a. If this is an initial placement, examine the screening data: which students are in the lowest 20%? b. If this is not the initial placement, which students are nearest the lowest 20% (according to screening

data) who may be in need of additional support? c. Which of “The Big 5 of Reading” does the team hypothesize is the student’s greatest need?

i. Examine screening books/assessments. ii. Examine core program assessments. iii. Examine state assessments (if applicable).

d. Place the student in the group which best fits the student’s need. a. Notify student of placement; b. Notify parent of placement; c. Notify staff (teacher, IA, support staff) of placement.

e. Begin an Student Intervention Profile for each student new to intervention. At the completion of the meeting, email notes to all team members.

RTIi Handbook – Resources – 20% Meeting Guiding Questions 2

Active Student Engagement/Academic Language Production Strategies

Oral Responses (things students say) Strategy Useful when… Description/Suggestions/Examples

☑ Choral responses The answers are short and the same.

Provide an auditory and/or visual signal.

☑ Partner responses The answers are long or short and different.

Look-Lean-Whisper; Think & Write – Pair & Write – Share; Think – Write – Share; Assign partner numbers/labels.

☑ Team responses The answers are long and different.

Can combine partnerships to form teams; assign team member numbers.

☑ Individual responses The answer comes from a student’s own experience.

Can have the students share with a partner first. “Whip around or pass” (students have the option to say an answer or pass).

Written Responses (things students write) Strategy Useful when… Description/Suggestions/Examples

☑ Response slates (whiteboards)

The answers are long or short, more divergent, or dependent on personal experience.

Set clear expectations (e.g., “After writing the answer, set your pen down).

☑ Graphic organizer Students organize thinking alone, with partners, or with teams.

Use after reading for greatest impact. Good for retelling

☑ Completing a sentence frame

Structure is needed to complete correct sentences. Useful with vocabulary instruction.

Action Responses (things students do) Strategy Useful when… Description/Suggestions/Examples

☑ Touching or pointing The students are younger and struggling to follow along, and/or students are off task and a quick action brings back attention.

“Put your finger on the word”, “Touch the picture”, etc.

☑ Acting out/gestures Teaching vocabulary. Can use gestures, facial expressions, actions, movements.

☑ Hand signals Reviewing factual information. Can have students form hand signal on desk, then hold up in unison.

☑ Response cards The number of potential answers is limited. True or False; Yes or No; A, B, C, or D; vocabulary words; spelling words; phonics; etc.

☑ Manipulatives In small group or at seats Elkonin boxes, sorting pictures for summarizing/order of events.

Behavioral Strategies Strategy Useful when…. Description/Suggestions/Examples

☑ Maintain close proximity to students

Students are showing signs of getting off task.

If you know from prior experience that a particular group is likely to disrupt class, standing or sitting close to them while you lead an activity will quell a fair amount of the unwanted behaviors.

☑ 5:1 positive feedback

Students are seeking positive/negative attention.

Increase the number of positive interactions you have with the student by offering at least five positive statements to one negative statement.

☑ Limit/reduce transition time

Students are becoming off task during transitions.

Use a signal for transitions and give a set amount of time for students to make transitions.

☑ Reward system in place

Always. Positive praise tickets are given when students get caught “being good”, and the ticket labels the positive behavior.

RTIi Handbook – Resources – Active Student Engagement

☑ Classroom matrix taught/re-taught

After breaks, long weekends, or when unwanted behaviors are occurring in certain locations.

Lessons are explicitly designed to teach students the expectations for all locations and routines. The lessons are taught so that students practice what the expectation looks like and sounds like.

☑ Instructional routines taught/re-taught

After breaks, long weekends, or when unwanted behaviors are occurring during instructional routines.

Teach students explicitly what the routine looks like and sounds like, and have students model and practice appropriately following of the routine.

☑ Response routine taught/re-taught

After breaks, long weekends, or when unwanted behaviors are occurring during the response routine.

Teach students explicitly what the response routine looks like and sounds like. Model the routine using “I do, we do, you do”.

RTIi Handbook – Resources – Active Student Engagement

CCSS Common Instructional Needs

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade

Print Awareness

Left to right Letter names Word spacing

Features of a sentence

Phonemic Awareness

Sound/word comparison

Rhyming Blend and segment:

Sentences Syllables Onset-rime

Blend and segment: individual phonemes Phoneme deletion and manipulation

Phonics

Letter sounds Long/short vowels

High-frequency words/sight words VC & CVC words

Consonant blends Consonant digraphs Silent e Advanced consonants Vowel in each syllable Inflectional endings Irregularly spelled words

Vowel t eam s Morphology

Accurately unfamiliar Multisyllabic words in context/out of

context Multisyllabic words

Prefixes and suffixes

Fluency

Accuracy: @90% >95% 96-97% 97-98% 97-98% 37-60 WCPM 73-102 WCPM 89-116 WCPM 112-138 WCPM 137-166 WCPM Attends to punctuation

Self-corrects when reading

Phrasing, expression, smoothness (prosody)

Vocabulary

Concept naming and use

Learns new words through direct instruction (receptive vocabulary) Uses new words in speaking and writing (expressive vocabulary) Uses context clues to understand the meaning of words (contextual analysis)

Uses word structure to understand meaning of words (morphemic analysis) Consults reference materials

Comprehension

Answers text-based questions Makes predictions Retelling and summarizing Makes connections Main idea and details

Point of view Makes inferences Monitors comprehension

Analyzes structure of text Author’s purpose/point of view

Informational text structure/charts, maps, graphs, tables, insets Compares and contrasts text

RTIi Handbook – Resources – CCSS Common Instructional Needs

Changes in Intervention

Each of these changes constitutes a new intervention, and is decided upon by the team. These are the

options available for academic and behavioral intervention changes.

1. Add 15 or more minutes per intervention session (e.g., extra time could be used to pre-teach vocabulary or

core content). Reduce group size by 2-3 students.

2. Add a behavior plan and/or attendance intervention to increase instructional time, motivation, and/or

attention.

3. Change curriculum according to protocol if the current intervention is not addressing the student’s needs . This change should be based on additional assessment (phonics screener, core program assessment,

intervention placement test, etc.).

4. Add curriculum according to protocol based on additional assessment (phonics screener, core program

assessment, intervention placement test, etc.) to provide additional practice on targeted skills.

5. The team may decide that the student needs more time in the current intervention along with a

refinement in the instructional delivery based on the needs of the student by increasing the intensity of

the intervention.

RTIi Handbook – Resources – Changes in Intervention

DIBELS DATA: CORE, Strategic, Intensive…

Did our students GAIN, STICK or SLIDE?

GRADE:_______

ALL or SUBRGROUP:_________________________________________

In the _______________, we had This is where those students are NOW (__________________________)

CORE STICKERS (GREAT!!)

SLIDERS

( Strategic )

SLIDERS ( INTENSIVE )

GAINERS!!! (GREAT!!)

STRATEGIC Stickers

(STRATEGIC)

SLIDERS ( INTENSIVE )

GAINERS!!! (AMAZING!!)

GAINERS!!! (GREAT)

INTENSIVE Stickers

(INTENSIVE)

Intervention Fidelity Checklist

Instructional Assistant Observer Grade Level Date & Day Start time Stop time

Curriculum:

Unit/lesson In line with lesson plan: Yes No

Content: circle all that apply Small Group count #_______ Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Directions: During a 5- to 15-minute walk-through the observer will indicate items observed. Not all items will be observed in one visit. The observer may prioritize sections of this walk-through, rather than use both sides. The walk-through is designed to give feedback on current instructional practices, find areas for future professional development, and assess continuity of curriculum implementation. This walk-through tool is not designed for evaluation purposes .

Instruction Student Engagement

Prior to instruction Clear behavioral expectations Teacher and student materials ready

Set the purpose for the instruction _____________________________________________________

Background knowledge Provides and elicits background information about unfamiliar topic/terms Makes connection to previously-learned material

_____________________________________________________

Praise and corrective feedback Majority of feedback is positive and specific (5:1) Provides affirmations for correct responses Uses appropriate corrective feedback procedures Promptly corrects errors

_____________________________________________________

Scaffolding new content – Proceeds in step-by–step fashion I do (Demonstrates the task, e.g. uses think-alouds) We do (guided practice) Y’all do (partner practice) You do (individual application of taught skill)

_____________________________________________________

Differentiated instruction Provides extra practice based on accuracy of student responses Provides more than one opportunity to practice each new skill Ensures mastery of all students before moving on Lesson tasks/activities appropriately “chunked”

_____________________________________________________

Instructor has perky pace Provides “think time” for processing Gains student attention before initiating instruction Transitions quickly between tasks Uses visuals and manipulatives to teach content as necessary Provides opportunities for practice after each step in instruction Redirects behavioral disruptions quickly and positively

Things students say No hand raising (all doing the doing) Choral responses – verbal # _______ Partner Response – think, pair share # _______ Purposeful calling on students for individual responses #________

_____________________________________________________

Things students write Partner Response – think, write, share # _______ Graphic organizer Quick write/draw response Completing a sentence frame White board responses

_____________________________________________________

Things students do Choral responses – physical #_______ Response Cards (yes/no, word, letter) Uses manipulatives appropriately

_____________________________________________________

Things instructor does Maintains close proximity to students Routines are clear for entry and work on reading immediately Attention signal, physical or verbal cue Provides students with think time before eliciting response Assesses students’ level of understanding (example - thumbs up/thumbs down)

_____________________________________________________

RTIi Handbook – Resources – Intervention Fidelity Checklist 1

Curriculum

Phonemic Awareness

Students orally manipulating sounds and words Students physically manipulating sounds and words with manipulatives Auditory activity (does not involve words in print)

Possible tools: -Physical response -Sound Boxes -Cubes or markers -Picture cards Focus skill: Rhyming, Isolating and identifying sounds, Categorizing words with similar

and dissimilar sounds, Deleting and Adding sounds, Blending sounds into words, Segmenting, Substitution

Phonics

Students engaged in reading: o letter/sounds, sounding out,

blending and segmenting, building words

Students writing related to phonics: o dictation, word families, sentences

Possible tools: -Sound/Spelling Cards -Letter cards or other letter manipulatives

-Whiteboards or WorkBoards

-Gestures -Word Sorts

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

Fluency

Explicit instruction using teaching charts Paired/partner reading of text with fluency focus High frequency word review Students chorally or silently read the text (No Round Robin Reading!)

Choral reading of text with fluency focus Timed practice Cloze reading Echo reading Repeated readings

Possible tools: -Interactive WorkText -Apprentice Level Readers

-Fluency passages -Whisper phones -Tracking sheets -Timers -Graphs -High Frequency word cards Focus Skill: Accuracy, Expression, Emphasis, Phrasing, Volume, Smoothness, Rate

Vocabulary

Vocabulary word cards displayed Use of script on WonderWorks Visual Vocabulary Cards o Names the word o Defines word o Gives an example o Discussion/activity in Student

Interactive WorkText

Multiple exposures and processing Students can distinguish between an example of the word and non example Students engaged in answering vocabulary questions about words, talking about word meanings, using vocabulary words in speech and writing

Possible tools: -Visual vocabulary cards -Pictures -Gestures

Focus Skill: Contextual Analysis, Morphemic Analysis, Expressive Vocabulary, Receptive Vocabulary; Academic Vocabulary

Comprehension

Use of graphic organizers Displays targeted comprehension skill or strategy Modeling and explaining reading strategies using script Follows script when reading complex text Students are referencing text evidence Provides scaffolds if students need additional support

Responding to student discussion to increase comprehension or language Use of discussion starters if needed Provides modeling and support for students written responses Students applying reading comprehension strategies

Possible tools: -Interactive WorkText -Apprentice Level Readers

-Graphic organizer -Anchor Charts

Focus skill: Point of View, Author’s Purpose, Cause and Effect, Compare and Contrast, Theme, Problem and Solution, Sequence, Author’s Point of View, Main Idea and Key Detail, Plot, Character & Setting


Comments:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________


Reading

WONDERS 90 Minute Core Instruction

Whole Group Teacher-Directed Small-Group Instruction

Small-Group/ Independent Work

(what students are doing while teacher is in small-group instruction)

Enrichment or Extension Activities

Teacher-directed lessons that introduce, model and review: ● Reading (blue section) ● Language Arts (green

section)

Initial reading, discussion, summarizing, and retelling of the core selection. Rereading for fluency: choral reading, echo reading, etc. Sharing findings/products. Performing reader’s theater. Reading aloud to students. Shared and interactive reading. Modeling for small-group/ independent work time.

Literacy center activity card activities. Re-teaching and review of: ● Vocabulary ● Skills and strategies ● Blending and building new words

Re-reading and discussion of core selection. Reading decodable books. Leveled readers: ● Introduction outlined by the guides for each

title ● Practice pages included in the guides for each

title ● Reading the books ● Responding to the books:

discussion/flipcharts

Interventions: ● Instruction outlined by the Tier II

intervention teacher’s manual ● Practice pages from the practice book ● Reading the Tier II reader ● Responding to the story ● Daily fluency activity ● Assessment

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

Make Connections (found in student edition) Literacy center activity cards: ● Reading response journals ● Word work ● Computer ● Listening ● Anthology or core reading selection in the

student book ● Leveled readers ● Audio text CDs ● Online resources ● Reading independently ● Partner reading ● Preparation for reports, poems, articles, etc. ● Individual projects ● Practice pages ● Venn diagram to compare two pieces of

literature ● Re-reading for fluency ● Library book collection

Four Keys to Successful Independent Activities 1. All activities should be modeled first by the

teacher. 2. A system should be in place for a student to

get help when they are “stuck”. 3. All activities should result in a student

finished product. 4. All students should know what to do when

they finish.

Use leveled books in other leveled groups for different purposes: ● On-level and above-level groups can

read below-level and on-level books for fluency development, comparisons of vocabulary, characters, settings, conflict resolution, etc.

● Write a letter/postcard to or from a character in the story.

● Write a new ending. ● Retell the story by acting it out or

making puppets. ● Make a book jacket complete with

the title, author, and illustration. ● Write an advertisement,

commercial, or bumper sticker for the story.

● Make a group mural. ● Make a mini-book. ● Write a poem or acrostic about the

story, character, or setting. ● Write an interview of a character,

drawing out the character qualities. ● Make a map of the setting. ● Write a letter to the author or

illustrator. ● Illustrate your favorite scene and

then write why it is your favorite. ● Make a collage showing character,

plot, setting, etc.

RTIi Handbook – Resources –Reading WONDERS 90-minute core instruction

Tracking Instruction Adjustments

Student Name: Instructional Adjustments (may occur outside of grade-level RTIi team meetings)

Options for Student ● Increase motivation

• Add/change incentives • Adjust behavior plan

● Increase active engagement • Number of responses per session • Teach, review and post standards of behavior

● Increase regular attendance ● Increase types of cueing approaches

• Visual • Auditory • Tactile

Options for Curriculum Program ● Add another component

• Existing program • Another part of a program to reinforce a skill • Computer

Options for Instruction (Practices) ● Adjust 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) ● Change seating within group ● Change physical environment Other :

RTIi Handbook – Resources – Tracking Instruction Adjustments

Intervention Adjustments (occurs ONLY at grade-level RTIi team meetings OR after consulting with the teacher.)

Options for Instruction (Practices) ● Skill grouping/differentiated instruction Options for Instruction (Logistics) ● Reduce size of instructional group ● Add additional instruction time

• Double dosing • Increased minutes

● Different materials Other :

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