webster parish response to intervention (rti) handbook
WEBSTER PARISH RESPONSE TO INTERVENTION (RTI) HANDBOOK September, 2015
Webster Parish Response To Intervention Handbook I. Response to Intervention General Information A. Response To Intervention General Overview Response to Intervention is a general education process that provides students with high-quality research-based instruction and interventions that are matched to student’s specific needs. Data is used to drive decisions about student progress and to determine the appropriate instructional plan necessary for a students to achieve grade-level success. Daily instruction is delivered to maximize instruction and intervention benefits. In June, 2009, (Bulletin 741, section 2308), BESE approved policy recommending the Response to Intervention (RTI) Process to assist districts in meeting the needs of students who are at risk for failure due to academic or behavior concerns. Specifically, the policy supports early student identification and intervention through the development of a district RTI plan by each Local Education Authority. The Plan incorporates: 1. High-quality research-based instruction in General Education. 2. Universal Screening. 3. Benchmarks, Outcome Assessments, and Progress Monitoring. 4. Multi-Tiered Interventions. 5. Shared responsibility for all students. B. What Is RTI? RTI is an organizational framework for instructional and curricular decisions and practices based on students’ responses. RTI holds the promise of ensuring that all children have access to high quality instruction, and that struggling learners are identified, supported, and served early and effectively. RTI follows a Three-Tiered process. Universal Screening to benchmark all students should occur two to four times per year. All students, All students, regardless of Tier determination, should receive powerful core curriculum instruction. Tier I is the level in which students are achieving Benchmark or above success. Tier I students usually receive core, enrichment and/or accelerated instruction. Core instruction is designed to engage the student in learning, and instruction is differentiated as appropriate according to student need. Tier 2 is implemented when students need strategic support to achieve Benchmark success. Researched-based interventions that provide strategic intervention support the core curriculum with approximately 30 minutes of interventions daily in the deficit area. Interventions may be delivered in groups of up to six students. Tier 3 is the level at which students need intensive support to achieve Benchmark success. Students at Tier 3 receive core instruction as well as intensive interventions designed to move a student to benchmark skill level. In all Tiers, core instruction should engage the student in learning with differentiation strategies. Research-based interventions support the core curriculum with approximately 60 minutes of daily intervention in the deficit area. Interventions may be delivered in small groups of up to four students. Pre and post assessments as well as regular progress monitoring of curriculum based assessments should be administered to students who are receiving intervention assistance. The student’s academic progress is monitored frequently (minimally, every 2 weeks) to determine if the interventions are
sufficient to help the student reach the instructional level of his or her grade. This process is facilitated by charting progress with goal and aim lines on a progress data graph. When computerized interventions are used, progress monitoring is usually built into the program. Consistent review of progress monitoring data drives the decisions about needed instruction and intervention changes or continuation. RTI is a fluid, high-expectation process that is designed to move students to grade-level success and higher. C. Essential Elements of RTI 1. Tiered Model within the general education setting 2. Powerful research-based core curriculum 3. Universal screening of all students 4. Data-driven decisions to determine appropriate instruction and research-based intervention according to need 5. Progress Monitoring 6. Fluid process with high expectations D. Elementary Education and RTI RTI is found to be particularly effective as an early intervening service process. 1. Opportunity to intervene while learning capacity is at its highest. 2. Early impact can alter the direction of a young student’s life. 3. Processes are less complicated and easier to administer in an elementary school setting. 4. Provides a solid foundation for learning. E. Core Instruction 1. Teach essential skills and strategies. 2. Provide differentiated instruction based on assessment results and adapt instruction to meet students’ needs. 3. Provide explicit and systematic instruction with lots of practice – with and without teacher support and feedback, including cumulative practice over time. 4. Provide opportunities to apply skills and strategies in reading and writing meaningful text with teacher support. 5. Do not just “cover” critical content; be sure students learn it – monitor student progress regularly and re-teach as necessary. F. Core Curriculum 1. Research Based 2. Aligned with State Standards 3. Differentiated Instruction 4. Engaged Learning 5. Enrichment Opportunities G. Universal Screening 1. Assess all students 2. Academic Assessments a. For Planning and Evaluation *State Assessments: LEAP, iLEAP, GEE, EOC *LEAP Query b. Universal Screening and Progress Monitoring
*Benchmark Assessments *Curriculum Based Measures (CBM) **DIBELS next **Probes and Checklists H. Effective Intervention Plans 1. RTI based on use of best available researched-based interventions. 2. Plans incorporate clear goals and explicit expectations for both the student and the teacher (track progress toward the target). 3. Interventions require integrity, fidelity, diligence, documentation. I. Interventions Delivery 1. Computer Based Interventions a. Engage students b. Assure mastery of instructional skill c. Systematic with embedded data reports (documentation) d. Monitors usage (fidelity) e. Frees teacher for increased instructional time 2. Manual Interventions a. Less expensive b. May be more carefully tailored to the curriculum 3. Fewer interventions with complete staff PD have strongest outcomes J. Instruction and Intervention Delivery Tier I: Core Louisiana Comprehensive Curriculum and enrichment activities – students are at grade-level Tier II: Core plus specific interventions aimed at building targeted proficiencies Provided to small groups an additional 20-40 minutes, 4-5 days per week May need class-wide intervention for strategic support Tier III: Core plus specific interventions targeted individually or in a very small group for intensive support in reading, math, or both for an additional 50+ minutes, 5 days per week. K. Progress Monitoring 1. Analyzes progress 2. Data used for instructional decisions 3. Determines need to change intervention or instruction 4. Comprehensive process allows sufficient time to determine impact of intervention and instruction. 5. LDOE’s EAGLE program; CBM websites L. Data 1. Data drives the decisions about student instruction. 2. Tells the teacher about the effectiveness of the instruction and intervention. 3. Essential element in moving student to grade level success.
M. Behavior 1. Follows RTI process 2. Core expectations follow SWPBIS 3. Tier 2 and 3 apply appropriate research-based interventions delivered with fidelity 4. Universal screening applies to all students. N. School Level Leadership Team 1. Team designed by the Principal *Proactive, collaborative group – reviews data 2. Team drives data decisions 3. Sub-set team meetings a. RTI Team (review intervention data) School improvement/academics b. PBIS Team may be separate or the same as the RTI Team (behavior data) c. Referral Team or SBLC may be separate or the same as the RTI Team *Determines possible referrals for evaluation to Pupil Appraisal *Determines possible need for 504 evaluation O. Special Education Referrals 1. Follow Bulletin 1508 – based upon Federal Regulations. Supports: a. Parental involvement b. Data driven decisions 2. Proactive RTI reduces over-identification of SPED students. P. What About Middle Schools? 1. RTI in Middle School moves beyond the early intervening services foundations 2. Developmental differences 3. Focus on instruction and learning 4. Build opportunities for success 5. More pieces to manage due to complexity of content instruction 6. Identify students at-risk for High School drop-out Q. What About High Schools? Contextual Factors Unique to RTI in High School 1. Focus (instruction, learning, successful graduation) 2. Culture 3. Instructional Organization 4. Student Involvement 5. Graduation Requirements 6. Stakeholder Engagement 7. Implementation and alignment 8. Instruction and Assessment Resources
II. Webster Parish RTI Guidelines A. Universal Screening K-5 Reading All students in K-3 will be screened with DIBELS Next three times per school year including Fall, Winter, and Spring Benchmark periods. Teachers may use Easycbm.com timed fluency reads and comprehension passages or other appropriate assessments to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. C. Universal Screening Grades K-5 Mathematics Webster Parish Math Benchmark Assessments will be used three times per year for screening purposes. Teachers may use additional Easycbm.com or other appropriate assessments to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. E. Universal Screening Behavior Students will be screened in mid-September using a Universal Behavior Screener. Schools may also use such data as office referrals, attendance records, and teacher reports. Behavior Assessment, monitoring, and referral is addressed in a separate document. F. Reading Eligibility Student scores on the Intensive level of DIBELS and fails to make progress or makes minimal progress over time. Student scores Unsatisfactory on LEAP or iLEAP on the ELA test or on the Reading subtest. Student should be referred to SBLC for monitoring. G. Mathematics Eligibility Student scores in the failing range of the Webster Parish Math Benchmark Assessment and fails to make progress or makes minimal progress over time. Student scores Unsatisfactory on LEAP or iLEAP Mathematics test. Students should be referred to SBLC for monitoring. H. Three Tier Interventions Tier I: All students; universal screening; core curriculum; preventative and proactive. Tier II: Targeted group interventions; few students; additional time beyond the core for students struggling in Tier I; longer duration. Tier III: Individual interventions; assessment and data driven; high intensity; additional time beyond Tier II; shorter duration. I. Documentation Document student interventions over time. The Intervention period should be sufficient to gather enough Progress Monitoring points to show a graphical trend line. Use the Webster Parish Reading and Mathematics Intervention and Attendance forms to document Tier Level Intervention, teacher, activities, student attendance.
J. Progress Monitor Progress Monitor students frequently enough to obtain a graphical trend line over a period of time that indicates student response to intervention. Both DIBELS and Easycbm.com provide graphical data. Intervention and/or intensity should be changed when the student fails to make sufficient progress. Progress monitoring should be provided on the student’s instructional level. K. Data Decision Making The SBLC should meet regularly to review RTI data and make decisions concerning student performance. The team should decide student movement from one Tier to another. The team should refer the student to Pupil Appraisal when an exceptionality is suspected, following the guidelines of Bulletin 1508. The RTI team should evaluate the effectiveness of Tier I instruction by locating student performance in relation to the whole class or the whole grade (for leveled classes) on a graph. If more than 50% of a class or a grade (for leveled classes) is below the instructional level, whole class interventions should be conducted prior to placement of students in small group Tier II or III Interventions. L. Evaluation of Instruction The RTI team should evaluate the effectiveness of Tier I instruction by locating student performance in relation to the whole class or the whole grade (for leveled classes) on a graph. If more than 50% of a class or a grade (for leveled classes) is below the instructional level, whole class interventions should be conducted prior to placement of students in small group Tier II or III Interventions. M. Use the 3 Data Point Decision Rule. 1. If three consecutive data points are above the aim line, adjust goal upward. 2. If three consecutive data points are below the aim line, make instructional changes. 3. If three consecutive data points are around the aim line, make no changes. N. Referral To Pupil Appraisal 1. Follow the procedures of Bulletin 1508. 2. Refer to the Webster Parish RTI Manual. 3. Refer to the Webster Parish SBLC Manual. 4. When a student is referred to SBLC for a possible referral to Pupil Appraisal, a representative of Pupil Appraisal must be at the SBLC meeting.
O. Required Data For Referral To refer a student to Pupil Appraisal, all of the required information on the SBLC Checklist form must be presented on or before the meeting date. Progress Monitoring data will be required for Reading and Math and for behavior if behavior is a concern. P. Referral For 504 Evaluation Refer to the Webster Parish 504 Policy. When a recommendation is made by the SBLC for a 504 Evaluation for a student, the 504 Facilitator must be in attendance at the meeting.
III. RESPONSE TO INTERVENTION TIER I UNIVERSAL SCREENING A. Universal Screening K-5 Reading All students in K-3 will be screened with DIBELS Next three times per school year including Fall, Winter, and Spring Benchmark periods. B. Universal Screening Grades 4-5 Reading/ELA All students in 3-5 will be administered the LEAP or iLEAP which will serve as a universal screener. In addition, teachers will user EAGLE as well as district classroom assessments to determine student mastery of GLEs. Teachers will use Easycbm.com timed fluency reads and comprehension passages to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. C. Universal Screening Grades K-5 Mathematics Students in Grades K-3 will be screened three times per school year with the Webster Parish Math Benchmark Assessments. D. Universal Screening Grades 4-5 Mathematics All students in 3-5 will be administered the LEAP or iLEAP which will serve as a universal screener. In addition, teachers will user EAGLE as well as classroom assessments to determine student mastery of GLEs. Teachers may use Easycbm.com mathematics assessments to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. E. Universal Screening Behavior Universal Screener, Mid-September Office Referrals: number and severity Teacher Referral
IV. WEBSTER PARISH SCHOOLS READING and MATHEMATICS INTERVENTIONS A. ELIGIBILITY GRADES K-5, Tier II 1. Student Universal Screening scores are substantially lower than peers. 2. Student consistently makes failing grades in Reading or Mathematics. 3. SBLC records should contain a list of all students eligible for and receiving Reading or Mathematics intervention activities. 4. Written notice to parents should be provided for any student performing substantially below grade level expectations. B. PROCESS GRADES K-5, TIER II (MOST INTERVENTION STUDENTS) 1. Interventions that specifically target student weak areas as identified in the universal screeners should be conducted for 15-20 minutes per day during the regular mathematics class,
or for 15-30 minutes per day for Reading Intervention. 2. Classroom assessments should provide data to include in remediation activities. EAGLE should be used where available to assess students and provide data to classroom teachers concerning remediation activities. 3. The classroom teacher and RTI Team should use formative assessments and other available performance data to determine if a student should continue in TIER II or be moved to Tier III. Most students should continue in Tier II. 4. Teachers should document intervention activities for any Tier II student suspected of a exceptionality and for whom Reading or Math is a concern. 5. If a teacher suspects an exceptionality for a student, a sufficient number of progress monitoring data points must be obtained in order to move a student to Tier III. Determine the student’s instructional level, obtain a baseline, set a goal and a timeline. Progress Monitor the student every 2 to 3 weeks and record this data on the Graphing System. 6. Use the 3 Data Points Rule a. If three consecutive data points are above the aim line, adjust goal upward. b. If three consecutive data points are below the aim line, make instructional changes. c. If three consecutive data points are around the aim line, make no changes. Changes should be made to interventions if the student is not making progress after 3 data points. Changes may include use of a certified teacher, increased time, smaller groups or individual tutoring, lower instructional level, or changing strategies. Interventions for Tier II may be conducted by a paraprofessional under the supervision of the classroom teacher or school academic coach. 7. Any student placed in Tier II for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Tier II Interventions with documentation in the other subject if that subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. C. DATA DECISION MAKING GRADES K-5, TIER II 1. For a student suspected of having an exceptionality, after a sufficient number of data points have been documented, convene the SBLC to make decisions concerning the student. 2. If the student is making sufficient progress, continue interventions and documentation until the next Benchmark period. 3. If at the next Benchmark period the student is making sufficient progress, the student may be placed in Tier I and continue core instruction with review and remediation as needed. 4. If at the next Benchmark period the student remains substantially below peers but is making sufficient progress, continue small group or whole class Tier II interventions and documentation. 5. If the student if making sufficient progress and parents were previously notified of deficiencies, notify parents of intervention status. 6. If the student is not making sufficient progress after enough data points have been gathered to make a decision, move the student to Tier III. The parent/guardian must be involved in the SBLC meeting when placing a student in Tier III. Written and verbal notification must be provided. 7. The SBLC should be provided copies of all items on the SBLC Checklist (Appendix A). Any student placed in Tier II or III for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Interventions with documentation in the other subject if
that subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. D. ELIGIBILITY GRADES K-5, Tier III (Few Students) Students who do not make sufficient progress in Tier II should be placed in Tier III Interventions. Documentation must be provided to the SBLC to show that scientifically-researched based interventions were completed with fidelity and Progress Monitoring provided a sufficient number of data points to place the student in Tier III. Interventions were appropriate for the students instructional level. Pupil Appraisal must be involved in placing students in Tier III. If a 504 evaluation may be requested, the 504 Facilitator must be involved in the placement decision as well as Pupil Appraisal. E. PROCESS GRADES K-5, Tier III 1. Test the student to determine instructional level. Obtain a baseline, set a goal and timeline. Interventions should target specific student weaknesses at the instructional level. Interventions must be thoroughly documented. 2. Scientifically-researched interventions should be conducted individually or in a group of not more than 3 students, 30-60 minutes per day. Intervention students should continue to receive core instruction in the regular class and be provided these extra intervention minutes. 3. Progress Monitor the student frequently and use a graphing system to determine progress. Follow the 3 Data-Point Decision Rule. a. If three consecutive data points are above the aim line, adjust goal upward. b. If three consecutive data points are below the aim line, make instructional changes. c. If three consecutive data points are around the aim line, make no changes. If a student does not appear to be making progress, make changes to the intervention. These changes could include increasing time, changing strategies, individual instead of small group, certified teacher instead of paraprofessional, lower instructional level. 4. Once a student has been placed in Tier III for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Interventions with documentation in the other subject if the other subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. 5. Pupil Appraisal must be involved in all Tier III decisions and Tier III Interventions. If 504 is a consideration, the 504 Facilitator must be involved in all Tier III decisions and Interventions. F. DATA DECISION MAKING K-5, TIER III 1. For a student suspected of having an exceptionality, after a sufficient number of Progress Monitoring points have been obtained to make a decision concerning the student, convene the SBLC to make decisions regarding the student. The parent and a Pupil Appraisal representative must be present when making decisions concerning Tier III students. If a 504 disability is suspected, the 504 Facilitator must be present at the meeting. 2. If the student is making sufficient progress, continue interventions and documentation until the next Benchmark period. 3. If at the next Benchmark period the student is making sufficient progress, the student may
be placed in Tier I or Tier II and continue core instruction with review and remediation and document as needed. 4. If at the next Benchmark period the student remains substantially below peers but is making sufficient progress, continue individual or very small group interventions and documentation. 5. If the student if making sufficient progress and parents were previously notified of deficiencies, notify parents of intervention status. 6. If the student is not making sufficient progress after enough data points have been gathered to make a decision, consider a referral to Pupil Appraisal for an evaluation. The parent/guardian must be involved in the SBLC meeting when referring a student for evaluation. 7. The SBLC should be provided copies of all items on the SBLC Checklist (Appendix A). Any student placed in Tier II or III for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Interventions with documentation in the other subject if the other subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. G. REFERRAL TO PUPIL APPRAISAL 1. It is the responsibility of the school to provide evidence that a student’s lack of progress is not do to the circumstances listed in Appendix B. 2. It is the responsibility of the school to provide evidence and documentation of scientifically based researched interventions that follow the process detailed in Sections I through VI. 3. Differentiated Instruction in the core reading material does not qualify for appropriate intervention. Principals, SBLC Chairs, and Teachers are encouraged to consult with the RTI Facilitators, Elementary Supervisor, or Pupil Appraisal if information is needed concerning appropriate interventions. 4. Pupil Appraisal should be used as consultants to the RTI process for students in Tier II and should be involved in SBLC meetings that include decisions made concerning all Tier III students. 5. Parents/Guardians must be involved in all SBLC meetings that include a referral to Pupil Appraisal and must be notified of this decision verbally and in writing. Written permission should be obtained by Pupil Appraisal for a formal evaluation if warranted by the data.
H. REFERRAL FOR 504 EVALUATION 1. It is the responsibility of the school to provide evidence and documentation of scientifically based researched interventions. 2. Differentiated Instruction in the core reading material does not qualify for appropriate intervention. Principals, SBLC Chairs, and Teachers are encouraged to consult with the RTI Facilitators, Elementary Supervisor, or Pupil Appraisal if information is needed concerning appropriate interventions. 3. The 504 Facilitator must be involved in all 504 decisions and interventions. I. ADDITIONAL ELIGIBILITY GRADES 4-5 LEAP or iLEAP MATHEMATICS or ELA REMEDIATION 1. Students in Grades 4 and 5 who scored “Approaching Basic” or “Unsatisfactory” on LEAP or iLEAP the previous school year are eligible for Mathematics or ELA Remediation. The Elementary Supervisor must be provided a list of all students eligible for LEAP or
iLEAP remediation/intervention before the end of the first six weeks grading period. Written notice to parents must be provided to inform them of student eligibility for remediation. 2. SBLC Records should contain a list of students at the school who are eligible for and who are receiving LEAP or iLEAP remediation. 3. Interventions that specifically target student weak areas as identified on the LEAP and iLEAP math composite and sub-scores for both individual and class wide problems should be conducted for 10-15 minutes per day during the regular mathematics class. Interventions may be conducted with the whole class or with small groups. Teachers are encouraged to use the EAGLE system to regularly progress monitor students and their mastery of GLEs. 4. If at any time during the school year a student is suspected of having a possible disability that would require a referral to Pupil Appraisal or the 504 Facilitator, the teacher and school are responsible for beginning intervention activities as appropriate for Tier II or Tier III as described in Sections I - VIII concerning RTI for students in Grade K-3. This same process applies to Grades 4 and 5.
For important screening and referral information and documents, refer to the Webster Parish School Building Level Committee (SBLC) Manual.
Webster Parish Response To Intervention Handbook I. Response to Intervention General Information A. Response To Intervention General Overview Response to Intervention is a general education process that provides students with high-quality research-based instruction and interventions that are matched to student’s specific needs. Data is used to drive decisions about student progress and to determine the appropriate instructional plan necessary for a students to achieve grade-level success. Daily instruction is delivered to maximize instruction and intervention benefits. In June, 2009, (Bulletin 741, section 2308), BESE approved policy recommending the Response to Intervention (RTI) Process to assist districts in meeting the needs of students who are at risk for failure due to academic or behavior concerns. Specifically, the policy supports early student identification and intervention through the development of a district RTI plan by each Local Education Authority. The Plan incorporates: 1. High-quality research-based instruction in General Education. 2. Universal Screening. 3. Benchmarks, Outcome Assessments, and Progress Monitoring. 4. Multi-Tiered Interventions. 5. Shared responsibility for all students. B. What Is RTI? RTI is an organizational framework for instructional and curricular decisions and practices based on students’ responses. RTI holds the promise of ensuring that all children have access to high quality instruction, and that struggling learners are identified, supported, and served early and effectively. RTI follows a Three-Tiered process. Universal Screening to benchmark all students should occur two to four times per year. All students, All students, regardless of Tier determination, should receive powerful core curriculum instruction. Tier I is the level in which students are achieving Benchmark or above success. Tier I students usually receive core, enrichment and/or accelerated instruction. Core instruction is designed to engage the student in learning, and instruction is differentiated as appropriate according to student need. Tier 2 is implemented when students need strategic support to achieve Benchmark success. Researched-based interventions that provide strategic intervention support the core curriculum with approximately 30 minutes of interventions daily in the deficit area. Interventions may be delivered in groups of up to six students. Tier 3 is the level at which students need intensive support to achieve Benchmark success. Students at Tier 3 receive core instruction as well as intensive interventions designed to move a student to benchmark skill level. In all Tiers, core instruction should engage the student in learning with differentiation strategies. Research-based interventions support the core curriculum with approximately 60 minutes of daily intervention in the deficit area. Interventions may be delivered in small groups of up to four students. Pre and post assessments as well as regular progress monitoring of curriculum based assessments should be administered to students who are receiving intervention assistance. The student’s academic progress is monitored frequently (minimally, every 2 weeks) to determine if the interventions are
sufficient to help the student reach the instructional level of his or her grade. This process is facilitated by charting progress with goal and aim lines on a progress data graph. When computerized interventions are used, progress monitoring is usually built into the program. Consistent review of progress monitoring data drives the decisions about needed instruction and intervention changes or continuation. RTI is a fluid, high-expectation process that is designed to move students to grade-level success and higher. C. Essential Elements of RTI 1. Tiered Model within the general education setting 2. Powerful research-based core curriculum 3. Universal screening of all students 4. Data-driven decisions to determine appropriate instruction and research-based intervention according to need 5. Progress Monitoring 6. Fluid process with high expectations D. Elementary Education and RTI RTI is found to be particularly effective as an early intervening service process. 1. Opportunity to intervene while learning capacity is at its highest. 2. Early impact can alter the direction of a young student’s life. 3. Processes are less complicated and easier to administer in an elementary school setting. 4. Provides a solid foundation for learning. E. Core Instruction 1. Teach essential skills and strategies. 2. Provide differentiated instruction based on assessment results and adapt instruction to meet students’ needs. 3. Provide explicit and systematic instruction with lots of practice – with and without teacher support and feedback, including cumulative practice over time. 4. Provide opportunities to apply skills and strategies in reading and writing meaningful text with teacher support. 5. Do not just “cover” critical content; be sure students learn it – monitor student progress regularly and re-teach as necessary. F. Core Curriculum 1. Research Based 2. Aligned with State Standards 3. Differentiated Instruction 4. Engaged Learning 5. Enrichment Opportunities G. Universal Screening 1. Assess all students 2. Academic Assessments a. For Planning and Evaluation *State Assessments: LEAP, iLEAP, GEE, EOC *LEAP Query b. Universal Screening and Progress Monitoring
*Benchmark Assessments *Curriculum Based Measures (CBM) **DIBELS next **Probes and Checklists H. Effective Intervention Plans 1. RTI based on use of best available researched-based interventions. 2. Plans incorporate clear goals and explicit expectations for both the student and the teacher (track progress toward the target). 3. Interventions require integrity, fidelity, diligence, documentation. I. Interventions Delivery 1. Computer Based Interventions a. Engage students b. Assure mastery of instructional skill c. Systematic with embedded data reports (documentation) d. Monitors usage (fidelity) e. Frees teacher for increased instructional time 2. Manual Interventions a. Less expensive b. May be more carefully tailored to the curriculum 3. Fewer interventions with complete staff PD have strongest outcomes J. Instruction and Intervention Delivery Tier I: Core Louisiana Comprehensive Curriculum and enrichment activities – students are at grade-level Tier II: Core plus specific interventions aimed at building targeted proficiencies Provided to small groups an additional 20-40 minutes, 4-5 days per week May need class-wide intervention for strategic support Tier III: Core plus specific interventions targeted individually or in a very small group for intensive support in reading, math, or both for an additional 50+ minutes, 5 days per week. K. Progress Monitoring 1. Analyzes progress 2. Data used for instructional decisions 3. Determines need to change intervention or instruction 4. Comprehensive process allows sufficient time to determine impact of intervention and instruction. 5. LDOE’s EAGLE program; CBM websites L. Data 1. Data drives the decisions about student instruction. 2. Tells the teacher about the effectiveness of the instruction and intervention. 3. Essential element in moving student to grade level success.
M. Behavior 1. Follows RTI process 2. Core expectations follow SWPBIS 3. Tier 2 and 3 apply appropriate research-based interventions delivered with fidelity 4. Universal screening applies to all students. N. School Level Leadership Team 1. Team designed by the Principal *Proactive, collaborative group – reviews data 2. Team drives data decisions 3. Sub-set team meetings a. RTI Team (review intervention data) School improvement/academics b. PBIS Team may be separate or the same as the RTI Team (behavior data) c. Referral Team or SBLC may be separate or the same as the RTI Team *Determines possible referrals for evaluation to Pupil Appraisal *Determines possible need for 504 evaluation O. Special Education Referrals 1. Follow Bulletin 1508 – based upon Federal Regulations. Supports: a. Parental involvement b. Data driven decisions 2. Proactive RTI reduces over-identification of SPED students. P. What About Middle Schools? 1. RTI in Middle School moves beyond the early intervening services foundations 2. Developmental differences 3. Focus on instruction and learning 4. Build opportunities for success 5. More pieces to manage due to complexity of content instruction 6. Identify students at-risk for High School drop-out Q. What About High Schools? Contextual Factors Unique to RTI in High School 1. Focus (instruction, learning, successful graduation) 2. Culture 3. Instructional Organization 4. Student Involvement 5. Graduation Requirements 6. Stakeholder Engagement 7. Implementation and alignment 8. Instruction and Assessment Resources
II. Webster Parish RTI Guidelines A. Universal Screening K-5 Reading All students in K-3 will be screened with DIBELS Next three times per school year including Fall, Winter, and Spring Benchmark periods. Teachers may use Easycbm.com timed fluency reads and comprehension passages or other appropriate assessments to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. C. Universal Screening Grades K-5 Mathematics Webster Parish Math Benchmark Assessments will be used three times per year for screening purposes. Teachers may use additional Easycbm.com or other appropriate assessments to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. E. Universal Screening Behavior Students will be screened in mid-September using a Universal Behavior Screener. Schools may also use such data as office referrals, attendance records, and teacher reports. Behavior Assessment, monitoring, and referral is addressed in a separate document. F. Reading Eligibility Student scores on the Intensive level of DIBELS and fails to make progress or makes minimal progress over time. Student scores Unsatisfactory on LEAP or iLEAP on the ELA test or on the Reading subtest. Student should be referred to SBLC for monitoring. G. Mathematics Eligibility Student scores in the failing range of the Webster Parish Math Benchmark Assessment and fails to make progress or makes minimal progress over time. Student scores Unsatisfactory on LEAP or iLEAP Mathematics test. Students should be referred to SBLC for monitoring. H. Three Tier Interventions Tier I: All students; universal screening; core curriculum; preventative and proactive. Tier II: Targeted group interventions; few students; additional time beyond the core for students struggling in Tier I; longer duration. Tier III: Individual interventions; assessment and data driven; high intensity; additional time beyond Tier II; shorter duration. I. Documentation Document student interventions over time. The Intervention period should be sufficient to gather enough Progress Monitoring points to show a graphical trend line. Use the Webster Parish Reading and Mathematics Intervention and Attendance forms to document Tier Level Intervention, teacher, activities, student attendance.
J. Progress Monitor Progress Monitor students frequently enough to obtain a graphical trend line over a period of time that indicates student response to intervention. Both DIBELS and Easycbm.com provide graphical data. Intervention and/or intensity should be changed when the student fails to make sufficient progress. Progress monitoring should be provided on the student’s instructional level. K. Data Decision Making The SBLC should meet regularly to review RTI data and make decisions concerning student performance. The team should decide student movement from one Tier to another. The team should refer the student to Pupil Appraisal when an exceptionality is suspected, following the guidelines of Bulletin 1508. The RTI team should evaluate the effectiveness of Tier I instruction by locating student performance in relation to the whole class or the whole grade (for leveled classes) on a graph. If more than 50% of a class or a grade (for leveled classes) is below the instructional level, whole class interventions should be conducted prior to placement of students in small group Tier II or III Interventions. L. Evaluation of Instruction The RTI team should evaluate the effectiveness of Tier I instruction by locating student performance in relation to the whole class or the whole grade (for leveled classes) on a graph. If more than 50% of a class or a grade (for leveled classes) is below the instructional level, whole class interventions should be conducted prior to placement of students in small group Tier II or III Interventions. M. Use the 3 Data Point Decision Rule. 1. If three consecutive data points are above the aim line, adjust goal upward. 2. If three consecutive data points are below the aim line, make instructional changes. 3. If three consecutive data points are around the aim line, make no changes. N. Referral To Pupil Appraisal 1. Follow the procedures of Bulletin 1508. 2. Refer to the Webster Parish RTI Manual. 3. Refer to the Webster Parish SBLC Manual. 4. When a student is referred to SBLC for a possible referral to Pupil Appraisal, a representative of Pupil Appraisal must be at the SBLC meeting.
O. Required Data For Referral To refer a student to Pupil Appraisal, all of the required information on the SBLC Checklist form must be presented on or before the meeting date. Progress Monitoring data will be required for Reading and Math and for behavior if behavior is a concern. P. Referral For 504 Evaluation Refer to the Webster Parish 504 Policy. When a recommendation is made by the SBLC for a 504 Evaluation for a student, the 504 Facilitator must be in attendance at the meeting.
III. RESPONSE TO INTERVENTION TIER I UNIVERSAL SCREENING A. Universal Screening K-5 Reading All students in K-3 will be screened with DIBELS Next three times per school year including Fall, Winter, and Spring Benchmark periods. B. Universal Screening Grades 4-5 Reading/ELA All students in 3-5 will be administered the LEAP or iLEAP which will serve as a universal screener. In addition, teachers will user EAGLE as well as district classroom assessments to determine student mastery of GLEs. Teachers will use Easycbm.com timed fluency reads and comprehension passages to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. C. Universal Screening Grades K-5 Mathematics Students in Grades K-3 will be screened three times per school year with the Webster Parish Math Benchmark Assessments. D. Universal Screening Grades 4-5 Mathematics All students in 3-5 will be administered the LEAP or iLEAP which will serve as a universal screener. In addition, teachers will user EAGLE as well as classroom assessments to determine student mastery of GLEs. Teachers may use Easycbm.com mathematics assessments to test and progress monitor students who may need a referral to Pupil Appraisal or who would be considered for a 504 Evaluation. E. Universal Screening Behavior Universal Screener, Mid-September Office Referrals: number and severity Teacher Referral
IV. WEBSTER PARISH SCHOOLS READING and MATHEMATICS INTERVENTIONS A. ELIGIBILITY GRADES K-5, Tier II 1. Student Universal Screening scores are substantially lower than peers. 2. Student consistently makes failing grades in Reading or Mathematics. 3. SBLC records should contain a list of all students eligible for and receiving Reading or Mathematics intervention activities. 4. Written notice to parents should be provided for any student performing substantially below grade level expectations. B. PROCESS GRADES K-5, TIER II (MOST INTERVENTION STUDENTS) 1. Interventions that specifically target student weak areas as identified in the universal screeners should be conducted for 15-20 minutes per day during the regular mathematics class,
or for 15-30 minutes per day for Reading Intervention. 2. Classroom assessments should provide data to include in remediation activities. EAGLE should be used where available to assess students and provide data to classroom teachers concerning remediation activities. 3. The classroom teacher and RTI Team should use formative assessments and other available performance data to determine if a student should continue in TIER II or be moved to Tier III. Most students should continue in Tier II. 4. Teachers should document intervention activities for any Tier II student suspected of a exceptionality and for whom Reading or Math is a concern. 5. If a teacher suspects an exceptionality for a student, a sufficient number of progress monitoring data points must be obtained in order to move a student to Tier III. Determine the student’s instructional level, obtain a baseline, set a goal and a timeline. Progress Monitor the student every 2 to 3 weeks and record this data on the Graphing System. 6. Use the 3 Data Points Rule a. If three consecutive data points are above the aim line, adjust goal upward. b. If three consecutive data points are below the aim line, make instructional changes. c. If three consecutive data points are around the aim line, make no changes. Changes should be made to interventions if the student is not making progress after 3 data points. Changes may include use of a certified teacher, increased time, smaller groups or individual tutoring, lower instructional level, or changing strategies. Interventions for Tier II may be conducted by a paraprofessional under the supervision of the classroom teacher or school academic coach. 7. Any student placed in Tier II for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Tier II Interventions with documentation in the other subject if that subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. C. DATA DECISION MAKING GRADES K-5, TIER II 1. For a student suspected of having an exceptionality, after a sufficient number of data points have been documented, convene the SBLC to make decisions concerning the student. 2. If the student is making sufficient progress, continue interventions and documentation until the next Benchmark period. 3. If at the next Benchmark period the student is making sufficient progress, the student may be placed in Tier I and continue core instruction with review and remediation as needed. 4. If at the next Benchmark period the student remains substantially below peers but is making sufficient progress, continue small group or whole class Tier II interventions and documentation. 5. If the student if making sufficient progress and parents were previously notified of deficiencies, notify parents of intervention status. 6. If the student is not making sufficient progress after enough data points have been gathered to make a decision, move the student to Tier III. The parent/guardian must be involved in the SBLC meeting when placing a student in Tier III. Written and verbal notification must be provided. 7. The SBLC should be provided copies of all items on the SBLC Checklist (Appendix A). Any student placed in Tier II or III for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Interventions with documentation in the other subject if
that subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. D. ELIGIBILITY GRADES K-5, Tier III (Few Students) Students who do not make sufficient progress in Tier II should be placed in Tier III Interventions. Documentation must be provided to the SBLC to show that scientifically-researched based interventions were completed with fidelity and Progress Monitoring provided a sufficient number of data points to place the student in Tier III. Interventions were appropriate for the students instructional level. Pupil Appraisal must be involved in placing students in Tier III. If a 504 evaluation may be requested, the 504 Facilitator must be involved in the placement decision as well as Pupil Appraisal. E. PROCESS GRADES K-5, Tier III 1. Test the student to determine instructional level. Obtain a baseline, set a goal and timeline. Interventions should target specific student weaknesses at the instructional level. Interventions must be thoroughly documented. 2. Scientifically-researched interventions should be conducted individually or in a group of not more than 3 students, 30-60 minutes per day. Intervention students should continue to receive core instruction in the regular class and be provided these extra intervention minutes. 3. Progress Monitor the student frequently and use a graphing system to determine progress. Follow the 3 Data-Point Decision Rule. a. If three consecutive data points are above the aim line, adjust goal upward. b. If three consecutive data points are below the aim line, make instructional changes. c. If three consecutive data points are around the aim line, make no changes. If a student does not appear to be making progress, make changes to the intervention. These changes could include increasing time, changing strategies, individual instead of small group, certified teacher instead of paraprofessional, lower instructional level. 4. Once a student has been placed in Tier III for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Interventions with documentation in the other subject if the other subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. 5. Pupil Appraisal must be involved in all Tier III decisions and Tier III Interventions. If 504 is a consideration, the 504 Facilitator must be involved in all Tier III decisions and Interventions. F. DATA DECISION MAKING K-5, TIER III 1. For a student suspected of having an exceptionality, after a sufficient number of Progress Monitoring points have been obtained to make a decision concerning the student, convene the SBLC to make decisions regarding the student. The parent and a Pupil Appraisal representative must be present when making decisions concerning Tier III students. If a 504 disability is suspected, the 504 Facilitator must be present at the meeting. 2. If the student is making sufficient progress, continue interventions and documentation until the next Benchmark period. 3. If at the next Benchmark period the student is making sufficient progress, the student may
be placed in Tier I or Tier II and continue core instruction with review and remediation and document as needed. 4. If at the next Benchmark period the student remains substantially below peers but is making sufficient progress, continue individual or very small group interventions and documentation. 5. If the student if making sufficient progress and parents were previously notified of deficiencies, notify parents of intervention status. 6. If the student is not making sufficient progress after enough data points have been gathered to make a decision, consider a referral to Pupil Appraisal for an evaluation. The parent/guardian must be involved in the SBLC meeting when referring a student for evaluation. 7. The SBLC should be provided copies of all items on the SBLC Checklist (Appendix A). Any student placed in Tier II or III for Reading or Mathematics Interventions and for whom the teacher suspects an exceptionality and who may be referred to SBLC and Pupil Appraisal for a possible evaluation must also receive Interventions with documentation in the other subject if the other subject is a problem. The students must also receive Tier II Behavior Interventions with documentation if Behavior is a problem. G. REFERRAL TO PUPIL APPRAISAL 1. It is the responsibility of the school to provide evidence that a student’s lack of progress is not do to the circumstances listed in Appendix B. 2. It is the responsibility of the school to provide evidence and documentation of scientifically based researched interventions that follow the process detailed in Sections I through VI. 3. Differentiated Instruction in the core reading material does not qualify for appropriate intervention. Principals, SBLC Chairs, and Teachers are encouraged to consult with the RTI Facilitators, Elementary Supervisor, or Pupil Appraisal if information is needed concerning appropriate interventions. 4. Pupil Appraisal should be used as consultants to the RTI process for students in Tier II and should be involved in SBLC meetings that include decisions made concerning all Tier III students. 5. Parents/Guardians must be involved in all SBLC meetings that include a referral to Pupil Appraisal and must be notified of this decision verbally and in writing. Written permission should be obtained by Pupil Appraisal for a formal evaluation if warranted by the data.
H. REFERRAL FOR 504 EVALUATION 1. It is the responsibility of the school to provide evidence and documentation of scientifically based researched interventions. 2. Differentiated Instruction in the core reading material does not qualify for appropriate intervention. Principals, SBLC Chairs, and Teachers are encouraged to consult with the RTI Facilitators, Elementary Supervisor, or Pupil Appraisal if information is needed concerning appropriate interventions. 3. The 504 Facilitator must be involved in all 504 decisions and interventions. I. ADDITIONAL ELIGIBILITY GRADES 4-5 LEAP or iLEAP MATHEMATICS or ELA REMEDIATION 1. Students in Grades 4 and 5 who scored “Approaching Basic” or “Unsatisfactory” on LEAP or iLEAP the previous school year are eligible for Mathematics or ELA Remediation. The Elementary Supervisor must be provided a list of all students eligible for LEAP or
iLEAP remediation/intervention before the end of the first six weeks grading period. Written notice to parents must be provided to inform them of student eligibility for remediation. 2. SBLC Records should contain a list of students at the school who are eligible for and who are receiving LEAP or iLEAP remediation. 3. Interventions that specifically target student weak areas as identified on the LEAP and iLEAP math composite and sub-scores for both individual and class wide problems should be conducted for 10-15 minutes per day during the regular mathematics class. Interventions may be conducted with the whole class or with small groups. Teachers are encouraged to use the EAGLE system to regularly progress monitor students and their mastery of GLEs. 4. If at any time during the school year a student is suspected of having a possible disability that would require a referral to Pupil Appraisal or the 504 Facilitator, the teacher and school are responsible for beginning intervention activities as appropriate for Tier II or Tier III as described in Sections I - VIII concerning RTI for students in Grade K-3. This same process applies to Grades 4 and 5.
For important screening and referral information and documents, refer to the Webster Parish School Building Level Committee (SBLC) Manual.
