1. Response to Intervention (RtI) & The IST Process Jennifer Maichin Patricia Molloy Special Education Teacher Principal IST Chairperson Meadow Drive Elementary School Mineola Middle School pmolloy@mineola.k12.ny.us pmolloy@mineola.k12.ny.us jmaichin@mineola.k12.ny.us Whittney Smith Assistant Principal CSE Chairperson, Subcommittee Mineola Middle School wsmith@mineola.k12.ny.ys

2. NYS Structure & Components  Tiers (# of levels)  Research based core instructional program (e.g. reading, math and writing)  Universal screening and progress monitoring tools  Decision-making process (problem solving vs. standard protocol) If using a problem solving approach --- composition of the IST If using a problem solving approach --- composition of the IST  Professional Development  Procedures to ensure fidelity of implementation  Parent involvement and notification procedures http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm

3. Criteria and Decision Rules for Determining Levels of Intervention  Cut points to determine individuals at risk based on Universal Screening  Criteria for judging whether a student is progressing adequately in response to instruction  Criteria and decision rules for movement of students between levels  Criteria for determining when an intervention is no longer needed http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm

4. Types of Intervention  Criteria for determining duration and frequency of interventions designed to supplement tier I or core instruction  Criteria for determining the type of intervention including: focus of instruction, size of instructional group, appropriate instructional setting, and appropriately trained staff  Progress monitoring procedures and tools http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm

5. Three Tier Model Tier III Tier II Tier I Quality Classroom Instruction based on NYS Curriculum and Standards Supplemental Instruction in addition to the standard classroom instruction Explicit, intensive instruction specifically designed to meet individual needs RtI can also be used to address the social / emotional needs of our children (e.g. BIP; Group Counseling; Individual Counseling)

6. Tier I: At-a-Glance Focus All students in class (should meet the needs of at least 80% of all learners) Program Scientifically based curriculum reflecting state standards Grouping Multiple and Flexible grouping formats to meet student needs (Differentiated Instruction) Time Daily, uninterrupted 90 minute block of reading instruction focusing on phonemic awareness, phonics, vocabulary, fluency, and comprehension) Assessment Universal Screening / Benchmark Assessment (3x / year) Interventionist General Education Classroom Teacher Setting General Education Classroom

7. Tier I Strategy Development Devote faculty meeting time RtI vs.“Wait to fail” IDEA Provide articles, PD, time for Q & A Educate List objectives from previous IST Meetings on chart paper (one per paper) Teachers work in groups to brainstorm strategies they use in their classrooms to Involve Attach strategies to research Compile into document Share strategies with faculty Use as resource of Tier I strategies at IST meetings Own See compilation of research based interventions on: www.cerebrum.wikispaces.com

8. Tier II: At-a-Glance Focus 5-10% of students who have not responded to tier I efforts Program Supplemental instruction provided in addition to and not in place of core instruction Grouping Small group Time Core Instruction + 20-30 minutes of supplemental interventions 3 – 5 days / week for a period of 9 – 30 weeks Assessment Progress monitoring no less than every two weeks Interventionist General Education or other qualified personnel determined by the school Setting Within or outside of the classroom

9. Tier III: At-a-Glance Focus 1-5% of students who have not responded to tier II efforts Program Supplemental instruction that differs from tier II in terms of time, duration, group size, frequency of progress monitoring, and focus Grouping Individualized instruction Time Core Instruction + 30-60 minutes of supplemental interventions at least 4 days / week for a period of 9 – 30 weeks Assessment Progress monitoring at least 1x / week Interventionist Highly skilled or trained interventionists in the area of academic need indicated by performance data Setting Within or outside of the classroom

10. Focus on a student struggling in reading… “I need help!”: The Role of the IST (problem solving team)  Address the needs of the student First look at the data (including influencing factors) First look at the data (including influencing factors) Determine specific deficit area(s) Determine specific deficit area(s)  Develop options and decide on specific research based intervention  Set goals for progress and Increase self- awareness of the students (age appropriately)  Create a cycle of follow-up meetings  Monitor progress (student and team)

11. Creating a High Performing IST Core Team : IST Chairperson(s) IST Chairperson(s) Guidance Counselor or Social Worker Guidance Counselor or Social Worker Speech Therapist Speech Therapist School Psychologist School Psychologist Dynamic Members: ParentParent Student (when appropriate)Student (when appropriate) Classroom Teacher / Special Education / ReadingClassroom Teacher / Special Education / Reading Reading / Math Curriculum AssociatesReading / Math Curriculum Associates Nurse (when appropriate)Nurse (when appropriate) Administration (when appropriate)Administration (when appropriate)

12. Developing a Solid IST Process Roles and Responsibilities Forms and Documents Clear Timeline Clear and Specific Protocols See our protocols and forms on: www.cerebrum.wikispaces.com

13. Tier III – Progress Monitoring (weekly / bi-monthly) Tier III – Strategic Monitoring (Monthly) Tier I – Universal Screening (Benchmarking 3x/year) Benchmarking and Progress Monitoring  READING MAZE MAZE Reading CBM Reading CBM  MATH MCOMP MCAP Tier II

14. Tier 1 - Universal Quality classroom instruction using research-based strategies with targeted students Tier 2 - Strategic Small Group (10-12 students) AIS Classes Benchmarking three times / year Tier 3 - Intensive Small group (4-6 students) AIS classes Progress Monitoring every 2-3 weeks At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2. Three data checks, regression/no progress IST Process On Target Student Teacher analyzes data and keeps student in Tier 1. Three data checks IST Process Regression /no progress, revise (repeat if not successful) --- consider referral to CSE Progress Continue with program IST Process

15. Essential Components of Success High Quality Tier I Building and Classroom Instruction Ongoing Student Assessment Student and Family Involvement Research Based Tiered Instruction Building Wide Ownership

16. Implementation Steps  Empower the Instructional Support Team (IST)  Establish Interventions (Tiers I, II, II)  Scheduling Implications  Implement and Monitor the Interventions (Fidelity)  Monitor the progress of students Schedule Assessments Schedule Assessments Administer CBMs Administer CBMs Score and Enter Data in AIMsWeb Score and Enter Data in AIMsWeb Meet with AIS Teachers to discuss results and provide them with Passwords to AIMsWeb Meet with AIS Teachers to discuss results and provide them with Passwords to AIMsWeb  Talk about the “Philosophy” of AIS  Curriculum vs. Skills

17. Continuously refine the program…