1. Response to Intervention Teaching and Learning February 19, 2015 Michelle Coconate

2. Topics  Academic and Behavioral Interventions  The Process  Fidelity and Effectiveness  Behavior  …and Special Education  Documentation & Procedures  Examples/Sharing  Communication

3. Academic and Behavioral Interventions List the Academic and Behavioral Intervention Materials/Strategies being used at your school for intervention at each Tier.

4. The Process

5. Tier 1 Universal Leadership Team (ULT) Tier 2 Grade Level/Department Teams Tier 3 Problem Solving Team Team Responsibilities:  Utilize collaborative team practices  Collect & organize school-wide academic/behavioral/attendance data  Review & analyze school-wide data  Monitor and maintain Rising Star Continuous Improvement Process/Plan  Ensure implementation of district literacy, math, & social emotional/behavioral plan  Develop & monitor school-wide action plans in response to the data  Monitor action plan integrity  Communicate & distribute data to appropriate teams Team Responsibilities:  Utilize collaborative team practices  Review & analyze grade level/department data  Respond to the data by developing relevant Tier 1 action plans  Respond to the data by developing relevant Tier 2 skill-based small group intervention plans  Monitor intervention integrity  Review & analyze skill-based small group intervention data  Communicate responses to interventions with the ULT, Problem Solving Team, family members, and others as appropriate Team Responsibilities:  Utilize collaborative team practices  Develop Tier 3 individualized intervention plans in response to skill- based small group intervention data  Monitor intervention integrity  Review & analyze Tier 3 individualized skill-based intervention data  Respond to the data as appropriate  Communicate responses to interventions with the ULT, Grade Level/Department Teams, family members and others as appropriate Team Membership:  Administrator  Interventionist  Team members with behavioral and academic expertise  School Psychologist and/or Social Worker  School Counselor  Family member/guardian  Others as appropriate Team Membership:  Grade level/department team members  Others as appropriate Team Membership:  Administrator  Interventionist  Representative Staff Members (i.e. grade/dept./special education/ELL/Encore staff, PBIS Coach/team member, family member, community member, etc.) Supporting Documents:  District Strategic Plan  Rising Star Plan Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 2 Intervention Worksheet  Student Intervention Integrity Documentation Form Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 3 Intervention Worksheet  Student Intervention Integrity Documentation Form  Problem Solving Meeting/Parent Consent Letter Team Structures

6. Tier 1 Core Instruction with Differentiation at School/Grade/Classroom Levels Assessment: Benchmarks Grade Level Learner Targeted Learners Who Have Experienced: No previous Tier 2 interventions/enrichment or Tier 2 interventions/enrichment with positive response Tier 2 Interventions with no response Tier 1 & Tier 2 Minimum of 6-10 Weeks 1 2 Does not meet or Exceeds expected level of performance Meets expected level of performance Domain Meeting Consider for Entitlement and Continue Tier 1, 2, 3 Interventions Tier 1, Tier 2 & Tier 3 Minimum of 4-6 Weeks 3 1 2 Conduct Problem Solving Meeting Assessment Possible Data Decisions: Discontinue Intervention Fade Intervention Modify Intervention Place in less intensive intervention Continue Intervention Review Problem Solving Cycle Intensify to Tier 3 Intervention Possible Data Decisions: Discontinue Tier 3 Intervention Fade Tier 3 Intervention Modify Tier 3 Intervention Place in less intensive Tier 2 intervention Continue Tier 3 Intervention Review Problem Solving Cycle Seek Entitlement Problem Solving Process RtI and Special Education…

7. Professional Dialogue: RtI Process Form a group of 3 or 4 Are you following the RtI process? Consider these questions: 1. Are grade level/department teams using data to form groups at Tier 2? How? When? 2. Are grade level/department teams reviewing data and responding by making intervention decisions (give examples)? How often? 3. How are you determining when students are not responding to intervention? What happens next? What is your process? How do staff know? 4. What support do you or your staff need?

8. Documentation of Intervention Tier 2  Tier 2 Intervention Worksheet for each intervention group (academic and behavioral  Intervention Integrity Form or other approved documentation of attendance (Corrective Reading attendance, CICO data )  Progress monitoring data Tier 3  Tier 3 Intervention Worksheet for each individual student  Intervention Integrity Form or other approved documentation of attendance (Corrective Reading attendance, CICO data)  Progress monitoring data  Parent notification of Problem Solving meeting Do NOT include other assessments, papers, or notes Can a timeline of support be created?

9. Tier 2 Documentation Complete for ALL Interventions

10. Intervention Integrity Complete for ALL Interventions except Corrective Reading and CICO

11. Procedures Big Idea Follow procedures in the RtI Procedural Handbook (psd150.org)  Orange files should be updated periodically and follow students  Parents/caregivers participate in the process and receive communication about RtI yearly (brochure at P/T conferences in November)  Each school must have a Problem Solving Team (Tier 3)

12. Talk About It…Make Notes…Share How can we improve our District RtI Process? 1.Documenting intervention 2.Communication across schools 3.Problem solving teams 4.Other (feel free to add)