Response to Intervention Support for the Classroom Teacher

1. Response to Intervention Support for the Classroom Teacher Teacher Referrals in Tier 1 January 6, 2010 ACPS/RTI Support Sonya Colvin, RTI Coordinator

2. RTI for the Classroom Teacher • Why RTI? • To identify and resolve student learning problems using research-based instructional practices based on each student’s individual need. (data, data, data) • To ensure that all efforts have been exhausted, all interventions attempted, every effort given for a student to “respond to intervention” prior to determining eligibility for special education services

3. Academic Behavioral Systems Systems Intensive, Individual Interventions Intensive, Individual Interventions Intensive, Individual Interventions Intensive, Individual Interventions Individual Students Individual Students 1 - 5% 1 - 5% Individual Students Individual Students Assessment Assessment-based - - Assessment - - High Intensity High Intensity Intense, durable procedures Intense, durable procedures 5 - 10% 5 - 10% Strategic, Group Interventions Strategic, Group Interventions Some students (at-risk) - Some students (at-risk) - High efficiency High efficiency Rapid response to student needs Rapid response to student needs Universal Interventions Universal Interventions 80–90% 80 - 90% All students All settings, all students Preventive, proactive Preventive, proactive Three Tier Model

4. You Are HERE! Tier 1 Where Do I Fit In??? 1-5% 5-10% 80-90%

5. What is my “job” in RTI? • Provide core instruction to all students • Use high-quality instruction and practices • Administer universal screenings / formative assessments • Implement research-based interventions matched to data • Monitor progress to evaluate student’s response to intervention • Change instruction based on data

6. Teacher Referrals – The “old way” • Teacher notices learning difficulties • Classroom adjustments are made • Environmentally • Instructionally • Behaviorally • Parent/Teacher conferences are held • Student referred to SST for evaluation

7. Teacher Referrals – The “new way” • Look at your students “remaining” in Tier 1 – those: • Not identified originally in the bottom 20% • Not receiving interventions from the interventionist • Identify the lowest 10% of THOSE students • Review all data • Ask yourself: • Have I provided core instruction – yes • Have I provided differentiated instruction based on data – yes • Are my efforts “above and beyond” - yes

8. What happens next? • If you answered yes to the questions, then a Classroom Intervention Plan is needed: • To document intervention efforts and progress • To provide an instructional “plan of attack” • To have a starting and stopping point for review • To involve the parent in the process

9. Classroom Intervention Plans • When is one needed? • When “above and beyond” instructional efforts have resulted in little to no progress • When data shows that the student is in need of something different than the core instruction provided to all of students

10. Classroom Intervention Plans • Who writes the plan? • The classroom teacher…who is: • The most knowledgeable person about the student’s learning difficulties • The person who has administered the assessments • The person who can match assessment data with a targeted instructional plan • The person who can monitor progress and change instruction based on that data • The person who has an established relationship with the parent

11. Classroom Intervention Plans • Who implements the plan? • The classroom teacher • Optimum – Small group instruction – 20-30 minutes 3 times per week in addition to core instruction • Interventions are based on student needs identified by assessment data

12. Classroom Intervention Plans • Who supports me in the process? • The principal’s designee: • Assists in reviewing student assessment data and differentiated instruction prior to the development of a plan • Assists in verifying research-based interventions (Refer to Supplement B – Criteria for Research-Based Interventions) • Reviews/analyzes progress monitoring data • Suggests alternate research-based interventions if appropriate (see district website for recommendations/resources) • Recommends that the teacher present the student’s Classroom Intervention Plan to the school’s Intervention Team for additional instructional recommendations

13. Classroom Intervention Plans • What happens at the end of this process? • At the end of 9 weeks of interventions… • Complete documentation of plan • Review progress monitoring data • Review data with principal’s designee • Review data with parent • Determine to: • Discontinue plan due to progress made • Refer student to school Intervention Team

14. Classroom Intervention Plans • Review Classroom Intervention Plan form…

15. Resources…to name just a few • District website- RTI page • School Interventionist • ELA Partner Teacher • Paige Leopard – District Assessment Trainer • School Intervention Team • District Intervention Team Representative • RTI Coordinator • Principal’s Designee • Principal