2. Wake County Student Support Team Process Melissa Bunn mcbunn@wcpss.net 858-3232

3. What is Response to Intervention or Intervention Alignment? Organizational framework for instructional and curricular decisions and practices based on students’ responses RTI Components –Screening –Tiers of instruction –Progress monitoring –Fidelity indicators

4. A Tiered Model: Levels of Intervention Tiers indicate intensity of intervention; Not a place Most Intensive/IEP 1%-7% of learners Intensive/SST 5%-15% of learners Core General Education Strategic 80% - 90%

5. Tier I: Who are the experts on Core Curriculum? Teachers!

6. Universal Screenings What are they and why are we recommending these measures for ALL students?

7. Why screen? Purpose is to predict an outcome months or years in advance –Reading screens attempt to predict which students will score poorly on a future reading test. Early identification of students means more targeted and strategic instruction

8. What does the universal screening NOT tell me ? Why is this student at risk? Must administer digging deeper assessments for students identified as “at risk” to find out what “holes” there are in the student’s learning.

10. Professional Learning Teams Grade level teams will “throw the net out” to catch small groups of students who are at risk for reading failure or have other academic/behavior concerns.

11. Contact parent(s) of “at risk” students. Parent contact is essential in supporting students.

12. Remember to document Parent Contacts for students who interventions will be implemented. In StARS these should be labeled Parent/Guardian Contact.

13. Digging Deeper Assessment Administer assessments to dig deeper to discover what skill is holding the student back from being successful.

14. “Digging Deeper” Reading Assessments Comprehension 3-5 Blue Diamond 3-5 Performance Assessment Comprehension checks Retellings Fluency Oral Reading Fluency Word Recognition Names Test High Frequency Word List Foundational Literacy Skills PAST Letter and Sound ID Concepts of Print

15. Tier II: Who supports Core Curriculum? Specialist and support staff!

16. Who are your “Specialists”? Instructional Resource Teacher Special Education Teachers Literacy Coaches Intervention Specialists School Psychologists AG Teacher School Nurse Social Worker Speech Pathologist Occupational / Physical Therapists Other Teachers!!!!

17. What is the role of intervention? Intervention is in addition to differentiated core instruction Intervention is explicitly and directly taught. (I do, We do, You do.) It is not person or place. A focused intervention may take no more than 5-10 minutes.

18. When might the intervention occur? As students are arriving 5-10 minutes before a guided reading group (or reading conference) 5-10 minutes following a guided reading group (or reading conference) During Team Time When buses are being called

19. Ideas for Interventions K-5 Reading: Moving from Assessment to Instruction (Each school will be given 8 copies of this notebook. One for each SST!) Single Source Curriculum Resource from C&I on WCPSS Improving Reading, Recipe for Reading, How to Reach and Teach Children with ADHD/ADD, etc.

20. Online resources: Some of my favorites are Florida Center for Reading Research and Intervention Central

21. You do an intervention with a 2 nd grader, you’re changing directions on a speed boat but when you do an intervention with a 5 th grader you’re changing direction on a oil tanker.

22. Progress Monitoring (PM) Helps determine if interventions are effective Can be used to determine short and long-term outcomes Effective PM requires data collection Requires goal setting based on measurable goals Graphic depiction of the data is an essential feature You can make instructional decisions off of data

23. How often do you PM? Like a lot of things it depends… –It is best practice to progress monitor weekly or biweekly –For some high need students it may even be daily (i.e. Great Leaps) –Benchmarking CBMs allow you to PM monthly Remember Progress Monitoring is not an Intervention!

25. Teacher enter data and create easy to read charts to monitor progress. These can be found on the SST Blackboard site.

27. Parent/Guardian Contact: Inform of performance data, interventions implemented, progress monitoring data, and next steps.

28. Make formal request for SST support

29. Regular Education Core Instruction Special Education Student Support Teams

30. What if students are not responding to interventions? It is time request SST! Student Support Team Student Study Team Student Success Team Intervention Team…..

31. Student Support Team Student Support team will focus on the individual student who has not responded to previous intervention(s). This student will require a more formalized and intensive Intervention Plan.

32. The Case Manager role: Review Tier I and II data with teacher Assist teacher with Communications and SST Request form in StARS Insure Student Observation and Hearing/Vision screenings are completed Facilitate discussion about student at SST meeting

33. Additional Documents

34. The Team The team will meet with case manager and/or teacher to discuss the student and review the data from Tier I and Tier II Team will make additional recommendation on assessments or interventions, if needed Schedule a follow-up meeting to evaluate progress of suggested assessments and interventions.

35. Case Manager and Teacher Collaboration: Share and assist with any additional assessments, interventions or additional suggestions Assist teacher with communication with Parents if needed Collect historical information from parent about student history that may impact performance.

36. Next Steps Team meets to review additional data collected If the student is responding to intervention, develop a plan to gradually decrease support If a student is not responding to interventions, consider implementing another intervention Consider referral for evaluation when the student has not responded to the Intervention Plan

37. If referring to IEP team, SST, teacher, and/or parents meet to complete parts 1 and 2 of DEC 1. The 90 day timeline begins when the “parent or team suspects that the child may have a disability” and a written referral is made. – DPI Policy

38. In conducting an Evaluation: The LEA must use the required screenings: –Hearing –Vision –Speech/Language –Two research based interventions to address academic skill deficiencies and documentation of the results of the interventions, including progress monitoring documentation –Summary of conferences with parent –Review of existing data –Social/developmental history –Observation across settings

39. The disability must not be the primary result of: Environmental influences Cultural linguistic influences Economic influences Lack of instruction in reading or math Limited English proficiency

40. All students demonstrating high academic growth!

41. Please call or email me with any questions or concerns! Melissa Bunn mcbunn@wcpss.net 858-3232