RTI Team Procedures 2012-2013 - PowerPoint PPT Presentation

Loading...

PPT – RTI Team Procedures 2012-2013 PowerPoint presentation | free to download - id: 5ec4db-OTYyN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

RTI Team Procedures 2012-2013

Description:

RTI Team Procedures 2012-2013 Iredell-Statesville Schools ... – PowerPoint PPT presentation

Number of Views:26
Avg rating:3.0/5.0
Slides: 65
Provided by: IredellSt114
Learn more at: http://iss.schoolwires.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: RTI Team Procedures 2012-2013


1
RTI Team Procedures2012-2013
  • Iredell-Statesville Schools

2
Goals
  • RTI Team Make-up, Goals and Responsibilities
  • Overview of Tier I, Tier II, and Tier III Forms
    and How They Flow Into the Referral Process
  • Overview of the RTI Forms
  • Progress Monitoring Resources
  • Utilizing AIMSWEB and READING 3D
  • Provide Research Based Intervention Resources
  • Procedures for Parent Referrals

3
  • Inform parents and teachers of concern.
  • Establish communication between parents and
    teachers.
  • Attempt initial resolution of problems.

4
RTI is the replacement for Pre-Referral Process
  • Created in 1985 in response to eligibility
    criteria for Special Education
  • The law requires that schools demonstrate the
    students difficulties are not due to issues such
    as sensory impairment, ESL issues, environmental
    issues, or a lack of instruction
  • The law requires that schools demonstrate valid
    attempts to solve the existing problem through
    regular education strategies and interventions

5
RTI Coordinator Responsibilities
  • Arrange School Wide Training on the RTI Process
  • Facilitate access to RTI forms
  • Check RtI Tier I, Tier II, and III forms for
    required information
  • Facilitate Parental Notification
  • Facilitate completion of observations, vision,
    hearing, and speech/language screenings
  • Schedule and facilitate RTI Tier III meetings in
    a timely manner
  • Facilitate data collection and recording

6
RTI Coordinator Responsibilities
  • Deliver completed forms to Program Specialist if
    referred to Special Education
  • File forms in Cumulative File if not referred to
    Special Education

7
Tier I - Core
  • Interventions provided in Core classroom during
    Core instructional time.
  • Within the 90/60 minute block.
  • Interventions that are preventive and proactive.
  • Extra support - differentiation

8
Standard Treatment
  • Core instruction
  • Re-teach
  • Remediation
  • Differentiated Instruction
  • HYIS

9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
Tier II
  • Additional instruction beyond regular Core class
    instruction.
  • Small groups
  • Instruction based on student need as a result of
    continuous progress monitoring.
  • Progress monitoring 1 2 times per month
    (minimum). This is student driven may need to be
    more frequent.

15
Tier II
  • FCRR intervention strategies
  • Corrective Reading
  • Reading Mastery
  • Read 180
  • VMath
  • Interventions not included on district suggested
    list must be approved by school based team with
    appropriate documentation detailing
    research/evidence-based

16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
Tier III
  • Intensive Interventions
  • Academic and/or behavioral interventions
    characterized by increased length, frequency, and
    duration of implementation for students who
    struggle significantly.
  • Begin screenings that may be needed for referral
    for special education.

24
Tier III
  • CR Plus
  • HillRAP
  • Trans Math
  • District provided academic and behavioral
    research based interventions (I3 website EC
    Psychologist Website)
  • Interventions not included on district list must
    be approved by school based intervention team
    with appropriate documentation that the
    intervention is research/evidence based.

25
Tier III Process
  • A teacher does not place a student in the Tier
    III process, the students data brings him/her to
    the Tier III Process.

26
Tier III Process Prior to Meeting 1
  • Obtain copy of RtI Tier I/Tier II paperwork and
    check for completeness. Make sure there are TWO
    documented parent contacts with dates.
  • Parental Notification of Screening is sent (keep
    copy and record date on Tier III Form).

27
(No Transcript)
28
Screening Process
  • Social/Developmental History
  • Speech/language Screening
  • Vision, hearing, and health screening
  • Academic Observation
  • Functional Observation
  • Program Specialist Referral Checklist

29
RTI Process Tier III
  • If Tier I vision screening is current within 6
    months, record on Tier III form. If not, request
    new vision screening from school nurse using
    Vision Screening form
  • Record results on Tier III form.

30
Tier III Process
  • Request school Speech Therapist to complete
    hearing and speech language screening using the
    Iredell Statesville Speech Screening Information
    form.
  • Record on Tier III form

31
RTI Tier III Process
  • Obtain third party Academic AND Functional
    Observations
  • Academic Observation in the classroom during
    instruction in the academic/behavioral area of
    concern
  • Functional Observation in a noninstructional
    setting focusing on the students ability to
    interact appropriately with others, conform to
    conventions, follow school procedures, etc.

32
Tier III Team Meeting 1
  • Review Existing Data
  • Attendance
  • ESL
  • Previous Evaluations
  • Relevant Social and Environmental Factors
  • Sensory Issues
  • Medical Information
  • Strategies utilized during Tier I and Tier II

33
Tier III Meeting 1
  • Record specific Academic/Behavioral Area(s) of
    Concern (skill deficits)
  • Determine and record what data will be used to
    supply baseline and measure progress , must be
    consistent over the course of the process
  • If baseline data exists, assist teacher in
    recording this on Progress Monitoring Chart for
    the student along with class average for each
    data point
  • If baseline data needs to be collected, such as
    in a behavioral referral, assist teacher in
    determining how to collect this data and plan to
    reconvene to discuss interventions after data is
    collected
  • Record the current level of functioning in the
    area(s) of concern
  • Intervention and Progress Monitoring Chart for
    each area of concern

34
Tier III Meeting 1
  • Determine appropriate Research Based
    Intervention(s) to be implemented for each area
    of concern

35
Research Based Interventions
  • have been shown through one or more valid
    research studies to help a student improve
    academic, behavioral/emotional or functional
    skills. The interventions used prior to
    determining eligibility for special education and
    related services must be designed to address the
    skills deficiency of the particular individual
    student.
  • (Public Schools of North Carolina)

36
Research Based Interventions
  • Are NOT
  • Preferential Seating
  • Praise and Attention
  • Parent Contacts
  • Doing MORE of the same
  • Shortened Assignments
  • Stress Ball

37
Research Based Interventions
  • Targeted assistance based on Progress Monitoring
  • Administered by the classroom teacher,
    specialized teacher, or external interventionist
  • Provides additional instruction and can be
    individual, small group, and/or technology
    assisted

38
Intervention Challenges
  • When? Finding Time
  • Different implementation models at Elementary,
    Middle, and High School
  • Must involve creativity and flexibility
  • Necessary to develop school intervention resource
    bank
  • Insure intervention fidelity

39
RTI Tier III Meeting 1 Development of
Interventions for Cycle 1
  • Record intervention to be used under
    Intervention Cycle 1 on page 3 of Tier III form
  • Team signs page 4
  • Record Date of Next Meeting to Review Progress on
    page 4 of Tier III form. Must be a minimum of
    three weeks
  • During the First Cycle of Intervention, the
    referring teacher records student data and class
    average data on Progress Monitoring Chart

40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
Progress Monitoring
  • Scientifically based practice used to assess
    student performance and evaluate effectiveness of
    instruction over time
  • Current level of performance is determined
    (baseline)
  • Academic performance is measured on a regular
    basis (weekly) and is compared to expected rates
    of learning (class average)
  • Interventions are adjusted to meet individual
    learning needs

45
(No Transcript)
46
(No Transcript)
47
Tier III Meeting 2 Review of Intervention Cycle
1 and Development of Interventions for Cycle 2
  • Review effectiveness of Cycle 1 Intervention and
    record results on Tier III form under Results of
    Intervention Cycle 1
  • Next Step Decisions
  • Continue current intervention if succeeding
  • Stop Tier III (document reason for decision and
    file in cum file)
  • Develop new intervention for Cycle 2 and record
    on Tier III form under Intervention Cycle 2

48
Tier III Meeting 2 Review of Intervention Cycle
1 and Development of Interventions for Cycle 2
  • Team signs under Review of Cycle 1 Interventions
    and Development of Cycle 2 Interventions on page
    3
  • Set date for next review meeting (a minimum of 3
    weeks)
  • During the second cycle of intervention, the
    referring teacher records student data and class
    average data on Progress Monitoring Chart

49
Tier III Meeting 3 Review of Intervention
Cycle 2 and Determination of Need for Additional
Action
  • Review effectiveness of Cycle 2 intervention and
    record results on Tier III form under Results of
    Intervention Cycle 2

50
Tier III Meeting 3 Review of Intervention
Cycle 2 and Determination of Need for Additional
Action
  • Record overall outcomes under Section 4 on Review
    of Tier III Plan. (Tier IIIB)

51
Tier III Meeting 3 Review of Intervention
Cycle 2 and Determination of Need for Additional
Action
  • Team Decision
  • Continue current interventions
  • Modify interventions and continue Tier III
    Process
  • Recommend for evaluation to IEP Committee OR
    reevaluation if current EC student
  • Stop Tier III process
  • Other
  • Obtain Signatures

52
Following the Final Tier III Meeting
  • RTI Coordinator delivers all paperwork to EC
    Program Specialist signing off on date of
    delivery
  • EC Program Specialist reviews process for
    completeness of forms and appropriateness of
    interventions

53
Following the Final Assistance Team Meeting
  • If incomplete, EC Program Specialist returns
    forms to the RTI Coordinator signed and dated
    with reasons for corrective action needed
  • RTI Coordinator returns forms to EC Program
    Specialist following corrective action
  • EC Program Specialist again reviews process for
    completeness of forms and appropriateness of
    interventions

54
Following the Final Tier III Meeting
  • EC Program Specialist signs and records date Tier
    III forms are accepted as complete
  • EC Program Specialist signs and records date
    delivered to the IEP team facilitator
  • Date of delivery is Referral to EC date and
    begins the 90 day timeline

55
Speech Language Referrals
  • Issues involving articulation, voice, and
    fluency, as well as a combination of language
    plus one of the above issues, are referred
    directly to the Speech/Language Pathologist.
  • Students with language issues ONLY must go
    through Tier I/ Tier II.
  • Contact your school speech/language therapist who
    will assist with intervention and data collection
    suggestions.

56
  • What Do I Do When Someone Hands Me a Parent
    Referral?

57
Parent Referral
  • Discuss the process with the parent. Make sure
    the parent understands what they are asking for.
  • Ask the parent what handicapping condition he/she
    feels their student has.
  • The referral must be in writing. If the parent
    is unable to put the request in writing, we are
    obligated to assist him/her.
  • However, do not ignore verbal requests!

58
Parent Referral
  • Teacher Referral 90 day timeline begins the day
    the RTI paperwork is delivered to the IEP Team
  • Parent Referral 90 day timeline begins the day
    the parent makes a written request for an
    evaluation to determine eligibility for EC
    services

59
Parent Referral
  • Contrary to Popular Belief
  • A parent referral does NOT make the process
    easier, in fact, it becomes more complicated
  • A parent referral does NOT remove ANY of the
    required components necessary to determine
    eligibility for Exceptional Childrens services

60
Parent Referral
  • A parent referral DOES create a necessity to
    perform various processes (Tier I, Tier II and
    III process, interventions, evaluation)
    simultaneously in order to meet the 90 day
    timeline

61
Parent Referral
  • MAKE SURE ALL TEACHERS KNOW TO GIVE PARENT
    REQUESTS TO THE RTI COORDINATOR IMMEDIATELY
  • When you receive a parent referral, immediately
    send the Parental Notification of Screening
  • Notify EVERYONE
  • School Administrator
  • EC Program Specialist
  • EC IEP Team Facilitator
  • School Psychologist
  • Current Teacher

62
Parent Referral
  • Determine what information exists and what needs
    to be collected
  • Is the student currently receiving services in
    Tier I or Tier II? If not, the regular teacher
    will need to begin this process immediately by
    completing the information on page 1 of the Tier
    I paperwork. The regular teacher will then
    immediately proceed with the Tier II process.
  • What screenings are needed (vision, hearing,
    etc?)
  • Arrange for screenings and observations to be
    completed

63
Parent Referral
  • Schedule first Tier III meeting in conjunction
    with the IEP Team Facilitator. The first Tier
    III meeting will also be the EC referral meeting
    (IEP Team Facilitator will invite parent using EC
    invitation form)
  • Parent is formally invited and encouraged to
    attend
  • Meeting should be held within 2 weeks of request
    receipt
  • Utilize student background data sheet.

64
Parent Referral
  • At this point the process runs the same as a
    teacher referral.
  • Consult with Program Specialist to insure that
    interventions and progress monitoring processes
    are appropriate.
  • At the completion of the Tier III process, the
    final meeting will also occur concurrently with
    the EC eligibility determination meeting.
About PowerShow.com