1. Does this look like your RTI team?

2. Maybe this looks like your team!

3. Best Practices for your RTI Team Presented by Sanders Intermediate and Primary Schools

4. Presenters  Kristi Kee, Principal  Lewis Elementary School  Dr. Sandy Jordan-Kandel, Counselor  Sanders Primary School  Colleen Holthaus, Psychologist  Pamela Dingle, Principal  Sanders Intermediate School  Corinna Oliver, Counselor  Sanders Intermediate School  Gina McClenning, Teacher  Sanders Intermediate School

5. Agenda  Flow Chart  Administrator’s Role  Lead Tier II Facilitator Role  Tier II Coordinator Role  Tier II Group Meetings  Teacher’s Role  Counselor’s Role  Psychologist’s Role  Special Education Lead Teacher’s Role  Tips and Tools

6. Classroom Teachers

7. Overview of All Tiers  Tier I occurs with the whole class  Tier II occurs in small groups or with individual interventions  Tier III deals with individual interventions  Tier IV deals with special education

8. A True Team Approach The success of the RTI Program depends on the cooperation of several key members:  Parents  Teachers  Administrators  Counselors  Special Education Teachers  School Psychologists

9. Administrator’s Role  Attend the Tier III and Tier IV meetings  Assist in notification of parents of meetings when necessary (ex. parent does not attend the meetings or other issues that might occur)  Assist the teacher, counselor, or psychologist when necessary  Available for consultation regarding interventions when necessary

10. Lead Tier II Facilitator  Consult with Tier II Coordinators  Oversee collection of correct Tier II data  Forward a master copy of Tier II students to the counselor and psychologist  Access to appropriate strategies and interventions for academic and behavioral concerns

11. Lead Tier II Facilitator’s Role  Meet with the teacher, psychologist and counselor when a student needs to be moved from Tier II to Tier III if it is not the regularly scheduled monthly Tier II meeting  Responsible for turning in completed Tier II folder to the counselor

12. Tier II Tools  Tier II Facilitator Notebooks – Tier II facilitators receive a notebook that includes samples of interventions, data collection sheets and all Tier II forms.  Tier II Folders – Color coded file that includes all forms necessary for Tier II and to move a student on to Tier III.

13. Tier II Facilitators  2 teachers per grade level  Maintain Tier II notebook  Maintain Tier II log  Distribute purple folders

14. Tier II Facilitator’s Role  Set the agenda of students to be discussed  Lead the monthly grade level meeting to discuss students on the established agenda and or any new students  Ensure that probes and strategies for students discussed are recorded on the log  Discuss with the team whether student should remain on Tier II or be moved to Tier III  Follow up meeting with each teacher in group to check purple folder for correct Tier II data collection after first week of intervention

15. Tier II Facilitator’s Role  Record date of initial and six week follow-up meetings  Compile log of Tier II students to turn in to the Lead Facilitator, Psychologist and Counselor

16. All children can be successful with the right support!

17. Tier II Group Meetings  Distribution of purple folders to team members  Teachers identify 2 to 5 students in their classroom with academic or behavioral concerns  Discuss appropriate interventions for academic or behavioral concerns  Discuss correct data collection methods  Discuss correct graphing of data collection  Discuss importance of baseline data for each Tier II student concern

18. Tier II Group Meetings  Set date for review of each Tier II student’s data  For student with behavioral concerns document the behavior and the intervention daily  For academic concerns document daily intervention with weekly probe  Discuss importance of completing all forms on the Student Information Packet for Tier 2 Checklist

19. Tier II Group Meetings  Discuss importance of placing the red notification sheet in the student’s permanent record  Discuss importance of keeping the data collection and work samples simple

20. You don’t have to be “Super teacher” to be successful with RTI.

21. Teacher’s Role  Attend Tier II meeting  Identify 2-5 students with academic or behavioral concerns  Collect baseline data  Collect daily and weekly data  Match interventions to academic or behavioral concerns  Notify parent when student is going to be referred to Tier III  Notify counselor if the time and date of the Tier III meeting will work for the parent

22. Baseline Data  Dolch Word List  DRA  Running Record  IMI Pre-Test  Writing Assessment  Writer’s Workshop Notebook  Teacher Conference Notebook  Teacher Made Pre-Post Tests  Behavior Checklist or Chart

23. Collecting Weekly Data  Sight Word List  Reading Conference  Weekly Running Record  Math Questions targeting area of concern  Flash Cards (math, sight words, vocab)  Writer’s Workshop conference targeting concern  Daily documentation of behavior concern

24. Example of Weekly Data  Specific Concern: Organizing and generating thoughts and ideas  Specific Instructional Objective: To take an idea and develop and organize it on paper  Educational Plan (Who, What, Where, When): Student and teacher; teacher facilitated conferences targeting ideas; in classroom setting; daily during Writer’s Workshop

25. Teacher’s Role  Obtain permission from the parents for a vision and hearing (Tier II)  Notify counselor when hearing and vision permission form is received  Document results of previous standardized tests and classroom assessments  Send home the Parent Questionnaire packet before the Tier III meeting  Complete the Response to Intervention Documentation and other required forms on students who require prolonged interventions

27. As the counselor, sometimes it seems like your RTI world is spinning out of control!

28. Counselor’s Role  Receive completed Tier II folders to refer the student to the Tier III status  Set up the Tier III meeting  Notify the parent by mail of the Tier III meeting. The parent(s) need to be in attendance at these meetings.  Keep a log of all Tier III meetings  Keep a log of all Tier II and Tier III students

29. Counselor’s Role  Notify all Tier III members of the meetings  Lead the Tier III meetings  Ensure that notes are taken during the Tier III meetings  Schedule follow up Tier III meetings when needed  Turn the completed Tier III folder over to the psychologist when the student is referred to Tier IV

30. Psychologist’s Role  Must be present at all initial and annual evaluation meetings especially where a 2102 Form is involved  Attend Tier III meetings  Consult with the teachers, lead facilitator and Tier II Facilitators to find appropriate strategies and interventions relevant to the student’s academic or behavioral concerns  Make recommendations based on student concerns

31. Psychologist’s Role  Collection of data relevant to the targeted concerns of the student  Collect and review master list of Tier II and Tier III students  Transfer of folder and other information to Tier IV when a referral is made to Tier IV (based on time guidelines)  Attend IEP meetings

32. Special Education Lead Teacher’s Role  Attend Tier III meeting when it is a possible referral to Tier IV  Consult with teachers regarding appropriate interventions for student concerns when necessary  Make recommendations based on data and interventions presented at the Tier III meeting

33. Special Education Lead Teacher’s Role  Complete eligibility report  Refer the student back to Tier III or for an IEP meeting based on data and testing conducted by the teacher and psychologist  Inform administrators of student outcome

34. Sometimes the old strategies will not work!

35. Tips and Tools  Before the Tier III meeting with the parent, the counselor meets with the teacher to discuss what to expect at the Tier III meeting and what information will be discussed.

36. Tips and Tools  Meetings are typically scheduled during a teacher’s planning time and on a specific day.

37. Tips and Tools  Create a strategy file that is accessible to all teachers.  The strategy file includes examples of academic and behavioral strategies pulled from Picasso and I2I.  Staff members should add appropriate strategies to the file.

38. Tips and Tools  Minutes from Tier III meetings are printed on blue paper. This makes it easy to look back in the file and determine recommendations that were made at the last meeting.

39. Tips and Tools  If speech or language is a concern, the speech teacher should begin consulting with the teacher at the Tier II level. After 6 weeks of intervention the Tier II team will review the information and determine the next appropriate steps.

40. Tips and Tools  When a student is ineligible for special education, complete a summary sheet to be placed in Tier III folder indicating status of the student.

41. Tips and Tools  Remember every child doesn’t need to be on RTI. RTI should be used for the lowest 5% of students.

42. Three Keys to Success  CONSULTATION  DOCUMENTATION  ACCURACY

43. Celebrate Your Success!