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Response to Intervention (RtI) Inservice for Core Team Membership

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Response to Intervention (RtI) Inservice for Core Team Membership La Feria ISD September 20, 2013 8:30 A M -- Curriculum Center Josie Ruiz, Ed. Consultant, LSSP – PowerPoint PPT presentation

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Title: Response to Intervention (RtI) Inservice for Core Team Membership


1
Response to Intervention (RtI) Inservice for Core
Team Membership
  • La Feria ISD
  • September 20, 2013
  • 830 A M -- Curriculum Center
  • Josie Ruiz, Ed. Consultant, LSSP

2
Agenda
  • Overview of RtI Instruction Framework
  • Review Tiers 1, 2, 3, 4
  • Process implementation at each tier
  • Progress monitoring at each tier
  • Process monitoring (paperwork) at each tier
  • Updates on Legal Changes in the RtI Process
  • Review Changes with New Updated Process Guides
  • Response to Intervention
  • Section 504
  • Dyslexia
  • Explain the RtI implementation and folder review
    to be done at the campus level

3
Response to Intervention and Instruction RtI2
Framework
  • RtI2
  • Tier 1 Gen. Ed. High Quality Instruction
  • Tier 2 Gen. Ed. Targeted Instruction
  • Tier 3 504 Intensive Interventions
  • Tier 4 SPED Special Education

4
RtI What it is
  • RtI is a process of
  • providing high quality instruction and behavioral
    interventions,
  • including scientific research-based
    interventions, to students in regular education,
  • based on their individual needs, and then
  • monitoring their progress with the interventions
  • to determine whether the students response
    (i.e., rate of learning over time) is adequate to
    allow the student to meet state-approved
    grade-level standards within a reasonable period
    of time. (Walsh Anderson, 2008) (underlining
    chunking added)

5
RtI
  • Educational decisions are based on specific
    response data gathered on the interventions and
    strategies used with the child.
  • The RtI process allows for the district to
    monitor the progress of all students as well as
    the effectiveness of its educational programs and
    to address the needs of those students who are
    not being successful using specific data.
    (McCook, 2006)
  • RtI is a process for ALL students.
  • Bottom line RtIs function is to strengthen
    general educations curriculum and delivery of
    instruction for all students.

6
RTI2 How Experts View It
  • What is RtI?
  • http//www.youtube.com/watch?vhOkwkLLayyQfeature
    endscreen
  • http//www.youtube.com/watch?vApzX15USq2w
  • Framework of Supports http//www.youtube.com/watc
    h?v4erq74T1l8k

7
504
  • 504 is a civil rights law.
  • It does not guarantee an outcome.
  • It protects against discrimination because of a
    disability.
  • A school district cannot
  • Exclude,
  • Deny benefit to, or
  • Discriminate against
  • a person with disabilities.

8
504
  • 504 requires that school districts provide a
    free appropriate public education (FAPE) to
    qualified students in their jurisdictions who
    have a physical or mental impairment that
    substantially limits one or more major life
    activities. (OCR, Protecting Students with
    Disabilities) http//www2.ed.gov/about/offices/lis
    t/ocr/504faq.html
  • Has a record of such impairment, or
  • Is regarded as having such an impairment.

9
504
  • Major life activities
  • caring for one's self,
  • performing manual tasks,
  • walking,
  • seeing,
  • hearing,
  • speaking,
  • breathing,
  • learning,
  • working
  • eating,
  • sleeping,
  • standing,
  • lifting,
  • bending,
  • reading,
  • concentrating,
  • thinking, and
  • communicating.

10
504
  • Major bodily functions are major life
    activities, such as
  • the functions of the immune system,
  • normal cell growth,
  • digestive,
  • bowel,
  • bladder,
  • neurological,
  • brain,
  • respiratory,
  • circulatory,
  • endocrine, and
  • reproductive functions. (OCR, Protecting Students
    with Disabilities) http//www2.ed.gov/about/office
    s/list/ocr/504faq.html

11
504
  • As of January 1, 2009, school districts, in
    determining whether a student has a physical or
    mental impairment that substantially limits that
    student in a major life activity, must not
    consider the ameliorating effects of any
    mitigating measures that a student is using. 
  • Mitigating measures are medication, assistive
    technology, reasonable accommodations or aids or
    services, learned learned behavioral or adaptive
    neurological modifications, etc.
  • This is a change from prior lawmuch broader.
  • (OCR, Protecting Students with Disabilities)
    http//www2.ed.gov/about/offices/list/ocr/504faq.h
    tml

12
Take Time to Process
  • Write two sentences using all of the following
    words or phrases
  • process interventions
  • regular education effectiveness
  • data curriculum
  • Write an additional two sentences using all of
    the following words or phrases
  • discrimination impairment
  • major life activities mitigating measure
  • Share your four sentences with at least one
    person.

13
Process Implementation
  • Tier 1 High Quality Instruction
  • Tier 2 Targeted Interventions
  • Tier 3 Intensive Interventions
  • Tier 4 Special Education

14
Tier 1 High Quality Instruction
  • Tier 1 (RtI)
  • Uses universal interventions.
  • Implements whole class, general ed. curriculum.
  • Uses effective instruction and general ed. class
    environment.
  • Provides for early intervention.
  • Is effective for most students 80 to 90.
    (Hardcastle, 2006)

15
Tier 1- General Ed. Process
  • What programs, materials and strategies are being
    used in each core area in general education?
  • Are these programs, materials and strategies
    appropriate for the populations (ELL learners,
    migrants, struggling learners, etc.) being served
    at the campus?
  • Does the campus have baseline data for each core
    area?

16
Tier 1- General Ed. Process
  • What is being done for students who are
    exhibiting weaknesses or problems?
  • What about this student?
  • Is it a curricular issue? Why?
  • Have other factors been been investigated?
    (attendance, economic, familial, etc.)
  • If the student is still struggling, has the
    appropriate paperwork been filled out to proceed
    to Tier 2?
  • Is the parent aware that the student is having
    difficulty?
  • Are we using the Istation data?

17
Tier 2 Targeted Interventions
  • Supplements the core curriculum.
  • Uses data to recommend interventions.
  • Uses the problem solving process to identify the
    problems and find/develop solutions.
  • Targets individual/small group differentiated
    instruction.
  • Implements progress monitoring processes.
    (Hardcastle, 2006)

18
Tier 2 - Targeted Interventions
  • Have specific programs, materials, and/or
    strategies been identified to be used with
    students displaying needs in the core areas for
    Tier 2?
  • Are these programs, materials, and/or strategies
    appropriate for the populations being served at
    the campus?
  • Has a parent interview been conducted?
  • Does the Core Team have necessary student data to
    develop an Individual Intervention Plan (IIP)?

19
Tier 2 Targeted Interventions
  • Does the IIP identify the referring problem(s)
    and contain supportive data?
  • Are the interventions and strategies identified
    and are objectives stated in measurable terms?
  • Has the person in charge of monitoring been
    identified?
  • Have the frequency of monitoring and a growth
    rate been established?
  • Have the parents been advised of what the campus
    is doing?
  • If the student continues to struggle, has the
    Core Team met to modify the IIP?

20
Tier 2 Targeted Interventions
  • Has there been fidelity in the implementation of
    interventions and/or strategies identified in the
    IIP?
  • Has the IIP been implemented consistently?
  • Is there written documentation of the progress
    monitoring?
  • Is all of the data available in the students RtI
    folder?
  • If after a specified time (10 to 12 weeks), the
    student has not progressed, has the student been
    considered for Tier 3?

21
Tier 3 (504)
  • Interventions are more intensive and
    individualized.
  • The function is to find successful interventions
    through the development of the Individual
    Accommodations Plan (IAP)/Student Services Plan
    (SSP).
  • The student is identified as having a mental or
    physical impairment that substantially limits one
    or more major life activities.
  • A small percentage of the student population will
    be served at this tier. (Hardcastle, 2006)

22
Tier 3 504 Process
  • Has the 504 Team/Case manager ensured that
    appropriate paperwork is in place (parent notice
    and consent for 504 and/or At-risk for Dyslexia
    evaluation, parent rights) before the evaluation
    begins?
  • Has 504 Team gathered additional data to review
    and determine whether the student has a mental or
    physical impairment that substantially limits one
    or more major life activity?
  • If the student qualifies, has the 504 Team
    developed an Individual Accommodations Plan
    (IAP), now a Student Services Plan (SSP)?
  • Have the decisions and IAP (SSP) been sent to the
    parent?

23
Tier 3 - 504 Process
  • Has the IAP/SSP been implemented as agreed upon?
  • Has the IAP/SSP been monitored at least for 6 to
    8 weeks?
  • Have yearly updates, revisions been conducted as
    determined necessary and appropriate?
  • If a student continues to struggle, has a
    referral to Sp. Ed. been initiated?
  • If a student did not qualify or consent was not
    obtained, was the students case sent to Tier 2?

24
Tier 4 Special Education
  • Interventions are more intensive and
    individualized.
  • The student has a severe disability.
  • An Individual Educational Plan (IEP) is developed
    by the ARD Committee.
  • The smallest percentage (3 to 5) of the student
    population will be served at this tier.

25
Tier 4 Special Education
  • Has a request for a "Referral for Consideration
    of Special Education Full and Individual
    Evaluation" been completed?
  • Has the Sp. Ed. process been followed to continue
    with the referral?
  • http//buildingrti.utexas.org/rti-presentations/ge
    aring-up/
  • After the presentation, share the La Feria data.

26
To Think About . . .
  • Many process questions were included in the
    previous slides pertaining to the four tier
    processes.
  • On your handout, beside this slide write down two
    of these questions or your version of the
    question that concern you as you implement the
    tiers on your campus. Why do they concern you?
  • Write two questions with which you are very
    confident that your campus is doing very well.

27
Progress Monitoring
  • Each tier has a progress monitoring component.
  • For Tier 1, the campus decides how this will be
    documented. It may be related to TPRI/Tejas Lee,
    skills taught, CBAs, etc. ? Have universal
    screeners been given to all students?
  • How do you know that the student is/is not
    progressing
  • Can you show this data?
  • Are there any curricular issues?

28
Progress Monitoring
  • For Tiers 2 3, the progress monitoring depends
    on the IIP or IAP (SSP).
  • Has the IIP/IAP(SSP) been implemented
    consistently (as per frequency and length of time
    agreed upon at the meeting)?
  • Has the IIP/IAP(SSP) been implemented with
    fidelity (as per the training on the specific
    program or strategy)?
  • Were the plans delivered and implemented as
    written?
  • Is all the data readily available in the
    students folder?

29
Progress Monitoring
  • How many students have been exited from Tier 2?
  • How many students from Tier 3 have made progress
    so that they can be returned to Tier 2?
  • How many students are in Tiers 2 and 3?
  • How does the campus compare with other similar
    campuses? With district data?

30
To Think About . . .
  • Why is progress monitoring so critical to the RtI
    process?
  • Share your thoughts with two other people.
  • Do they agree with you?

31
Process Monitoring - Paperwork
  • Tier 1 Follow campus procedure as requested
    by campus administrator
  • Tier 2 Follow Campus Guide for RtI Task
    Performance Checklist" in the RtI Campus Guide,
    pages 3(3-1) to 3(3-3).
  • Tier 3 Follow "Section 504 Procedures
    Checklist,", Section 4 (4-1 to 4-4) and Section 5
    (5-1) 504 Campus Guide. For dyslexia, follow
    Section 3 (3-2 to 3-3) and Section 5 (5-1 to 5-2)
    in the Dyslexia Campus Guide.
  • Tier 4 Follow Sp. Ed. procedures.
  • "Just do it!" attitude will keep your campus out
    of legal problems.

32
To Think About . . .
  • Process monitoring is one main area that TEA/OCR
    will come and check if there is ever a complaint
    filed against the campus or district.
  • Remember to review those sections of your RtI
    Guide, especially when you do not recall with
    preciseness what the process is for a particular
    tier.
  • D. Richards mentioned that process protects all
    students. Sometimes it is even more
    important than services.

33
New Changes in the Section 504 Process
  • As mentioned previously, Congress has broadened
    the scope of Section 504.
  • More students may qualify but not necessarily
    need an IAP/ Student Services Plan.
  • When considering students under Section 504,
    mitigating measures (medications, accommodations,
    etc.) must be addressed. Section 504 Update, ESC
    1, Dave Richards, Sept. 10, 2013
  • http//www2.ed.gov/about/offices/list/ocr/docs/dcl
    -504faq-201109.html
  • http//www2.ed.gov/about/offices/list/ocr/504faq.h
    tml

34
New Changes in the Section 504 Process
  • The 4 questions to answer to determine Section
    504 eligibility are
  • Does the student have a physical or mental
    impairment?
  • Does the physical or mental impairment affect one
    or more major life activities (including major
    bodily functions)?
  • Does the physical or mental impairment
    substantially limit a major life activity?
  • Does the student need Section 504 services in
    order for his/her educational needs to be met
    adequately as those of non-disabled peers?

35
New Changes in the Section 504 Process
  • If all 4 questions are answered YES, then the
    student is eligible for 504 protection and a
    Services Plan.
  • If only the first 3 questions are answered YES,
    then the student is eligible for 504 protection
    but does not need a Services Plan at this time.
  • If any of the first 3 questions is NO, the
    student is not eligible for 504 protection nor a
    Services Plan.

36
New Changes in the Section 504 Process
  • Impairments that are Episodic or in Remission
    need to be addressed.
  • Episodic impairments are those that come and go
    during the school year, such as allergies,
    asthma, cystic fibrosis, migraine headaches, etc.
  • Look at the impact across a long time-frame, like
    a school year, not just now.
  • The episodic impairment does not have to be
    substantially limiting every day or month of the
    school year.

37
New Changes in the Section 504 Process
  • Impairments in Remission are those that once were
    substantially limiting, but have not returned,
    yet could return.
  • Some examples of impairments in Remission are
    cancer, hepatitis, multiple sclerosis, and
    Crohns Disease.
  • A service plan may not be necessary for students
    with impairments in Remission. Nonetheless, these
    students are monitored.

38
To Remember During theSection 504 Process
  • Least Restrictive Environment (LRE) applies to
    504education at school with peers is favored
    over education at home without peers when both
    are possible.
  • Accommodation or services beyond the ordinary
    must be justified by data that goes beyond the
    ordinary. It must be shown why it is necessary.

39
On Current Court Cases Lessons Learned
  • 504 does not require a medical diagnosis for
    qualifying a student.
  • Parents do not have the duty to evaluate. If the
    parent does not give necessary information, the
    school district still has the duty to evaluate!
  • For 504 cases, parental consent is required for
    initial evaluation only. It is not required for
    eligibility.

40
On Current Court Cases Lessons Learned
  • Make sure staff and students are trained on what
    constitutes harassment and the districts
    position on the matter.
  • Use common sense, pay attention and take action
    when confronted with inappropriate behavior.
  • When facts on a student change, make sure that
    the students IIP/IAP also change.
  • OCR looks at procedure. When are
  • parents given Notice of
    Rights?

41
On Current Court Cases Lessons Learned
  • Always use data to make decisions. One set of
    data is not enough.
  • Make sure to consider students on an individual
    basis when looking at health plans vs. IAP.

42
New Changes in the Section 504Process Gen. Ed.
Homebound
  • General Education Homebound (GEH) services follow
    the current Student Attendance Accounting
    Handbook guidelines and also the 504 process
  • There has to be a medical diagnosis given by a
    physician licensed to practice in the U. S.
  • The 504 Committee reviews current evaluation data
    along with the physicians form to determine
    eligibility. There must be a 504 evaluation.
  • "Over the course of the students confinement at
    home or hospital bedside, the student must be
    provided instruction in all the courses,
    including elective courses, in which the student
    is enrolled."   (emphasis added)

43
New Changes in the Section 504 Process
  • According to D. Richards, this does not mean
    every class, every day, every week.
  • It does mean that elective courses, such as CTE,
    band, and PE, will also need to be addressed
    while the student is homebound.
  • Suggestions offered were distance learning,
    computer software programs, on-line instruction
    and telephone conferences with classroom
    teachers.
  • The Committee will need to address the direct
    1-to-1 instruction time (4 hours weekly earn 5
    full days) and optional, additional services.

44
Lets Do . . .
  • Inside-Outside Circle
  • Questions
  • How is mitigating measure related to 504
    eligibility?
  • What is the significance of Congress broadening
    the scope of Section 504 at your campus?
  • Compare episodic and in remission.
  • How will the new mandate for General Education
    Homebound requiring electives to be addressed as
    part of the services affect your campus?

45
Review Changes with the New UpdatedProcess Guides
  • Guide Response to Intervention
  • Guide 504
  • Guide Dyslexia
  • Get out those binders!

46
Campus and Folder Review
  • Review
  • Tier 1 (general education programming)
  • Tier 2 (student lists, interventions,
    accommodations, progress monitoring, and process
    implementation)
  • Tier 3 (student lists, interventions,
    accommodations, progress monitoring, and process
    monitoring)
  • To Tier 4 (process implementation)

47
Campus and Folder Review
  • Review any parental concerns/complaints about the
    RtI process at the campus
  • Monitor selected student folders at Tiers 2 and 3
    as well as those going to Tier 4
  • Identify areas of need and strength for the RtI
    campus process, implementation and monitoring of
    student performance
  • Report preliminary campus findings to campus
    administration before exiting campus
  • Report final campus findings and recommendations
    to district and campus administration at the
    Debriefing Meeting

48
Before You Leave . . .
  • Answer the following questions and be prepared to
    share with a partner/group
  • What are the 3 most important things I have
    learned today?
  • What are the 2 most important things that need to
    change at my campus?
  • What is the first thing I need to do in reference
    to RtI when I get back to campus?
  • When will I do it?

49
Response to Intervention (RtI) Inservice for
Core Team Membership
  • Thank
  • you
  • for
  • your
  • participation!!!
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