RESPONSETOINTERVENTION (RtI) (RtI) Facilitators’ Meeting February 28, 2012 Brownsville Independent School District Curriculum & Instruction Department Angie T. Morales, RtI Specialist and Lydia Castillo, ECH Specialist

A G E N D A RESPONSE TO INTERVENTION (RtI) RtI Mission Statement Federal & State Mandates RtI Components 1,2, and 3 RtI Interventions RtI Resources: Reading Menu, Reading Strategies, CSCOPE, and HMH Tier I, II and III RtI Flowchart RtI Coordinators’ Documentation RtI Checklist RtI Process Chart RtI-5 Individual Intervention Plan 2

R TI MISSION STATEMENT To support all students in the district with a team of educators committed to provide research-based expectations, instruction, and curricula so that students achieve grade-level standards. 3

From NCLB: “…holding schools, local education agencies, and States accountable for improving the academic achievement of all students…” and “…promoting school wide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL §1001(4) and (9)] From IDEA: “…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)] F EDERAL MANDATES REQUIREMENT 4

F EDERAL REQUIREMENT To implement proactive models of instruction that allow all students to receive effective instructional as well as behavioral interventions in the general education setting. Response to Intervention, or RtI, a multi-tiered approach to instruction, is evolving as the framework of the general education program for all students including those who experience difficulties either academically or behaviorally. RtI helps to ensure that all students have the opportunity to experience a full range of educational opportunities in the general education program. (Texas Education Agency) 5

Referral of students for a full and individual initial evaluation for possible special education services shall be a part of the district’s overall, general education referral or screening system. Prior to referral [to special education] students experiencing difficulty in the general education classroom should be considered for all support services available to all students, such as tutorial; remedial; compensatory ; response to scientific, research-based intervention ; and other academic and behavior support services. (19 TAC § ). S TATE REQUIREMENTS 6

RtI is NOT a Pre-Referral Model RtI is about PREVENTION – not referral to Special Education RtI is about enhancing, improving and increasing student and staff performance RtI is a General Education initiative that believes we can effectively teach ALL children RtI is about intervening early RtI uses data to make decisions about the curriculum, teacher implementation and child “ RtI is about what will be done rather than where it will be done, and how to intervene as opposed to who will do the intervention” 7

Academic SystemsBehavioral Systems 1-5% 15-20% 80-90% Intensive, Individual Interventions Tier IIITier III Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Tier IIITier III Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Tier IITier II Some students (struggling) High efficiency Rapid response Targeted Group Interventions Tier IITier II Some students (struggling) High efficiency Rapid response Universal Interventions Tier ITier I All students Preventive, proactive Universal Interventions Tier ITier I All settings, all students Preventive, proactive E SSENTIAL C OMPONENT 1: R T I M ULTI -T IER P ROCESS 8

Did our plan work? What is the problem and why is it happening? Implement Plan (Treatment Integrity) Are we carrying out the interventions? Evaluate (Progress Monitoring Data) Define the Problem (Screening and Diagnostic Assessments) Develop a Plan (Goal Setting and Planning) What are we going to do? 9 E SSENTIAL C OMPONENT 2: T HE P ROBLEM S OLVING P ROCESS

Essential Component 3: Integrated Instructional Data Collection/ Assessment Systems  Assessment of  Skills in state and local standards  “Marker variables” (benchmarks) leading to ultimate instructional target  To be administered  Efficiently  Repeatedly  Provide  Data specific to strategy implemented  Individual student progress monitoring data, sensitive to small increments of growth  Comparison data across students  User-friendly data displays 10

The first and best i ntervention is the CLASSROOM TEACHER!! Interventions always involve instruction 11 R T I AND S YSTEMS OF S UPPORT

Preferential seating Shortened assignments Parent contacts Classroom observations Suspension Doing MORE of the same/general classroom assignments Retention Peer-tutoring The RTI Guide, pg. 51 I NTERVENTIONS DO NOT INCLUDE : 12

I NTERVENTION G UIDELINES  Match curricular materials and instructional level  Modify the modes of task presentation  Cue work habits and organizational skills  Modify direct instruction time  Modify guided and independent practice  Ensure optimal pacing  Increase task structure, such as directions, checks for understanding and feedback  Increase opportunities to engage in active academic responding, such as writing, reading aloud or answering questions in class  Decrease group size Key to Intervention is that teachers and staff implement them with the purpose of improving progress in or toward the grade-level curriculum and to measure or monitor their effectiveness to determine how well the student is responding (progress monitoring) Copyright © ERICC,

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PK-5 C ORE L ANGUAGE A RTS –T IER I 16

CSCOPE D AILY L ESSONS T IER I- C ORE I NSTRUCTION : 17

H OUGHTON MIFFLIN HARCOURT (HMH) T IER I C ORE I NSTRUCTION : W HOLE G ROUP AND S MALL G ROUP R ESOURCES WHOLE GROUP Teacher’s Edition Core Student Text Decodable Readers (grades K-2) Big Books Audio Text CD’s Vocabulary In Context Cards SMALL GROUP  Teacher’s Edition  Vocabulary Reader (differentiated instruction)  Leveled Readers (Struggling Readers, On, Above, ELL)  Ready-Made Workstations (small group) ♦The amount of instruction in each language shall be commensurate with students’ linguistic proficiency and academic language.  Provide whole or small group differentiated instruction.  Implement scientifically research-based interventions and monitor progress regularly.  Analyze student data and make recommendations. 18

HMH T IER I L ESSON S TRUCTURE Whole Group Tab  Week at a Glance  Weekly Plan  Day 1-5  Day by Day Plan  Today’s Goals  Opening Routines (K-3)  Read Alouds—Monday  ELL Scaffolded Instruction  Grammar  Spelling  Writing Small Group Tab  Small Group Plan  Teacher Led Activities Leveled Groups: Struggling Readers (Tier II & III) On (Tier I) Above (Tier I) ELL (Beginners, Intermediate, Tier II & III)  Independent Groups Leveled Groups: Struggling Readers (Tier II & III) On (Tier I) Above (Tier I) ELL (Beginners, Intermediate, Tier II & III)  Ready-Made Work Stations ♦The amount of instruction in each language shall be commensurate with students’ linguistic proficiency and academic language. 19

HMH T IER II (30 MINUTES / SMALL GROUPS 4-6 STUDENTS ) S TRATEGIC I NTERVENTION R ESOURCES 1. HMH Intervention Lessons in the back of the Teacher’s Edition (red tab) I. Write-In Reader (workbooks grades 1-5, also available on-line) II. Day by Day lessons III. Road Map to Success (K) 2. TPRI/Tejas LEE Intervention Guide 3. Florida Center Reading Research (FCRR) 4. BISD, Curriculum & Instruction, and RtI Website  Hold a Tier-2 Initial Meeting.  Develop a custom designed Intervention Plan.  During the intervention cycle the students will be monitored.  Use Progress Monitoring to determine intervention effectiveness and student’s responsiveness to interventions.  Document interventions and progress in the Intervention Plan. ♦The amount of instruction in each language shall be commensurate with students’ linguistic proficiency and academic language. 20

HMH T IER III (30 MINUTES / SMALL GROUPS 1:1-3 STUDENTS ) I NTENSIVE I NTERVENTION R ESOURCES Reading Toolkit  Primary K,1-3 and Intermediate 4-5  Phonemic and Phonological Awareness  Phonics and decoding  Vocabulary  Oral Reading Fluency  Reading Comprehension Resources:  TPRI/Tejas Lee Intervention Guide  Florida Center for Reading Research (FCRR)  BISD –Curriculum & Instruction and RtI Website  Provide intense, individualized interventions in addition to core instruction delivered by highly-trained staff.  Use Progress Monitoring to closely monitor the effectiveness of interventions and the student’s responsiveness to the interventions  Document interventions and monitor progress in the Intervention Plan.  Conduct a Tier-3 Follow-up Meeting and make placement decisions. 21

Facilitators and Lead Teachers will train their campus level teachers and submit the following documentation: Agenda SRN number Sign in sheets Administrator’s Signature Due Date: Friday, February 17, 2012 ELA Specialists will pick up these documents when visiting campuses. Please refer to Curriculum & Instruction website for powerpoint and handouts. EXPECTATION: 22

R T I F LOW C HART 23

R T I C OORDINATOR /T EAM D OCUMENTATION 24

R T I D OCUMENTATION FOR I NTERVENTION P LANS 25

R T I C OORDINATOR /T EAM D OCUMENTATION 26

R T I C OORDINATOR /T EAM D OCUMENTATION 27

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R ESPONSE TO I NTERVENTION P ROCESS 29

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36 “More of the same is not going to make a difference.” D r. Pedro Noguera Making a World of Difference... Together! =================================== Thank you! Do you have any questions?