Norwalk’s New SRT Process and
Documentation
Learning the new mechanism for moving
individual students through the three
tiers of the SRBI framework
What you will need for today
• A student in mind from your grade level who is currently in
the SRT process or who will soon be entered into the SRT
process (along with his/her key academic information/scores,
the interventions that have taken place in the classroom, and
any supplemental services inside or outside the classroom
being given).
•
We will work together in grade level teams to complete a
sample Form A – “Request for Assistance” in the new SRT
process (using the SRBI framework) during the middle of this
workshop.
Overview of today’s presentation
1)
Overview of SRBI showing how the new SRT forms fit into the SRBI
framework
2) How were the new SRT forms and process created and refined?
3) What are the criteria for starting a student in the new SRT
process?
4) The new SRT process (SRBI Framework) – reviewing the flowchart
5) Viewing Form A along with a sample student Form A
6) Filling out Form A “Request for Assistance” using a current student
from your grade level
7) Viewing Forms B-D along with sample student information filled in
on Form B
8) How will our school transition to the new SRT process? (Form E)
9) How will these new SRT forms help us if we have to refer a child to
the special education process?
10) How will this process work at our school?
Overview of SRBI showing how the new SRT forms
fit into the SRBI framework.
As a district, we have received Professional Development
on the “big picture” of Scientific Research-based
Interventions (SRBI) which is Connecticut’s version of
Response to Intervention (RtI). We have all seen the
pyramid showing the three tiers of the SRBI framework, a
regular education initiative.
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The focus of the PD we have received has
primarily been on the “bottom of the SRBI
pyramid”, the school-wide and district-wide
interventions that we have been working on
regularly at each of our schools.
The
Norwalk ’s “new SRT process” and the new SRT forms that we are
discussing today will be used to implement the “top of the SRBI
pyramid”. They focus in on the transitions of individual students in
the “new SRT process” from Tier I to Tier II to Tier III interventions.
When both parts of the pyramid are placed together (school and
district-wide interventions and individual Tier II and Tier III
interventions for “new SRT process” students), we have the means
to implement the entire SRBI framework in Norwalk.
How were the new SRBI forms and process
created and refined?
•
•
•
Last school year Wolfpit Elementary School staff received a day long SRBI training
from SERC trainer AnnMarie Dubuque. A core SRBI team from Wolfpit met again
for an additional day of training with Ms. Dubuque and created the forms and
flowchart that were initially used to create what you will see today.
This school year, the forms have been utilized in a pilot of the new SRT process
(using the SRBI framework) at Wolfpit School as they transitioned from the older
SRT process to the new process.
A district-wide “new SRT forms and process” committee has been working
throughout this school year, utilizing forms from Nathan Hale Middle School, and
many elementary schools in Norwalk that have been working on implementing the
SRBI framework. Final forms were created for the entire K-12 system incorporating
input from each of these schools, members of the forms committee, many other
K-12 staff members, as well as each SRT coordinator and administrative team
member. Today, we are presenting the new forms and the new SRT process for all
schools in Norwalk to transition to by July 1, 2010.
Members of the District-wide “New SRT Forms and Process” Committee
• Tony Daddona, Assistant Superintendent of Curriculum and
Instruction
• Carol Marinaccio, Director of Elementary Education
• Marilyn Liberatore, Former Interim Director of Elementary
Education and Former Principal of Columbus Elementary School
• Robin Ives, Principal of Cranbury Elementary School
• Karen Ockasi, Principal of Naramake Elementary School
• Christopher Weiss, Assistant Principal, Wolfpit Elementary School
• Deborah Bell-Johnson, Assistant Principal, Nathan Hale Middle
School
• Michael Pisseri, Assistant Principal, Ponus Ridge Middle School
What are the criteria for starting a student in
the new SRT process?
At each of our schools, all adults focused on instruction or
behavior are involved in the success of each student in their
care. When a student falls significantly behind in grade level
expectations for his or her academics or behavior,
interventions are provided in the classroom to assist the
student in making progress back to grade level expectations
whenever possible.
When interventions are not effective or show only limited
progress, (or when parents express major concerns for their
children that cannot be remediated) then a teacher or
guidance counselor will need to start the process of collecting
data and documenting that individual student Tier II or Tier III
interventions may be necessary. They start to fill out Form A
for the new SRT Process, the “Request for Assistance” Form.
There are two main documents that drive
the new SRT process…
Form A – The “Request for Assistance” Form (to be double sided) is
filled out by the classroom teacher/guidance counselor when Tier
II/III interventions (to be monitored in the new SRT process) may
be needed for a student. If the form is approved, then the
student enters this new SRT process.
Form B – The “Action Plan for Intervention” (to be double sided) is
filled out at the first SRT meeting and is modified (using a new
Form B) an each additional SRT meeting after sufficient progress
monitoring.
Note: We will also be discussing the formation of our SRT team(s)
and possible meeting times after we review the forms in this
presentation.
You can now take out the full page “New SRT Process Flowchart”
(from your packet) to follow along with the slides.
The new SRT process (SRBI Framework) –
reviewing the flowchart (top half)
SRT Process (SRBI Framework) – Norwalk Public Schools
Teacher/Guidance Counselor/Parent has concern(s).
Parent contacted by teacher/guidance counselor about concern(s) by
phone or in person – note in Request for Assistance - Form A.
Teacher completes Request for Assistance– Form A. An administrator a)
asks teacher to continue interventions, b) sends back, or c) accepts form
First SRT meeting scheduled, then held.
Interventions identified and Action Plan for Intervention developed–
Form B.
Parent notified about the plan by letter–Form C, teacher/ guidance
counselor makes copy of the letter for SRT folder, parent returns
receipt & can meet with teacher/guidance counselor.
The new SRT process (SRBI Framework) –
reviewing the flowchart (bottom half)
Action Plan for Intervention implemented with integrity.
Progress monitoring (Form D-optional)
Review SRT held. Eval. of outcomes (update Form B).
Parent contacted by teacher/counselor about progress.
Goal has been met.
Do we need to maintain the
plan-Form B?
Yes – Embed
strategy into
universal
practice
No – Close the
plan-Form B
Goal has not been met.
Making
expected
progress
Slow
progress
No progress
Do we
continue
plan as isForm B?
Revisit
selection of
strategiesForm B
Revisit
focus areaForm B
Viewing Form A along with a sample with
student information filled in
The next set of PowerPoint slides show Form A in
sections. Each section of the Request for
Assistance (Form A) is shown with sample
student information filled following it for your
review. The new SRT flowchart will then follow
each form to indicate when the form will be used.
You can now follow along by having the full Form
A (from your packet) in front of you placed side
by side for comparison with the Form A student
sample.
Where does the Request for Assistance – Form A
fit into the SRT process?
SRT Process (SRBI Framework) – Norwalk Public Schools
Teacher/Guidance Counselor/Parent has concern(s).
Parent contacted by teacher/guidance counselor about concern(s) by
phone or in person – note in Request for Assistance - Form A.
Teacher completes Request for Assistance– Form A. An administrator a)
asks teacher to continue interventions, b) sends back, or c) accepts form
First SRT meeting scheduled, then held.
Interventions identified and Action Plan for Intervention developed–
Form B.
Parent notified about the plan by letter–Form C, teacher/ guidance
counselor makes copy of the letter for SRT folder, parent returns
receipt & can meet with teacher/guidance counselor.
Additional Resources (one set per school)
to use during the Form A work session
RtI Strategies (overview of implementing
RtI/SRBI and the three tiers)
Intervention Strategies Guide (very specific
suggestions)
Behavior Guide (very specific suggestions)
RtI Wheel for Academic and Behavioral Domains
(suggestions for implementing RtI/SRBI)
Filling out Form A “Request for Assistance” using a
current student from your grade level.
• Now it is your turn to complete a “Request for
Assistance” - Form A for a current SRT student in
your grade level. Members of the presentation
team will come around to assist you and help
answer any questions. You will have
approximately 45 minutes to work on this
project.
• At the end, each group should share some of the
highlights and/or challenges of their work on
Form A and participants can ask questions and
provide feedback.
Viewing Forms B-D along with sample student
information filled in on Form B
The next set of PowerPoint slides show each of the new
forms B-D in sections. Each section of the Action Plan
for Intervention (Form B) is shown with sample student
information filled in for your review. The new SRT
flowchart will follow each form to indicate when the
form will be used.
You can now follow along by having the full forms B-D
(from your packet) in front of you with Form B side by
side for comparison with the Form B student sample.
Where does the Action Plan for Intervention –
Form B fit into the SRT process?
SRT Process (SRBI Framework) – Norwalk Public Schools
Teacher/Guidance Counselor/Parent has concern(s).
Parent contacted by teacher/guidance counselor about concern(s) by
phone or in person – note in Request for Assistance - Form A.
Teacher completes Request for Assistance– Form A. An administrator a)
asks teacher to continue interventions, b) sends back, or c) accepts form
First SRT meeting scheduled, then held.
Interventions identified and Action Plan for Intervention developed–
Form B.
Parent notified about the plan by letter–Form C, teacher/ guidance
counselor makes copy of the letter for SRT folder, parent returns
receipt & can meet with teacher/guidance counselor.
Where does the Action Plan for Intervention – Form B
fit into the SRT process (continued throughout)…
Action Plan for Intervention implemented with
integrity. Progress monitoring (Form D-optional)
Review SRT held. Eval. of outcomes (update Form B).
Parent contacted by teacher/counselor about progress.
Goal has been met.
Do we need to maintain
the plan-Form B?
Yes – Embed
strategy into
universal
practice
No – Close the
plan-Form B
Goal has not been met.
Making
expected
progress
Do we
continue
plan as isForm B?
Slow
progress
No progress
Revisit
selection of
strategiesForm B
Revisit
focus areaForm B
Form C – The Parent Notification Letter is filled out by
the classroom teacher/guidance counselor and sent
home after the first SRT
SRT Process (SRBI Framework) – Norwalk Public Schools
Teacher/Guidance Counselor/Parent has concern(s).
Parent contacted by teacher/guidance counselor about concern(s) by
phone or in person – note in Request for Assistance - Form A.
Teacher completes Request for Assistance– Form A. An administrator a)
asks teacher to continue interventions, b) sends back, or c) accepts form
First SRT meeting scheduled, then held.
Interventions identified and Action Plan for Intervention developed–
Form B.
Parent notified about the plan by letter–Form C, teacher/ guidance
counselor makes copy of the letter for SRT folder, parent returns
receipt & can meet with teacher/guidance counselor.
The Monitoring Plan - Form D (optional), or other methods of
demonstrating progress, can be used for progress monitoring
Action Plan for Intervention implemented with
integrity. Progress monitoring (Form D-optional)
Review SRT held. Eval. of outcomes (update Form B).
Parent contacted by teacher/counselor about progress.
Goal has been met.
Do we need to maintain the
plan-Form B?
Yes – Embed
strategy into
universal
practice
No – Close the
plan-Form B
Goal has not been met.
Making
expected
progress
Slow
progress
No progress
Do we
continue
plan as isForm B?
Revisit
selection of
strategiesForm B
Revisit
focus areaForm B
How will our school transition to the new
SRT process?
• If any current SRTs can be closed out, we can do so by the end of the year.
Any students with a Request for Assistance-Form A approved this year can
start in the new SRT process. Any students still in the older SRT process
will have the End of School Year Transition Document-Form E filled out for
them by the end of the school year. At the start of next school year, these
students can be either closed out by the new teacher/guidance counselor
if possible or have a Request of Assistance-Form A approved for them by
October 15, 2010.
• As noted in the box at the bottom of your copy of the New SRT Process
Flowchart:
Note: End of School Year Transition Document-Form E should be utilized
May/June 2010 to assist the following year(s) teachers/counselors with
students who were not exited out of the older SRT process. Students still in
older SRT process by October 15th of 2010 either need to have Request for
Assistance-Form A filled out to move them to the new SRT process (SRBI
framework), or they need to be exited from the SRT process completely.
The End of School Year Transition Document-Form E is shown next.
How will these new SRT forms help us if we have
to refer a child to the special education process?
The state of Connecticut has issued Reading, Math,
and Writing worksheets to be filled out before
referring a student to the PPT process (see in your
packet). These forms are to “document that a
student has received appropriate instruction and
interventions” using the SRBI model and the three
tiers of intervention before the referral. These forms
tie in with the SRBI triangle presented earlier, with
Special Education referrals being noted on the far left
side and in the top left box in the diagram.
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How will this process work at our school?
Who will be on our SRT team(s) (a regular education initiative)? Usually an
administrator, a literacy specialist, the classroom teacher/guidance counselor,
and at least one other regular education teacher. Social workers and other
staff can be invited to specific SRT meetings to assist with the discussion and
planning.
When will the team(s) meet? To be determined in our building. Options could
include a set time every two weeks, a data team time, a meeting time, or a
Wednesday professional activity time.
How will the SRTs be scheduled and held? Our SRT coordinators will schedule and
arrange SRT meetings once Form A for each student has been approved by an
administrator.
How will our school transition from the old SRT to the new SRT? As mentioned
earlier, if any current SRTs can be closed out, we can do so by the end of the
year. Any students with a Request for Assistance - Form A approved this year
can start in the new SRT process. Any students still in the older SRT process at
the start of next school year can be either closed out by the new
teacher/guidance counselor or have a Request of Assistance approved
for them by October 15, 2010.
Other Questions?
One final note…
This PowerPoint presentation was created by
Christopher Weiss along with the members of the
Norwalk Public Schools (CT) “New SRT Forms and
Process” committee with feedback from each
school’s SRT coordinator(s) and administrative team
– February/March 2010.