1. Mineola Middle School RtI Process: “Our Story” S 3 TAIR Effective Practice Validation Site Visit May 1, 2009

2. Core Team Members IST Chairperson/Special Education Teacher: Jennifer Maichin Assistant Principal: Whittney Smith Guidance Counselors: Frank Azzara and Stephanie Honig School Psychologist: Dr. Sonia Azevedo Speech and Language Pathologist: Josiane Halilej

3. Where we’ve been… With the reauthorization of IDEA and introduction of Response to Intervention (RtI), we saw a natural “fit” with our Instructional Support Team (IST) Process The NYS Education Department Memorandum (April 2008) provided guidance to our established system Research and data provided by Fuchs and Fuchs, RtI Action Network, Interventional Central, and Jim Wright among others have helped us become more educated about the process and stay connected to successful ideas being used in other places. Site visitations and school presentations (3 Rivers Magnet School, Connecticut and Lindenhurst UFSD, Long Island) have also helped provide a foundation on which to build our own program. As a core team, we came to the consensus we were our own best resource and adopted a problem-solving approach to our practice. Working collaboratively has helped us move forward in implementing comprehensive, meaningful, and strategic systemic change.

4. Who we are… Shawn is part of the Mineola MS IST/RtI as he came to us this year with an IEP and many gaps in his education from moving around and not having stability at home. Our process aids in answering questions about Shawn’s needs as a learner and as an adolescent. Noah is part of Mineola MMS IST/RtI as he is a bright and capable 6 th grader who has struggled with organization, social and emotional trials, and a loss of motivation. Our process is working to help both Noah and his mother better understand his difficulties and create strategies aimed at helping him improve academically. Danisha is part of Mineola MMS IST/RtI as she was an ESL learner who was failing in the 6 th grade. Since her teachers saw her struggling and involved her and her family in the IST process, Danisha has made consistent academic gains and will proudly walk across our stage at graduation this spring. Drew is Mineola MMS IST/RtI as he has not been meeting his academic potential and has not been advocating for himself. The main goals he is currently working to achieve are focusing in class, increasing metacognition and independence for his learning and increasing his reading comprehension and fluency.

5. Mineola Middle School IST Process Prior to Initial Meeting TaskAssigned to Referral to IST parent, teacher(s), counselor, administration, nurse, social worker, psychologist Individual Data Collection Referral  Distributed to all teachers and support staff who have contact with student throughout the school day  Collected and compiled within 1 week of distribution Guidance Counselor Comprehensive referral reviewed analyzed for outstanding issues, patterns and trends in various areas (academic, behavioral, social/emotional) Baselines established (if appropriate) Objectives Determined objectives filled into worksheet to be distributed to each team member at meeting IST Core Team Parental Notification Initial Meeting Date Set Guidance Counselor

6. Mineola Middle School IST Process IST Problem Solving Meeting TaskAssigned to Sign in Worksheets Distributed Trends/Patterns/Strengths/Concerns summarized and presented visually (projected or paper copies) Objectives Reviewed IST Chairperson Strategic Interventions Developed and Recorded Team Brainstorming/Problem Solving approach Research based strategies for specific objectives are available at table for reference and discussion Individual teachers decide upon specific r.b. interventions they will use in their classrooms to meet the objective IST Team Development/collection of resources resources obtained, created or provided to support team members in implementation of specific intervention IST Team members

7. Mineola Middle School IST Process During Intervention Period TaskAssigned to Scheduled Periodic Checkpoints 2-3 checks on implementation and progress of intervention maintains fidelity of intervention Guidance Counselor Results of Strategic Intervention Data Collection (1 week prior to follow up meeting) Plan redistributed to team members (email and paper copy) Team members directed to fill in “response to intervention” section of plan Team members bring completed plan and supporting evidence of response/no response to intervention IST Chairperson

8. Mineola Middle School IST Process Follow Up Meeting Task List TaskResponsibility Response to Interventions Results of Interventions presented, recorded and discussed Further Action Decided: ___ Intervention was effective. No further actions necessary. ___ Some Significant Concerns but Continue Monitoring Rates of Progress Using Current Response to Intervention Strategies ____ Student is making progress with current interventions. Maintain current Response to Intervention Strategies with some revisions. ___ Some Significant Concerns and Intervention Needs Modification (Interventions Modified and/or New interventions developed) ___ Significant Educational Needs and Insufficient Response to Intervention Requires Consideration of Committee on Special Education ___ Significant Educational Needs and Current Intervention may Be Effective but is Not Sustainable with Respect to Resource Time and Intensity Requires Consideration of Committee on Special Education IST Team

9. Mineola Middle School AIS/IST Process TaskResponsibility  Referral Made to Instructional Leader AIS Teacher Instructional Leader Content Area Teacher Data collection documents distributed and collected (including assessment, baseline and progress monitoring data) Subject area Instructional Leader Parental Notification Meeting Date Set Guidance Counselor Decision Meeting Referral and data reviewed/discussed Decision and Monitoring Suggestions made ___ Student has made sufficient progress in current tier of intervention. Student will move from: (circle appropriate tier/subject) Tier II (ELA, Math) Tier III (Read/Math) to Tier I (On Target) Tier II (ELA/Math) Tier III (Read/Math) ___ Student will remain in current tier of intervention. ___ Student requires increased intervention Student will move from: (circle appropriate tier/subject) Tier I (On Target) Tier II (ELA/Math) to Tier II (ELA/Math) Tier III (Reading/Math

10. Where we’re going… We are committed to continuous development and progress of the IST in order to serve the needs of our students  Continue regular formal and informal meetings of the Core Team in order to analyze current practices and make any necessary modifications  Continue professional development of best practice, research based interventions and progress monitoring for entire MMS faculty.  Include further opportunities for the faculty to provide insight and input into current and future practices.  Maintain current in the research of best IST/RtI practices, specifically those proven to be effective for middle school students.  Continue to develop a seamless system in which all faculty and parents engage in the IST/RtI process in order to provide a high level of support for students in need of intervention.

11. Staying inspired along the way… “I would like to take this opportunity to thank each and everyone of you for the support that you have given to [my son] these last couple of months. I was very worried that we were headed down the wrong path but with the support he has gotten from his team of teachers he has been able to turn himself around and make positive progress. Looking forward to his continued success.” ~ email from Mrs. S. (mother of current IST/RtI student)