Oregon School District K-6 RtI Handbook
The purpose of this document is to provide information about universal instruction (TIER 1) and interventions provided for students (TIERS 2, 3, & 4). The intention is to equip staff members with needed information for preparation and follow through for meetings regarding student intervention placement.
Glossary Topic What is Response to Intervention?
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How is RtI Structured at K-6 Levels?
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Tier 1
3-4
Tier 2
5-6
Progress Monitoring—Decision Flowchart
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Tier 3
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Tier 4
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Wisconsin RtI Roadmap
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Forms for SSI Team SSI Team Form Tier 3
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Learner/Interest Profile
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Plan of Action
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Parent Communication Log
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Collaborative Reading Goal Sheet
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Tier Summary Sheet for Language Arts
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Flowcharts (More will be developed for other areas) Kindergarten Language Arts and Fine Motor Flowchart
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Fluency Flowchart
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What is Response to Intervention (RtI)? In Wisconsin, Response to Intervention (RtI) is defined as a process for achieving higher levels of academic and behavioral successes for all students. Rigorous implementation of RtI includes a combination of high quality instructional practice, balanced assessment, and collaboration, all of which are infused with culturally responsive practices. Further, RtI systems use a multi-level system of support to identify and respond to student need. Implementation of a multi-level system of support includes meaningful family involvement, data-based decision making, and effective leadership. Comprehensive RtI implementation will contribute to increased instructional quality, equitable access to high quality and effective programming, and will assist with the identification and support of learners with varied abilities and needs.
What is Unique about RtI in Wisconsin? Wisconsin’s vision for RtI addresses both academics and behavior, employs culturally responsive practices within each of the three essential elements, and uses a strengths-based model to systematically provide ALL students with the supports they need to succeed. Wisconsin stakeholders have developed the following guiding principles that provide the philosophical underpinning to RtI and also serve as a reflective checkpoint to assess an enacted system:
RtI is for ALL children and ALL educations RtI must support and provide value to effective practices Success for RtI lies within the classroom through collaboration RtI applies to both academics and behavior RtI supports and provides value to the use of multiple assessments to inform instructional practices RtI is something you do and not necessarily something you buy RtI emerges from and supports research and evidence-based practice. Appendix A – Wisconsin RtI Roadmap (Reference: Wisconsin Department of Public Instruction)
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How is RtI Structured at K-6 Levels?
GOAL: 80%-90% of student population remain at TIER 1
“CUSTOM” INTERVENTIONS CREATED FOR A SPECIFIC STUDENT
TIER 4 - Special Education, 504 Plan and/or Gifted and Talented
TIER 3 - More intense, individualized interventions; more staff involved.
TIER 2 - Interventions based on EXISTING SCHOOL-WIDE INTERVENTIONS
UNIVERSAL INTERVENTIONS
student need. Typical interventions may include existing group interventions and/or classroom interventions provided by the general education teacher or support staff.
TIER 1 - High-quality, differentiated, culturally responsive core academic and behavioral instruction to all students.
RtI TIERS for Academic and Behavior
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Students not responding to TIER 3 Intervention may be tested to see if they qualify to receive special education services, 504 plans or GT.
Students not responding to TIER 2 Intervention are discussed at Student-Specific Intervention Meeting and may progress to TIER 3 Interventions.
Students not meeting or exceeding benchmarks are discussed at GradeLevel Data Meetings and may begin receiving TIER 2 Interventions.
The purpose of TIER 1 is to provide high quality, differentiated, culturally responsive core academic and behavioral instruction to all students. Culturally responsive instruction: What do we mean by Culturally Responsive Instruction? • Inclusive content covered in the curriculum, reflecting the diversity of society. Students from diverse backgrounds see themselves and their experiences in the curriculum. • Build on students’ prior knowledge, including their culture and language. • Based on the idea that culture is central to student learning because there is strong evidence that cultural practices shape thinking processes. (Wisconsin Department of Instruction) What are some elements of Culturally Responsive Teaching? • • • • • • •
Communication of high expectations Active teaching methods that promote student engagement Teacher as facilitator Positive perspectives on parents and families of culturally and linguistically diverse students Cultural sensitivity Reshaping the curriculum so it is culturally responsive to the background of students Culturally mediated instruction, characterized by the use of culturally mediated cognition, culturally appropriate social situations for learning, and culturally valued knowledge in curriculum content. (Wisconsin Department of Instruction)
Universal screening: A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks and learning standards; also, the practice of assessing all students in a school with valid measures in the major curricular areas, so that no student at risk “falls through the cracks” (Buffum, et. al, 2009). Differentiated instruction: The process of designing lesson plans that meet the needs of the entire range of learners in the classroom; such planning includes learning targets grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences (Buffum, et. al, 2009). _________________________________________________________________________________________________________________________ Benchmarks are statements of knowledge and skills that define a standard at a given developmental level. We use the following benchmarks in the Oregon School District: Social/Work Skills Report Kindergarten Literacy Assessment Rigby/Fountas & Pinnell Literacy Assessment Fluency Math Unit Assessments MAP (Measure of Academic Progress) WKCE(Wisconsin Knowledge and Concepts Exam) If a student tests above or below a benchmark assessment, please reference TIER 2 interventions.
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The purpose of TIER 2 is to review data and plan/modify TIER 2 interventions.
Data Collection—teachers have entered Rigby/F&P and unit math assessment data. Teachers bring Fountas and Pinnell or Rigby with the current instructional reading level for students who are below benchmark or way above grade level. Any other pertinent information should be brought to the meeting.
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Continuum of Literacy Learning for students below benchmark, teachers have identified an area from the COLL to work on.
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Behavioral Concerns—teachers bring a list of students who have received an “R” for social/work skills.
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Updates—teachers or interventionist(s) bring a succinct update regarding students who have participated in a TIER 2 intervention.
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During the Meeting
Before the Meeting
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Review of data to determine placement/removal of students for interventions from the intervention menu
• Reading • Math • Behavior •
Identify and document further assessment needs when necessary.
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Identify and document who will communicate with the family.
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Utilize assessment menu to identify further assessment needs and who will administer assessments.
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Schedule follow-up meeting with administrator and other specialists.
After the Meeting
WHAT: Grade Level Data Team Meeting WHEN: At least every six weeks throughout the school year during planning time or other established team time WHO: Grade level teachers, Reading Plus/Leveled Literacy Instruction Teacher(s), Principal(s), literacy coach, interventionist(s) and Gifted and Talented Teacher.
• •
Continue universal instruction
•
Communicate with parents/ guardians
• • • •
Follow SIP with fidelity
Assess to identify specific needs, if more data is required
Continue documentation Monitor progress Within 1 week meet with principal and other specialists.
Menu of Interventions: (Examples but not limited to) Increase intensity and frequency of instruction in general education classroom LLI (Leveled Literacy Instruction) Guided Reading Plus GT Services Reading Plus Grade Level Intervention Group (behavior, reading, Fluency Program writing, math) Comprehension Groups Daily Guided Reading for kids below benchmark Math Club Fine Motor Guidance Group Number Worlds Extended School Day Differentiated Core Instruction
If a student does not show progress within TIER 2 interventions, please reference TIER 3 interventions. 5
The purpose of TIER 3 is to create a custom plan for an individual student who is not responding to previous interventions.
Teacher schedules SSIT meeting with designated person at building. (Guidance, administrator)
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Teacher reviews student’s cumulative folder
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Principal reviews discipline, attendance information, MAP and WKCE scores
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Teacher prepared to discuss outcomes of interventions that have been tried.
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See appendix for specific information/data to bring to meeting
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Review student information/ data
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Review past/present interventions
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Determine new interventions to meet student needs
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Create Student Intervention Plan (SIP)
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Determine probes to monitor progress and who will administer
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Document
After the Meeting
Before the Meeting
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During the Meeting
WHAT: Student Specific Intervention (SSI) Meeting WHEN: As needed in response to lack of progress in TIER 2 interventions. WHO: SSI(Student Specific Intervention) Team - Grade level teacher(s), Reading Plus/Leveled Literacy Instruction Teacher(s), Principal(s), Counselor and/or Psychologist, Literacy Coach, Gifted and Talented teacher, Special education staff member(s) as appropriate.
• •
Continue universal instruction
•
Communicate with parents/ guardians
• • •
Follow SIP with fidelity
Assess to identify specific needs, if more data is required
Continue documentation Monitor progress
Schedule follow-up meeting with principal and appropriate specialists
If a student does not show progress from TIER 3 interventions, please return to SSI Team to consider other interventions and/or to consider referral to special education (TIER 4). Appendix B: Sample SSI form
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The purpose of TIER 4 is to consider a referral for special education, 504, or gifted and talented. This is for an individual student who is not responding to previous interventions.
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Ensure that before the meeting the PLP has been followed with fidelity Gather RtI data to be shared
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Share responses to interventions
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Document that plans have been followed with fidelity
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After the Meeting
Before the Meeting
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During the Meeting
WHEN: As needed in response to lack of progress in TIER 3 interventions. WHO: Grade level teacher(s), Interventionist(s), Principal(s), Special education staff members , case manager. PLEASE NOTE: THIS PAGE REFERENCES THE PROCESS OF A SPECIAL EDUCATION REFERRAL. IF THE STUDENT DOES NOT QUALIFY FOR SPECIAL EDUCATION, THE TEAM WILL DETERMINE IF A 504 PLAN IS APPROPRIATE. IF THE STUDENT HAS BEEN RECEIVING INTERVENTIONS FOR LEARNING ABOVE GRADE LEVEL BENCHMARKS, THE SSI TEAM MAY CHOOSE TO GO TO A GIFTED AND TALENTED REFERRAL.
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Continue universal instruction
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After team has agreed to proceed with referral, classroom teacher notifies parent/ guardian(s) that student is being referred
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Referral form is completed by the case manager with input from the classroom teacher. Referral is mailed to student’s home
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Case manager contacts parent/guardian(s).
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Assessments are completed by members of the IEP or GT team
Follow new PLP, IEP or 504 plan with fidelity
Appendix A
Wisconsin Response to Intervention Roadmap: A Model for Academic and Behavioral Success for All Students Using Culturally Responsive Practices
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