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‘How RTI Works’ Series © 2012 Jim Wright www.interventioncentral.org

Baylor School District Response to Intervention Plan for the

2011-2012 School Year

Response to Intervention (RTI) is a school-wide model of student support. The foundation of RTI in any school is strong core instruction happening in all classrooms. The school also uses screening data to identify students who need additional intervention assistance. The school then designs specific intervention plans for those at-risk students to meet their learning needs and monitors their intervention progress. All interventions used under RTI should be

‘research-based’: shown through rigorous research to be effective in school settings.

This document describes the RTI plan currently in place in the Baylor School District. The district intends to use RTI to better support students in general-education classrooms who are struggling with academic and/or behavior problems. Additionally, the Baylor School District is applying the RTI model to improve special education services.

During the current (2011-2012) school year, the district is focusing its RTI model in our elementary schools to address student reading difficulties in grades K-4. This K-4 reading focus is the subject of the current RTI plan.

In the 2012-2013 school year, the district plans to extend the RTI reading model to cover grades 5 and 6, and will introduce RTI for math in grades K-6. In the 2013-2014 school year, the middle school (grades 7-8) and high school

(grades 9-12) will adopt the RTI model. Additionally, the elementary schools will extend the RTI model in 2013-2014 to cover student behavior and social-emotional development.

Tier 1 Core Instruction

All elementary schools in the Baylor School District use the Reading Mastery Signature Edition (SRA/McGraw Hill) as a core instructional reading program. Reading instruction is provided in a daily 90-minute uninterrupted block. The district has defined as a cutpoint for adequate core instruction in literacy that at least 80 percent of students at each grade level will attain the benchmarks on the DIBELS Next school-wide screenings that are conducted 3 times per year (Fall, Winter, Spring).

Tier 1 General-Education Classroom Intervention

Tier 1 (classroom) interventions are provided by the classroom teacher to those students who need additional support during core instruction.

Tier 1: Process for Planning Interventions. Teachers have two alternative ways to meet with colleagues to plan

Tier 1 classroom interventions and to schedule follow-up meetings to evaluate student progress:

 Consultant. The school district has compiled a list of consultants in each school who are available to meet with individual teachers or grade-level teams to help them to create and to document an intervention plan.

 Grade-Level Team. Teachers can bring students to their regularly-scheduled grade-level, instructional, or department teams to conduct intervention-planning meetings with their instructional colleagues.

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‘How RTI Works’ Series © 2012 Jim Wright www.interventioncentral.org 2

Tier 1: Cut-Points/Entrance Criteria. Teachers are encouraged to provide Tier 1 interventions to any student who, in their judgment, appears to need sustained extra assistance to master core instructional material. At minimum, however, it is an expectation that teachers will provide Tier 1 interventions to those students who:

 Are failing a class, course, or subject area.

 Are receiving Tier 2 or Tier 3 supplemental intervention services.

 Are being considered for possible grade-retention.

Tier 1: Scheduling. Tier 1 interventions are typically provided during core instruction. Therefore, Tier 1 reading interventions are provided during the uninterrupted block of reading instruction in place in all of the elementary classrooms.

Tier 1: Intervention Programs/Strategies. Baylor School District has provided classroom staff with a collection of

RTI interventions for used in assembling their Tier 1 intervention plans that contains research-based strategies in reading, math, writing, and behavior management. In addition, teachers are encouraged to consult the table Tiers 1-

3: Internet Sources for Research-Based Interventions on page 12 of this plan for additional district-approved internet sources of quality research-based intervention ideas.

Tier 1: Group Size: Student groups for Tier 1 interventions are limited to up to 5 students.

Tier 1: Length of the Intervention: Tier 1 interventions will be implemented for 4 to 8 instructional weeks.

Tier 1: Progress-Monitoring: Tools. Teachers are encouraged to use DIBELS Next measures to monitor Tier 1 interventions in reading. A listing of additional tools appropriate for classroom progress-monitoring for a variety of student concerns appears on page 8 of this plan in the table Methods to Monitor Tier 1 (Classroom) Interventions.

Tier 1: Progress-Monitoring: Frequency. Tier 1 interventions are monitored at least weekly to allow the teacher to judge quickly whether interventions are effective or should be changed.

Tier 1: Progress-Monitoring: Adequate Progress. Adequate progress will be defined as the student reaching or exceeding the intervention outcome goal set by the teacher. If the teacher is using DIBELS Next progress-monitoring measures at Tier 1, she or he will also use DIBELS Next performance norms to set ambitious goals for student progress. If the teacher uses classroom progress-monitoring methods other than DIBELS Next, the teacher will use expert judgment to calculate student goals.

Tier 1: Procedures for Changing the Intervention: If, at the end of a Tier 1 intervention, the teacher finds that the student has made insufficient progress toward the intervention goal, the teacher will modify or replace the intervention. In addition, the teacher has the option to refer a student who is non-responsive to Tier 1 interventions for additional RTI support by filling out the RTI Request for Assistance form (which appears on page 13 of this plan) and submitting it to the designated school RTI Contact. (NOTE: In Baylor School District's elementary schools, the RTI

Contact is the school psychologist.) The classroom teacher continues to provide Tier 1 intervention for students who are placed in interventions at Tier 2 or 3.

Tier 2 Supplemental Intervention

Tier 2 (supplemental) interventions are provided outside of core instruction by classroom teachers, reading teachers, and other staff. Typically, Tier 2 interventions are group-based, use evidence-based intervention programs, and are

‘How RTI Works’ Series © 2012 Jim Wright www.interventioncentral.org 3 evaluated periodically to ensure that students are making adequate progress. Tier 2 interventions follow the standard-protocol model; in which students are grouped according to a shared intervention need and assigned to research-based intervention programs that address that need.

Tier 2: Process for Planning Interventions. Each of the elementary schools in the Baylor School District has established a Data Analysis Team (DAT) at Tier 2. It is the Data Analysis Team's responsibility to meet with gradelevel teams soon after each of the three school-wide DIBELS Next screenings (fall, winter, spring). At those meetings, the DAT and grade-level teachers evaluate the screening data and place students found to be at risk into appropriate Tier 2 interventions.

The membership of the Data Analysis Team is determined by each building. As a group, the DAT should have a skillset that includes being:

 knowledgeable of all intervention personnel and evidence-based programs available for Tier 2 interventions.

 able to identify students who have failed to meet expected screening benchmarks

 skilled in using the benchmarks to estimate the risk for academic failure of each student picked up in the screening

 able to match identified students to appropriate interventions while providing students with sufficient instructional support.

 ready to document the Tier 2 intervention set up for each student

The Data Analysis Team also meets at least once between each screening period to review the progress of students currently on Tier 2 intervention, to apply screening benchmarks, and to decide for each student whether to maintain the current intervention, change the Tier 2 intervention, move the student up to more intensive Tier 3 intervention, or

(if improved) discontinue the Tier 2 intervention and transition the student down to Tier 1 (classroom) support alone.

Tier 2: Cut-Points/Entrance Criteria. The Baylor School District has developed cut-points at each grade level to determine student eligibility for Tier 2 services using school-wide screening tools and the New York State

Assessments (if applicable for that grade level). See the cut-points developed for each grade level in the section

Grade-Level Cut-Points for Tier 2/3 Services appearing on pages 17-18 of this plan.

Tier 2: Scheduling. Tier 2 interventions are considered to be supplemental and therefore must occur outside of core instruction. All elementary schools in the Baylor School District have set aside a daily 30-minute 'intervention block' at each grade level when Tier 2 RTI services are provided. All classrooms at a grade-level share the same intervention block; this allows at least one teacher at each grade level to run a Tier 2 intervention group of up to 5 students while that teacher's remaining students go to other classrooms to take part in various review activities. Additionally, the intervention blocks between grade levels do not overlap, permitting building-level reading teachers to provide push-in or pull-out Tier 2 RTI services at each grade level.

Tier 2: Intervention Programs/Strategies. Intervention programs appropriate for Tier 2 are those that have research evidence of their effectiveness. The table Tier 2/3 Intervention Programs at a Glance appearing on page 15 of this plan presents a list of the current evidence-based programs available at our elementary schools to support reading interventions.


Tier 2: Group Size: Student groups for Tier 2 interventions are limited to up to 5 students.

Tier 2: Frequency and Length of the Intervention: Tier 2 interventions are implemented for 6 to 8 instructional weeks. At minimum, Tier 2 interventions are delivered in 30-minute sessions, 3 days per week but may meet for longer sessions or more frequently depending on student need and availability of intervention staff.

Tier 2: Intervention Integrity: The quality, or integrity, of Tier 2 interventions will be measured as follows: 1. The

Tier 2 provider will self-evaluate the quality of the intervention at least weekly, and 2. The Tier 2 provider will keep a contact log detailing the number of intervention sessions the student actually attends. This intervention integrity information will be collected and stored for future access as needed.

Tier 2: Progress-Monitoring: Tools. Intervention providers at Tier 2 will monitor students using the DIBELS Next progress-monitoring materials that match the reading component(s) addressed in the intervention program. The intervention provider also has the discretion to select additional monitoring tools to track student progress.

Tier 2: Progress-Monitoring: Frequency. The progress of student on Tier 2 interventions is monitored at least twice per month.

Tier 2: Progress-Monitoring: Adequate Progress. Goals for student progress on reading interventions will be derived from the DIBELS Next benchmarks. Adequate progress at Tier 2 will be defined as the student reaching or exceeding the intervention outcome goal by the end of the intervention period.

Tier 2: Procedures for Changing the Intervention: The Data Analysis Team (DAT) will meet at least 5 times per year (after each of 3 school-wide screenings, and once each between the fall/winter and winter/spring screenings).

During each of these check-up meetings, the DAT will review students' (1) performance in comparison to the gradelevel DIBELS Next benchmarks and (2) progress toward their own Tier 2 intervention goals. Based on this analysis of a particular student's data, the DAT will decide whether to continue the current intervention without change, modify the current intervention, refer the non-responding student for more intensive Tier 3 services, or exit the successful student down to Tier 1 (classroom) support and discontinue Tier 2 intervention. If the student is to be referred for more intensive Tier 3 support, the DAT will fill out the RTI Request for Assistance form and submit it to the designated school RTI Contact. (NOTE: In Baylor School District's elementary schools, the RTI Contact is the school psychologist.)

Tier 3 Intensive Intervention

Tier 3 (intensive) interventions are provided outside of core instruction by reading teachers and other staff. Tier 3 intervention plans are developed using the problem-solving model, in which a particular student's unique intervention needs are analyzed and a customized intervention program is developed to match that student's needs. Typically,

Tier 3 intervention plans are delivered individually or in small groups, consist of research-based elements, and are evaluated periodically to ensure that students are making adequate progress.

Tier 3: Process for Planning Interventions. At each school, an RTI Problem-Solving Team ('RTI Team') has been established to hold intervention-planning meetings for individual students who have not responded to lesser levels of intervention. The RTI Team is multi-disciplinary, made up of both teachers and support staff. The RTI Team:

 follows a consistent, structured problem-solving model during its meetings.


 schedules initial meetings to discuss student concerns and follow-up meetings to review student progress and judge whether the intervention plan is effective.

 develops written intervention plans with sufficient detail to ensure that the intervention is implemented with fidelity across settings and people.

 builds an ‘intervention bank’ of research-based intervention ideas for common student academic and behavioral concerns.

Tier 3: Cut-Points/Entrance Criteria. The Baylor School District RTI Teams have set clear guidelines for when to accept a Tier 3 student referral. The RTI Team reserves its meetings for any student with serious academic and/or behavioral challenges that has failed previously to make appropriate progress with Tier 1 (classroom) and Tier 2

(supplemental) intervention services. While in general, the RTI Team requires that students first receive Tier 1 and

Tier 2 supports before being considered for Tier 3, the team also has discretion to accept student referrals in an expedited manner if there are unique circumstances that demand urgency (e.g., a student who transfers into the school with large academic-skill deficits and a poorly documented school history). To help to determine if a student should be accepted for Tier 3 intervention support, the RTI Team also will consult the school-wide screening cutpoints developed for each grade level that appears on pages 17-18 of this plan in the section Grade-Level Cut-Points

for Tier 2/3 Services.

Tier 3: Scheduling. Tier 3 interventions are supplemental and therefore must occur outside of core instruction. All elementary schools in the Baylor School District have set aside a daily 30-minute 'intervention block' at each grade level when Tier 3 RTI services can be provided.

Tier 3: Intervention Programs/Strategies. Because Tier 3 intervention plans are customized to the student's needs, a single plan may contain several intervention strategies or programs. However, any of the elements included in a

Tier 3 intervention plan should have research evidence to support their effectiveness. The table Tier 2/3 Intervention

Programs at a Glance appearing on page 15 of this plan presents a list of the current evidence-based programs available at our elementary schools to support reading interventions.

Tier 3: Group Size: Student groups for intensive Tier 3 interventions are limited to up to 2 students.

Tier 3: Frequency and Length of the Intervention: Tier 3 interventions are implemented for 6 to 8 instructional weeks. At minimum, Tier 3 interventions are delivered in 30-minute sessions, 4-5 days per week but may meet for longer sessions depending on student need and availability of intervention staff.

Tier 3: Intervention Integrity: The quality, or integrity, of Tier 3 interventions will be measured as follows: 1. The

Tier 3 provider will self-evaluate the quality of the intervention at least weekly; 2. The Tier 3 provider will keep a contact log detailing the number of intervention sessions the student actually attends; and 3. a designated person at the school will conduct a structured observation of the Tier 3 intervention at least twice during the intervention timespan and give feedback to the Tier 3 provider about the quality with which that intervention is carried out. This intervention integrity information will be collected and stored for future access as needed.

Tier 3: Progress-Monitoring: Tools. Intervention providers at Tier 3 will monitor students using the DIBELS Next progress-monitoring materials that match the reading component(s) addressed in the intervention program. The intervention provider also has the discretion to select additional monitoring tools to track student progress.


Tier 3: Progress-Monitoring: Frequency. The progress of student on Tier 3 interventions is monitored at least weekly.

Tier 3: Progress-Monitoring: Adequate Progress. Goals for student progress on reading interventions will be derived from the DIBELS Next benchmarks. Adequate progress at Tier 3 will be defined as the student reaching or exceeding the intervention outcome goal by the end of the intervention period.

Tier 3: Procedures for Changing the Intervention: The RTI Problem-Solving Team will meet to review the progress of any student on Tier 3 intervention at intervals of 6-8 instructional weeks. During each of these check-up meetings, the RTI Team will review students' (1) performance in comparison to the grade-level DIBELS Next benchmarks and (2) progress toward their own Tier 3 intervention goals. Based on this analysis of a particular student's data, the RTI Team will decide whether to continue the current intervention without change, modify the current intervention, refer the non-responding student for possible special-education services, or exit the successful student down to Tier 2 (supplemental) or Tier 1 (classroom) support and discontinue Tier 3 intervention.

School-Wide Screening Tools

The Baylor School District has adopted the DIBELS Next literacy screening tools to collect universal academic screening data. These literacy screenings are conducted three times per year— in fall, winter, and spring. Each school shares that screening data with classroom teachers to help them to adjust their instructional practices.

Additionally, the school uses academic screening data to determine which students are performing below academic expectations and will require additional Tier 2/3 intervention services. Ultimately, this universal screening information can help our schools to better allocate instructional and intervention resources to the appropriate grade levels or pockets of struggling students. A listing of the DIBELS Next literacy screening tools by reading component and grade level appears on page 16 of this plan.

RTI: Parent Notification

The Baylor School District is committed to promoting strong communication with parents about their students' participation in the RTI model. That communication will cover the three RTI tiers, to include:

Tier 1: School-wide Screenings. Each school will share information with all parents about their students' performance on the school-wide academic screenings conducted three times yearly.

Tier 1: Classroom Intervention. While parent communication is not mandatory for Tier 1 (classroom) interventions, general-education teachers implementing Tier 1 interventions for students in their classrooms are encouraged to communicate with parents about these student concerns.

Tier 2/3: Supplemental and Intensive Interventions. Parents whose children are identified to receive Tier 2 or Tier

3 interventions will receive written notification of those services. This initial notification will include information about the type(s) of information that the school plans to collect to monitor the student's progress and how frequently that progress monitoring will take place, a description of the research-based intervention/instructional support to be given the student, and a reminder of the parent's right to request an evaluation for special education services.

Written progress reports are to be shared with the parent on their child's progress on Tier 2 and Tier 3 interventions every 6-8 instructional weeks. These Tier 2/3 progress reports will contain:

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 a description of the research-based RTI intervention/instructional support that the student currently receives

 a summary of the student's baseline (academic performance at the start of the intervention period)

 goal (outcome goal to be attained if the intervention is successful),

 the actual progress-monitoring data collected

 a specific statement of whether the student has attained the intervention goal for that period.

District-Wide RTI Leadership Team

Success in bringing RTI to the Baylor School District requires a single, unified RTI plan implemented with consistency and integrity across all schools. To accomplish this uniform RTI roll-out, a District-Wide RTI Leadership Team has been established with three key responsibilities:

1.

to draft and update a district RTI implementation plan

2.

to keep all schools throughout the district in compliance with good RTI practices,

3.

to identify and make available to schools the resources required to implement RTI successfully.

The RTI Leadership Team is a multi-disciplinary team composed of both district and school personnel, with representatives from each building, department, and stakeholder group. The RTI Leadership Team meets monthly during the school year. This district RTI Plan was developed by the RTI Leadership Committee and will be updated annually.


Methods to Monitor Tier 1 (Classroom) Interventions

Teacher Directions: Review the methods below for collecting progress-monitoring data to evaluate Tier 1 (classroom) interventions. Select one or more of these methods to monitor your student.

 Existing data. The teacher uses information already being collected in the classroom or school that is relevant to the identified student problem. Examples of existing data include grades, attendance/tardy records, office disciplinary referrals, homework completion. NOTE: Existing data is often not sufficient alone to monitor a student on intervention but can be a useful

supplemental source of data on academic or behavioral performance.

 Global skill checklist. The teacher selects a global skill (e.g., homework completion; independent seatwork). The teacher then breaks the global skill down into a checklist of component sub-skills--a process known as ‘discrete categorization’ (Kazdin, 1989). An observer

(e.g., teacher, another adult, or even the student) can then use the checklist to note whether a student successfully displays each of the sub-skills on a given day. Classroom teachers can use these checklists as convenient tools to assess whether a student has the minimum required range of academic enabling skills for classroom success. Teachers or tutors may also want to review these checklists with students and encourage them to use the checklists independently to take greater responsibility for their own learning.

 Behavioral Frequency Count/Behavioral Rate. In a behavioral frequency count, an observer

(e.g., the teacher) watches a student’s behavior and keeps a cumulative tally of the number of times that the behavior is observed during a given period. Behaviors that are best measured using frequency counts have clearly observable beginning and end points—and are of relatively short duration. Examples include student call-outs, requests for teacher help during independent seatwork, and raising one’s hand to make a contribution to large-group discussion.

Teachers can collect data on the frequency of observed student behaviors during a class period in several ways: (1) by keeping a cumulative mental tally of the behaviors; (2) by recording behaviors on paper (e.g., as tally marks) as they occur; or (3) using a golf counter or other simple mechanical device to record observed behaviors.

When multiple observations are made of student behaviors, those observations often last for differing periods of time. One method to standardize the results of observations conducted over varying timespans is to convert the results of each observation to a behavioral rate (behaviors divided by the length of the observation). To compute a behavioral rate, the observer (1) sums the total number of behaviors observed and (2) divides the total number of behaviors observed by total minutes in the observation period. The resulting figure represents a standardized ‘behaviors observed per minute’ and can be compared directly to student behavior rates observed at other times. For example, an observer may have noted that a student engaged in 5 call-outs during a

10-minute observation period. The observer then divides the 5 callouts by the 10 minute observation timespan to compute a standardized behavior rate of 0.5 callouts per minute.

NOTES

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Teacher-Friendly Methods to Monitor Tier 1 (Classroom) Interventions (Cont.)

 Rating scales. A scale is developed with one or more items that a rater can use to complete a global rating of a behavior. Often the rating scale is completed at the conclusion of a fixed observation period (e.g., after each class period; at the end of the school day). Here is an example of a rating scale item: Brian focused his attention on teacher instructions, classroom

lessons and assigned work. 1=Poor; 2=Fair; 3=Good.

NOTE: One widely used example of rating scales routinely used in classrooms is the daily behavior report (DBR) (Chafouleas, Riley-Tillman & Sugai, 2007). The teacher completes a 3- to

4-item rating scale each day evaluating various target student behaviors. Teachers can also create their own customized Daily Behavior Reports online. The Behavior Reporter is a free webbased application that allows educators to select and edit existing behavior rating items from a database or to write their own. This application can be accessed at: http://www.interventioncentral.org.

 Academic Skills: Cumulative Mastery Log. During academic interventions in which the student is presented with a specific and limited pool of items (e.g., vocabulary terms for a biology course or entries in the Periodic Table of the Elements for a chemistry course), the instructor can track the impact of the intervention by recording and dating mastered items in a cumulative log.

First, the instructor defines the set of academic items to be taught or reviewed during the intervention. Next, the instructor sets criteria for judging when the student has mastered a particular item from the academic item set. (Example: “A biology vocabulary item is considered mastered when the student supplies the correct definition within 3 seconds of being shown the term on a flashcard.”).

To collect baseline information, the instructor reviews all items from the academic-item set with the student, recording items the student already knows. Then, throughout the intervention, the instructor logs and dates additional items as they are mastered by the student.

NOTES

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Teacher-Friendly Methods to Monitor Tier 1 (Classroom) Interventions (Cont.)

 Work Products. Student work products can be collected and evaluated to judge whether the student is incorporating information taught in the course, applying cognitive strategies that they have been taught, or remediating academic delays. Examples of work products are math computation worksheets, journal entries, and written responses to end-ofchapter questions from the course textbook.

Whenever teachers collect academic performance data on a student, it is recommended that they also assess the performance of typical peers in the classroom. Peer performance information allows the teacher directly to estimate and to track the skill gap that separates the target student from others in the class who are not having academic difficulties. Teachers should select students to serve as ‘comparison peers’ whose skills represent the class average.

Work products can be assessed in several ways to yield objective numeric data, depending on the nature of the identified student problem. The teacher can estimate the percentage of work completed on an assignment, for example, as well as the accuracy of the work actually completed. Additionally, the instructor may decide to rate the student’s work for quality, using a rubric or other qualitative evaluation approach.

 Behavior Log. Behavior logs are narrative ‘incident reports’ that the teacher records about problem student behaviors. Behavior logs are most useful for tracking problem behaviors that are serious but do not occur frequently. The teacher makes a log entry each time that a behavior is observed. An advantage of behavior logs is that they can provide information about the context within which a behavior occurs.(Disciplinary office referrals are a specialized example of a behavior log.)

A behavior log would typically note the date, start time, and end time of a behavioral incident, a brief narrative of the incident (including people involved, the activity, possible triggers to the student problem behavior, a description of the student problem behavior, and the outcome of the incident).

NOTES

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Teacher-Friendly Methods to Monitor Tier 1 (Classroom) Interventions (Cont.) NOTES

 Curriculum-Based Measurement. Curriculum-Based Measurement (CBM) is a family of brief, timed measures that assess basic academic skills. CBMs have been developed to assess a considerable number of academic competencies, including oral reading fluency, reading comprehension, math computation, and written expression. Among advantages of using CBM for classroom assessment are that these measures are quick and efficient to administer; align with the curriculum of most schools; have good ‘technical adequacy’ as academic assessments; and use standard procedures to prepare materials, administer, and score (Hosp, Hosp & Howell, 2007).

NOTE: Schools can find a comprehensive web directory of free or low-cost Curriculum-

Based Measurement resources on CBM Warehouse at: http://www.interventioncentral.org/index.php/cbm-warehouse

References

Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.

Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford Press.

Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.

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Tiers 1-3: Internet Sources for Research-Based

Interventions

Listed below are Internet sources that meet the district's definition as 'research-based'. School staff can use these links to find or evaluate academic and behavioral intervention programs and strategies appropriate for Tiers 1, 2, and

3.

Internet Intervention Source

Best Evidence Encyclopedia (http://www.bestevidence.org/). This site provides reviews of evidence-based reading and math programs. The website is sponsored by the Johns Hopkins University School of Education's

Center for Data-Driven Reform in Education (CDDRE).

Evidence-Based Intervention Network (http://ebi.missouri.edu/). Sponsored by the School Psychology program at the University of Missouri, this site contains academic and behavioral intervention scripts suitable for classroom use.

Florida Center for Reading Research (http://www.fcrr.org). This website contains a search tool to find lesson plans to teach the five components of reading: http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx

Instructional Intervention Tools Page (http://www.rti4success.org/instructionTools). Sponsored by the National

Center on RTI, this page provides ratings to intervention programs in reading, math, and writing. Users can streamline their search by subject and grade level.

Intervention Central (http://www.interventioncentral.org). The site includes a range of academic and behavioral intervention ideas suitable for classroom use.

What Works Clearinghouse (http://ies.ed.gov/ncee/wwc/). Sponsored by the US Dept. of Education, this website has two major sources of intervention information: (1) Practice Guides: These free 60-100 page guides summarize current research for teachers on intervention topics like math instruction, reading interventions, and behavior management; (2) Program Reviews: This website reviews core instruction and intervention programs in reading/writing, math/science, and other academic areas. The site reviews existing studies and draws conclusions about whether specific intervention programs show evidence of effectiveness.


RTI Request for Assistance

Please answer the questions below so that our school can better determine the RTI assistance that this student may require:

General Information------------------------------------------------------------------------------------

Person Making Referral: __________________________________ Date: _________________

Student Name: ______________________________________ Date of Birth: _______________

Dominant Language: _________________________________________ Grade: ____________

Address: ___________________________________________________ Phone: ____________

Date Parent Was Contacted About RTI Referral: _______________ By Whom?: ____________

Please note any medical or health concerns for this student: _____________________________

_____________________________________________________________________________

How is the student’s attendance this year? ___________________________________________

Current School or Agency Support Services or Program(s) in Place for This Student (e.g., counseling, tutoring, etc.):

_____________________________________________________________________________

What are several strengths, talents, or specific interests for this student?

1.

_______________________________________________________________________

2.

_______________________________________________________________________

3.

_______________________________________________________________________

Instructional Information-------------------------------------------------------------------------------

What makes this student difficult to teach? List any academic, social, emotional, or medical factors that seem to negatively affect the student’s progress. (If the problem is primarily behavioral, how often does the problem occur, how intense is it, and for how long does the problem last? If the problem is primarily academic, what specific deficits does the student have in particular academic skills or competencies?)

_____________________________________________________________________________

_____________________________________________________________________________

How do this student’s academic skills compare to those of ‘average’ children in your classroom? (e.g., How does the student compare to peers in reading, math, writing, organizational skills?.):

_____________________________________________________________________________


_____________________________________________________________________________

What is this child’s estimated current reading level? _____________

List any other general information about the student’s academic levels or abilities (e.g., test results) that may shed light on your referral concern:

_____________________________________________________________________________

Problem-Identification Information-------------------------------------------------------------------

Interventions Attempted: Please describe specific attempts that you or others have made this year to meet this student’s academic, social, and/or emotional needs:

Intervention Dates Began-Ended

(Approximate)

Person(s)

Responsible

Outcome

If the referral concern is in academics, how much time during the period/day does the student receive instruction in the area(s) of difficulty?

_____________________________________________________________________________

When have you observed the problem occurring the most? ______________________________

Are there settings or situations in which the problem is less severe or minimized? If so, when?

_____________________________________________________________________________

Please list members of your instructional team/building staff whom you would like:



To receive an invitation to the initial RTI meeting:

__________________________________



To receive a copy of the RTI Intervention Plan(s) after the initial meeting:

____________________________________

What would be the best day(s)/time(s) for a member of the RTI team to observe the student having the difficulties that you describe above? (Please attach a copy of the student’s daily schedule, if available):

________________________________________________________________

Adapted from the School-Based Intervention Team Project Complete Forms & Related Resources, available at: http://www.interventioncentral.org/htmdocs/interventions/sbit.php. Used with permission.

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Tier 2/3 Intervention Programs at a Glance

Listed below are intervention programs available in the school to support Tier 2 and Tier 3 interventions. Each program description includes information about the type of academic deficit that it is designed to address:

Tier 2/3 Intervention Program

Lexia Learning (computer-delivered instruction/intervention) http://ies.ed.gov/ncee/wwc/pdf/ intervention_reports/wwc_lexia_063009.pdf

HELPS Program www.helpsprogram.org

Grade

Level(s)

Area(s) of

Academic

Deficit Targeted

K-4

2-4

Alphabetics, reading fluency, comprehension

Method for

Delivering This

Intervention

Program

Computer lab

Frequency and Length of

Sessions

2-5 days per week;

20-30 minute sessions reading fluency Trained Tutors

(college practicum students; paraprofessionals)

3-5 days per week;

15-minute sessions

Corrective Reading http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/

WWC_Corrective_Reading_070207.pdf

3-4 Alphabetics, reading fluency

Classroom teachers, reading teachers

4-5 times per week;

45-minute sessions


School-Wide Screening Tools by Grade Level

Listed below are the school-wide screening tools currently in use in this school district. Tools are listed by grade level and skill(s) assessed.

Screening Tool Grade Level(s) Academic Skill(s)Targeted

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DIBELS Next: First Sound Fluency

(FSF)

DIBELS Next: Letter Naming

Fluency (LNF)

DIBELS Next: Phoneme

Segmentation Fluency (PSF)

DIBELS Next: Nonsense Word

Fluency (NWF)

DIBELS Next: Letter Naming

Fluency (LNF)

DIBELS Next: Phoneme

Segmentation Fluency (PSF)


Fluency (NWF)

DIBELS Next: Oral Reading

Fluency (DORF)


Fluency (NWF)

DIBELS Next: Oral Reading Fluency

(DORF)


(DORF)

DIBELS Next: Maze (DAZE)


(DORF)

DIBELS Next: Maze (DAZE)

K: Fall Winter --

K: Fall Winter Spring Phonics/Alphabetics

K: -- Winter Spring Phonemic Awareness

K: -- Winter Spring Phonics/Alphabetics

1: Fall --

1: Fall --

2: Fall --

--

--

1: Fall Winter Spring Phonics/Alphabetics

1: -- Winter Spring Fluency With Text

--

Phonemic Awareness

Phonics/Alphabetics

Phonemic Awareness

Phonics/Alphabetics

2: Fall Winter Spring Fluency With Text


3: Fall Winter Spring Comprehension


4: Fall Winter Spring Comprehension


Grade-Level Cutpoints for Tier 2/3 Services

17


Kindergarten RtI Plan-Reading Interventions

[NOTE: This sample RTI Plan was created by Julie Wilkins MS. Ed. CCC/SLP and the Kindergarten Team at the Pinnacle Charter School in Buffalo, NY.]

Universal Classroom Benchmark Screens (FALL: September, WINTER: January, SPRING: May)

Data Tools: DIBELS K (LNF, FSF, PSF, NWF)

The Phonological Awareness Profile (adapted form)

Rti Core Team/Data Analysis Team

AIS Reading Specialist, Special Education Teacher, Speech-Language Pathologist

Benchmark data is reviewed

Identify students at risk based on Benchmark cut off scores of DIBELS & The Phonological Awareness Profile

Identify Students’ Intervention Level using Student RtI Intervention Organizer: Tiers 1-3

Tier 1/Core Support

Students at or above cut-off scores; Classroom Core

Instruction; Reassessed at next benchmark

Interventionist: Classroom

Teacher

Benchmark 1: Fall

Composite Score = 26+

LNF = no benchmark

FSF = 10+

Benchmark 2: Winter


LNF = no benchmark

FSF= 30+

PSF = 20+

NWF = 17+

Benchmark 3: Spring


LNF = no benchmark

*FSF = not assessed

PSF =40+

NWF = 28+

Tier 1/Classroom

Intervention

Students academic delays emerging; Strong core instruction plus classroom teacher intervention during core instruction time (center based individual instruction);

Reassessed at next benchmark

Interventionist: Classroom

Teacher, Americorp, volunteers


Composite Score = 23-25

LNF = no benchmark

FSF = 9



LNF = no benchmark

FSF= 28-29

PSF = 18-19

NWF = 14-16



LNF = no benchmark

*FSF = not assessed

PSF =35-39

NWF = 23-27

Tier 2/Early Supplemental

Students slightly below cut-off scores; academic delays emerging; Small group instruction during RtI block; up to 5 students; 2-3 xs per week for 20 minutes; Progress monitored bi-weekly with DIBELS Next Progress Monitoring &

100% Listening Activities/CBM on universal tracking sheet

Interventionist: AIS Reading Specialist,

Special Education Teacher, Speech-

Language Pathologist, Classroom

Teacher, AmeriCorps, volunteers



LNF = no benchmark

FSF = 7-8



LNF = no benchmark

FSF= 24-27

PSF = 14-17

NWF = 11-13


Composite Score: 99-108

LNF = no benchmark

*FSF = not assessed

PSF =30-34

NWF = 19-22

Tier 2/Advanced Supplemental

Students below cut-off scores; academic delays are significant; Small group instruction during RtI block; up to 5 students; 3-4 xs per week for 30 minutes;

Progress monitored bi-weekly/weekly with DIBELS Next Progress Monitoring &

100% Listening Activities/CBM on universal tracking sheet



Language Pathologist



LNF = no benchmark

FSF = 5-6



LNF = no benchmark

FSF= 20-23

PSF = 10-13

NWF = 8-10


Composite Score: 89-98

LNF = no benchmark

*FSF = not assessed

PSF =25-29

NWF = 15-18

Tier 3/Intensive Support

Students are significantly below cut-off scores; Severe academic delays; Small group instruction during RtI block; up to

2 students; daily intervention for 30+ minutes; Progress monitored weekly with DIBELS Next Progress Monitoring

& 100% Listening Activities/CBM on universal tracking sheet



Language Pathologist



LNF = no benchmark

FSF = 0-4



LNF = no benchmark

FSF= 0-19

PSF = 0-9

NWF = 0-7



LNF = no benchmark

*FSF = not assessed (continue to monitor if skilled is not mastered)

PSF = 0-24

NWF = 0-14

wright_RTI_District_..

Baylor School District Response to Intervention Plan for the

2011-2012 School Year

Tier 1 Core Instruction

Tier 1 General-Education Classroom Intervention

Tier 2 Supplemental Intervention

Tier 3 Intensive Intervention

School-Wide Screening Tools

RTI: Parent Notification

District-Wide RTI Leadership Team

Methods to Monitor Tier 1 (Classroom) Interventions

Tiers 1-3: Internet Sources for Research-Based

Interventions

Internet Intervention Source

RTI Request for Assistance

Tier 2/3 Intervention Programs at a Glance

School-Wide Screening Tools by Grade Level

Grade-Level Cutpoints for Tier 2/3 Services

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