Mexico High School –RTI Plan 2017-2018

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

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

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

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

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

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

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

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

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

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

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

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

Data Based Decision Tool Box

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

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

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

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

Pyramid of interventions