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Hubbertville School RTI Plan Response To Intervention
Posted On:
Tuesday, November 19, 2013

 

 

 

 

 

 

Fayette County School System’s

RtI Plan

Hubbertville School

 

Revised October 20 

 

Table of Contents

 

RtI:  PST Committee Members 3

Introduction and Overview 4

Alabama’s Tiered Instruction a and Intervention Model 7

Steps in the Problem solving Process 15

Benchmarks and Goals 16

Problem Solving Team Actions 17

Procedures for Implementation 18

RtI Forms 19

 

Appendix A-1 20

Appendix A-2 21

Appendix A-3 22

Appendix B-1 23

Appendix B-2 24

Appendix C 25

Appendix D-1 26

Appendix D-2 27

Appendix E 28

Appendix F 30

 

 

 

 

 

 

 

 

 

 

 

Problem Solving Team (PST)  Members

 

·         Dustin Silas, Assistant Principal

·         Renea Brand, Classroom Teacher

·         Amanda Tranum, Classroom Teacher

·         Lynn Roby, Classroom Teacher

·         Lee Parson, Jeff Rutledge, Special Education Teacher

·         Cindy Tucker, Classroom Teacher

·         Diane Fisher, Counselor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction and Overview

 

Response-to-Instruction (RtI) is the process of aligning appropriate assessment with purposeful instruction for all students. Response to Instruction is based in the general education classroom where teachers routinely implement a strong and rigorous standards-based learning environment. The tiered approach to providing layers of intervention for students needing support requires a common understanding of system-wide, non-negotiables in term of instructional practices. 

 

RtI is understood to be an evidence-based approach to providing early intervention to struggling learners in general education settings. Its core principles are that Tier 1 evidence-based instruction is provided with fidelity, student progress is monitored frequently, students’ responsiveness to instruction is evaluated, and instruction is adapted as needed (National Association of State Directors of Special Education, 2005; Vaughn & Fuchs, 2003). It has come to the forefront of education reform efforts in recent years, with both federal legislation and state initiatives promoting use of RtI and similar initiatives. RtI has promise in serving as a mechanism to address NCLB and IDEA 2004 mandates, concerns about traditional special education identification procedures, the disproportionate representation of minorities in special education, the integration of general and special education, and the delivery of evidence-based programs to students.

 

 

The RtI process includes several key components:

 

·         Evidence-based instruction as the core of classroom pedagogy.

·         Evidence-based interventions utilized with increasing levels of intensity based on progress monitoring.

·         Variety of ongoing assessment data to determine which students are not meeting success academically and/or behaviorally.

·         Faculty and staff instructional teams in each school serve as the driving force for instructional decision making in the building.

·         Purposeful allocation of instructional resources based on student assessment data.

 

All students participate in general education learning. Students requiring interventions to meet individual learning expectations will receive support through a systematic and purposeful process. The number of students requiring interventions will decrease as the level of intensity of the intervention increases.

Introduction and Overview

 

What is Response to Instruction (RtI)?

RtI integrates core instruction, assessment, and intervention within a multi-tiered system to maximize student achievement and reduce behavior problems. Through implementation of RtI, schools identify and monitor students at risk, use problem-solving and data-based decision making to provide research-based interventions and adjust

the intensity of interventions based on the student’s response. Response to Instruction done well at the classroom level will provide data from which educators can make instructional decisions for individuals and groups of students. Given high quality decisions, RtI shows promise in supporting all students, especially those at risk of failing to achieve state performance standards.

 

 

What are the Core Principles of RtI?

• Students receive high-quality, research-based instruction by qualified staff in their general education setting.

• Use of a multi-tiered model of service delivery facilitates differentiated instruction and early intervening services for struggling learners.

• Movement between tiers should be guided by a data-driven decision-making process.

• Universal screening and progress monitoring are the basis for instructional decisions.

 

How is behavior addressed in the RtI model?

Positive Behavior Supports (PBS) is a national research-based model for reducing discipline referrals, reducing the number of students suspended and/or expelled, reducing the number of students in special education, and improving student achievement. PBS uses a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research validated practices and the environments in which teaching and learning occur. This model is consistent with RtI principles.

 

The goal of PBS in Fayette County Schools is to enhance the capacity of schools to educate all students, especially those with challenging social behaviors, by establishing an effective continuum of PBS systems, data, and practices model. The proactive design for PBS is to address the needs of students in Tier I, whole school/district; Tier II, strategic interventions for students with challenging behavior; and Tier III which addresses the more serious behaviors that often require functional behavior assessments and behavior intervention plans.

 

Key Elements of PBS

Effective, efficient, and relevant school wide discipline is based on a balance of four key elements:

1. Clearly specified outcomes that are related to academic achievement and social competence.

2. Data-based decision making that guides selection and modification of curricula and practices, evaluation of progress, and enhancement of systems.

3. Evidence-based practices that have a high probability of outcome achievement for students.

4. Systems that support adult adoption, high fidelity implementation, and sustained use of effective practices.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction and Overview

 

Who are the key players and what are their roles?

 

Central Office Leader—Know the Response to Instruction process and support the implementation through a vision of outcome-based service delivery and tangible support for a successful effort.

 

Principal—Know the Response to Instruction process and support the implementation through a vision of outcome-based service delivery and resources for successful implementation.

 

Building Level Data Specialist—Gather and organize data and provide coaching for data interpretation. Monitor and organize the problem-solving process. It’s best that this person does not have fulltime classroom responsibilities.

 

General Education Teacher—Implement instruction and interventions with fidelity, evaluate, and identify students who are at risk and adhere to decision-making protocol adopted at the district and school level.

 

Special Education Teacher—Collaborate with general education teacher to support core instruction and small group interventions and adhere to decision-making protocol adopted at the district and school level.

 

Specialist and Support Staff—Collaborate with general education teacher to support core instruction and small group interventions and adhere to decision-making protocol adopted at the district and school level.

 

Parent/Families/Guardians—Collaborate with teachers regarding identified need, share information about child and family as appropriate, and support student learning at home.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Response to Instruction (RtI) is based on a multi-tier approach to meeting the needs of all students.

 
   

 

 

 

 

 

 

 

 

 


 

 

 


 

 

 

 

 

 
   

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                               

 

 

 

 

 

 

 

 

 

 

RtI Tier I

 
   

 

 

 

 

 

 

 


What is Tier I Instruction?

 

Tier I instruction is core instruction delivered by the general education teacher and should meet the needs of 80% of students in the classroom through high quality researched based core instruction.

 

What are the Standards for Tier I Instruction?

 

At FES the expectations for high quality instruction that is delivered with fidelity has been defined in the non- negotiable in terms of instructional practices of “Teaching, Learning. Monitoring” and outlined in school walk through form.

 

What Are the Universal Screeners Used in Tier I?

 

Universal Screeners are used to measure effectiveness of Core Instructional.  Some examples of Universal Screeners for academics are DIBELS, Global Scholar, Alabama Reading and Mathematics Test and Stanford 10 state assessments, curriculum based assessments based on the Course of Study.  An example of Behavior Universal Screeners is response to Tier I school wide Positive Behavior Support program.

 

What Does Research Indicate the Expectations are at Tier I?

 

Research shows that 80% of students should be successful with evidence based differentiated instruction implemented with fidelity in the classroom.

 

What Should I Do If Students Do Not Meet Standards Based on Universal Screeners?

 

Students who need additional interventions based on Universal Screeners for all students should be referred to your Tier II Problem Solving Teams at your school. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RtI Tier II

 
   

 

 

 

 


 

 

 

Who are the key players on a Problem Solving Team (PST)?

PST membership must include administrators and classroom teachers.  Teams may also include special education teachers, literacy/ reading coaches, school counselors, and specialists. PSTs are usually best accomplished by grade level teacher teams or department teams. The number of PSTs in a school will be determined by each school’s needs.

Who makes the decision to refer a student to a Problem Solving Team (PST)?

Classroom teachers, grade level teams, administrators and counselors may refer a student to a PST.

When should a student be referred to a Problem Solving Team (PST)?

·         If a student is screened for academic, attendance and behavioral concerns, and is identified as being high-risk for being unsuccessful, that student should be referred to a PST. Three times a year, fall, winter and spring, teachers will review data on student performance (DIBELS, Global Scholar, etc) and other indicators such as attendance, in order to evaluate the effectiveness of core instruction implementation.

·         Once instruction begins, if a student exhibits little or no success with Tier I interventions, the student should be referred to a PST.

o   In the initial referral to a PST, the teacher must provide the following:

§  Student work samples

§  Results of universal screening and progress monitoring

§  Student attendance

§  Parent contact logs

§  Any other available documentation

How should parents be involved in Tier II?

Parents must be notified by the referring teacher that additional intervention may be needed for the student.  A parent letter and progress reports will be sent to notify parents of intervention and prgress.  Documentation of parent contact through phone calls, written communications, etc., must be provided by the referring teacher.


RtI – Tier II

 

What are the steps in the process?

 

 


RtI – Tier II

 

What services should be provided to a student in Tier II?

Tier II interventions are designed for students who are not adequately progressing in Tier I instruction.  These interventions provide additional attention, focus, and support and usually take place in the general education classroom.  Tier II interventions should begin as soon as possible after students have been identified through screening or benchmark assessments and should be monitored regularly.  Materials and strategies should be specialized, research or evidence-based interventions that are based on the needs of the students. Steps should be taken to ensure interventions are implemented with fidelity.  Materials and strategies should also be aligned with Tier I instruction and should include more opportunities for modeling, providing examples, corrective feedback, and student practice.

Teachers can maximize instruction by offering each student the following:

Academic Interventions

Behavioral Interventions

  • Opportunities for re-teaching in short sessions using a brisk pace.
  • Opportunities for multiple, flexible grouping of students.
  • Adjust and extend time on task for students with skill deficits.
  • Drill repetition and/or practice review using technology or supplemental resources to allow students to access content in multiple ways.
  • Opportunities for completing tasks in smaller steps.
  • Increased opportunities for concept reinforcement using visuals, charts and models.
  • Assign students to Check and Connect to provide increased mentoring and monitoring of behavior.
  • Provide regularly scheduled small group counseling sessions.
  • Re-teach behavioral expectations thoroughly and reinforce on a regular basis.
  • Provide increased positive, active supervision.
  • Reduce the amount of down time between activities.
  • Intervene quickly at the first sign that the student is losing control.
  • Allow time for students to refocus and regain control.

Tier II Intervention is explicit, systematic, and aligned with Tier I instruction.  Instructional interventions are differentiated, scaffolded, and targeted based on the needs of individual students as determined by assessment data.

Tier II instruction for enrichment should contain sufficient depth, breadth, and complexity to increase individual student skills and concept formation.

How should progress with Tier II interventions be monitored?

Assessment should be more focused, diagnostic in nature, and should be based on specific skill needs.  Results should lead directly to intervention services.  Once an intervention is in place, response to the intervention should be monitored regularly (i.e. bi-weekly or weekly).

When selecting assessments at the Tier II level, the focus should be on identifying the specific skills that need work and how to best meet specific academic or behavioral needs.  Discussion of student progress in Tier II should take place formally in team meetings as well as informally between the general education teacher and interventionist or specialized teachers. 

 

 

 

 

 

 

 

 

RtI Tier III

 

 
   

 

 

 

 


                        

 

 

What does Tier III mean?

 Tier III interventions are designed for students who are not responding to Tier I or II instruction and interventions.  These interventions should be provided by a specialized teacher who is highly skilled in the area of weakness.  Materials and strategies should be specialized research or evidence-based interventions based on the needs of the students who will receive the intervention.

 

Tier III interventions should be provided by a specialized teacher/counselor or special education teacher who is highly skilled in the particular area of weakness.

 

Tier III interventions usually take place outside the general education classroom (could be before or after school).

 

What services should be provided in Tier III?

Tier III interventions are intended for students with significant deficits or underachievement and require the most intensive services available. A decision to move a student to Tier III interventions is determined by a problem-solving team after several documented individualized interventions in Tier II have resulted in limited progress (i.e., achievement gap between student’s progress and expected benchmark remains significant).  The interventions in Tier II are skill specific and should be delivered by someone highly skilled in that area.  (See List of Academic Interventions/ Behavior Interventions attached).

 

What type and how often should a student be progressed monitored at Tier III?

The frequency of assessment should increase in Tier III to weekly or biweekly.  There is an extreme sense of urgency; therefore, the response to the intervention should be monitored more frequently.  Communication and interpreting progress monitoring data occurs most easily through graphing student progress.  The graph serves as a convenient performance record that can be easily understood by teachers, administrators, parents, and students.

 

Decisions regarding Tier II intervention services are determined by a Student Support Team and should be based on diagnostic assessments and progress monitoring.  Plans should be made by the team to review student progress on a regular basis in order to make timely instructional decisions.  When teams are discussing prescriptive interventions at Tier III, they should consider a reasonable target for the student within a specified period of time to implement the intense services.  If the student is successful with the intervention and demonstrates sufficient progress the team may consider whether the student is able to move to Tier I or Tier II.  If the student does not make sufficient progress in Tier III, the team may consider several options, including referring the student for a special education evaluation.  It is imperative that proof is available to confirm that the interventions were implemented with fidelity.

 

What does grouping look like at Tier III?

Intensity of instruction is increased by increasing the amount of time provided to the student per day and decreasing the group size.

 

How long should Tier III plans last?

In the case of school-based referrals the School-wide Student Support Team will develop Tier III Plans with the help of the student’s parent/guardian.  Documentation from Tier I and Tier II Plans must be provided prior to consideration for Tier III plans by the SSST.  Data from progress monitoring, including behavior and academic, must be included.  A student may continue on the Tier III plan indefinitely.  Movement between tiers should be fluid.  According to Alabama Administrative Code, “Before a child is referred for special education services, pre-referral intervention strategies must be implemented in the general education program and monitored [ by the Student Support Team ] for a minimum of eight weeks and be determined unsuccessful.”  Therefore, the Tier III plan must be implemented for a minimum of eight school weeks (i.e. 40 instructional days).

 

What about parent referrals for students to be evaluated for Special Education Services? (IDEA)

In the case of parent referrals the School-wide Student Support Team will invite the parent to help develop a Tier III plan and inform the parent about the referral process.  After the plan is developed and data is collected a MET will be scheduled and a Referral for Evaluation will be considered.  If the Referral for Evaluation is accepted at the MET, the Tier III plan will be implemented simultaneously with evaluation process.  If the parent referral is not accepted the SSST will reconvene to determine the appropriate plan for the child.

 

Who are the members on the School-wide Student Support Team?

This committee comprises faculty/staff from the entire school-across grade levels and subject areas.  The following individuals will be on the SSST:

Administrator – principal or assistant principal

Teacher requesting support (i.e. general ed. teacher of the child)

Counselor

At least one teacher

Auxiliary members may include, but are not limited to:  special ed. teachers, paraprofessionals, reading coaches, school nurse, OT/PT, graduation coaches.

 

What about students who are declassified from IDEA services?

Once a child is no longer eligible for special education services, they will be referred to the School-wide Student Support Team to determine support needed for the student to transition back to the classroom.  Accommodations that were in the student’s last Individual Education Plan (IEP) will be included in the plan. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tier III Services

Academic Interventions

 

Tier I instruction with additional scientifically researched based programs in area of deficiency (Math/Reading)

 

One-on-One intensive instruction in area of deficiencies

 

Small group instruction for additional reinforcement

 

 

 

Behavior Interventions

 

Functional Behavior Assessment

 

Behavior Intervention Plans

 

One-on-One Check-“n”- Connect Program

 

Individualized Positive Behavior Support Awards Program to acknowledge appropriate behavior.

 

Small group instruction in conflict resolution, anger management or social skills class based on need.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Team Actions for the Continuum of Instruction

 

Tier I

Tier II

Tier III

1.          Universal screening or benchmarking conducted at school level.

2.          Evidence based curricula and strategies in place for all students and differentiation documented through the general education environment.

3.          At risk students identified in an area of instructional delay (language, academics, behavior).

4.          Data gathered and analyzed by classroom general education teacher for decision making that indicates a need for Tier 2 interventions.

5.          Notify parents of student progress.

  1. Parents notified that additional intervention may be needed for student.  Required documentation-RtI Student Plan.
  2. Document parent contact through phone calls, written communications, etc.
  3. Progress monitoring to determine if a change in delivery or strategy is required.   Required-Parents must be notified of progress.
  4. If data indicates regression or no progress, the teacher will refer student to the Problem Solving Team
  1. Additional interventions deemed by the Problem Solving Team.
  2. Baseline and progress monitoring data from Tier II are analyzed to create specific goals for student improvement.
  3. Problem Solving Team may determine the need for additional information on the student.
  4. Members of Problem Solving Team collaborate to identify specific interventions to utilize with the student.
  5. Student Support Team may initiate a referral to special education if the intervention plan and its revisions are not successful in helping the students meet the goals after a minimum of 40 instructional days.
       

TEAM MEMBER ROLESTeam members should serve in the following roles to facilitate the work of the team:

  • Chairperson (Dustin Silas, Assistant Principal)(Diane Fisher, Counselor)
    • Determine which students will be reviewed during each meeting.
    • Share student list with team members prior to the meeting.
    • Invite teachers of students who will be reviewed to attend the meeting if they are not part of the team.
  • Secretary (Amanda Tranum, Teacher)
    • Record decisions made regarding each student reviewed.
    • Generate parent progress reports.
  • Timekeeper (Renea Brand, Teacher)
    • Allocate time available to discuss each student.
    • Help to ensure that the team budgets time efficiently and that the meeting concludes at the agreed upon time.
  • Data Manager (It may be best that this individual does not have full-time classroom responsibilities.) (Lynn Roby-Teacher, Lee Parson-Special Education Teacher, Cindy Tucker-Teacher)

o   Present and explain progress monitoring data graphs for each student discussed by the team.

o   Gather Student Intervention Documentation forms from intervention teachers for PST review.

 

 

 

 

 

 

Procedures for Implementation at Hubbertville School

 

I.)                   Placement of Students in Tiers II and III

a.        At Hubbertville School, the PST will place students in Tier II under the following conditions:

                                             i.      If students have not passes all portions of the AHSGE.

                                            ii.      If students have posted scores of Level I or II on any portion of the ARMT test, Aspire, or have been identified as “low average” or “below average” on Global Scholar.

                                          iii.      If students have evidenced academic/behavioral difficulties within the classroom settings. The PST will assist classroom teachers in developing and implementing scientifically and researched based strategies and programs.

b.       At Hubbertville School, the PST will place students in Tier III upon the referrals of classroom teachers, who will document the rationale for their referrals using the “Problem Solving Team (PST) Student Intervention Plan Form.”

II.)                  Parental Notification: Student Placement in Tier III

a.        At Hubbertville School, the PST will provide written notification to those parents of students receiving Tier III interventions.

b.       At Hubbertville School, the PST will provide this notification at that conclusion of six-weeks grading periods.

c.        At Hubbertville School, the PST will include a detailed report of student grades for the classes in which the PST incorporated Tier III interventions.

III.)                Tier III Intervention Plan

a.        At Hubbertville School, the PST will recommend the implementation of the following Tier III intervention plan for grades 7-12.

                                             i.      The PST will recommend that school administrators institute two additional club schedules, preferably on Tuesdays and Thursdays.  These two additional club schedules will provide approximately one hour of Tier III intervention per week.

                                            ii.      On these club schedule days, students in need of Tier III interventions will report to computer labs to complete assignments with scientifically and researched based strategies and programs, such as Global Scholar, My Reading Coach, and Scott Foresman My Sidewalks.  Teaches will have previously posted these assignments for students.

                                    iii.A certified highly qualified teacher will supervise this intervention, providing instruction as needed.

                                    iv.      At the conclusion of each week the teacher will submit the progress to the PST.

                                      v.      At Hubbertville School, the PST will recommend the implementation of the following Tier III intervention plan for grades K-6:

                                    vi.      Students receiving Tier III interventions will participate in Global Scholar, My Reading Coach, My Sidewalks, or any other scientifically based program. Highly qualified teachers will provide Tier III instruction. The instruction will be provided by a different teacher other than their Tier II instructor.

 

 

 

RtI Forms

 

 

APPENDICES A – F

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FAYETTE COUNTY APPENDIX A-1 (SDE Appendix C-1)

K-3 Reading or Math Tier 1 or 2 Walkthrough

 

Teacher_________________________________________ Grade Level______ Date__________

 

Person Completing this Walkthrough/Observation_______________________________________

 

Rating Scale: 1 = minimal evidence noted;   2=evidence noted;   3 = outstanding implementation

************************************************************************************************************

Classroom Environment

__  Classroom is arranged to accommodate whole group instruction, teacher-led small group instruction, and independent student centers.

 

__  Daily Class Schedule is posted which includes the agreed upon minimum number of minutes of core academic instruction (reading and math) plus an additional block of time for intervention.

 

__  Displays, including student work and curriculum materials (e.g., math facts, formulas, visual representations, word banks, posters, vocabulary lists), reflect the current instructional topic or theme.

 

Materials

___  Evidence exists of program materials being used as designed.

 

___  Teacher uses the Teacher’s Edition during instruction.

 

Teacher Instruction

___  Teacher follows the selected program’s instructional routines as designed.

 

___  Teacher fosters active student engagement and motivation to learn.

 

___  Classroom behavior management system is effective in providing an environment conducive to learning.

 

___  Transitions are smooth and quick.

 

Small Group, Differentiated Instruction

___  Small group instruction is provided at different levels depending on student need.

 

___  At independent student learning centers, students are working on activities that directly build reading or math skills.

 

___  Student products are completed and submitted as appropriate.

 

___  Centers are clearly defined and labeled.

 

Classroom Environment

___ Teacher and student interactions are mutually respectful and positive in tone.

 

___ Evidence exists that the teacher provides all students with an opportunity to learn.

 

___ Evidence indicates that the teacher implements activities that support student diversity.

 



 

READING

Phonemic Awareness

____ Grade-level appropriate activities are apparent

 

Phonics

___  Grade-level appropriate activities are apparent

 

Fluency

___  Grade-level appropriate activities are apparent

 

Vocabulary

___  Grade-level appropriate activities are apparent

 

Comprehension

___  Grade-level appropriate activities are apparent

 

 

 

_________________________________________
Principal's signature

 

MATH

Conceptual Understanding

____  Grade-level appropriate activities are apparent

 

Computational Facility and Fluency

____  Grade-level appropriate activities are apparent

 

Problem Solving

____  Grade-level appropriate activities are apparent

 

Fractional Relations

____  Grade-level appropriate activities are apparent

 

Geometry and Measurement Concepts

____  Grade-level appropriate activities are apparent

 

 

 

____________________________________________
Teacher's signature


 

FAYETTE COUNTY APPENDIX A-2 (SDE Appendix C-2)

Grade 4-12 Strategic Teaching Walkthrough

(use for Tiers I and II)

 

Teacher_______________________________ Subject__________________ Date__________

 

Person Completing this Walkthrough/Observation_____________________________________

 

Rating Scale:  1 = minimal evidence noted; 2=evidence noted; 3 = outstanding implementation

************************************************************************************************************

Classroom Setting

_____  Classroom is arranged to accommodate whole group instruction and small group/partner student work.

_____  Displays and curriculum materials (e.g., word walls with content vocabulary, posters, scoring rubrics, routines/procedures

 

Materials

_____  Evidence exists of various materials being used to facilitate student engagement/learning

         ___ textbook     ___computers     ___ other print materials  ___ objects   ___ lab/activity sheet

         ___ content-specific manipulatives  ___ overhead/flip chart   ___ video  ___ graphic organizer.

 

Teacher Instruction

 

____ Content teaching strategies (introduce, define, or explain a concept; relate a concept to other concepts; assist students in recalling concepts; quality questing, etc.)

 

____ Learning strategy instruction (before, during, and after strategies; vocabulary strategies)

 

____ Interaction with students during small-group activities (listening, use of neutral comments)

 

____ Evidence of differentiated strategic teaching (recognition of student needs, intentional grouping)

 

____ Instruction that includes student writing about content-area learning

 

____ Posted or assigned student work that exhibits thinking about texts

 

Student Actions

 

____ Evidence of student engagement

 

____ Partnered learning strategies (turn & talk, jigsaw modified, numbered heads together, 3 part interview)

 

____ Evidence of collaborative small-group or partner reading/writing/learning

 

____ Evidence of active versus passive learning

 

Classroom Environment

______ Teacher and student interactions are mutually respectful and positive in tone.

 

______ Evidence exists that the teacher provides all students with an opportunity to learn.

 

______ Evidence indicates that the teacher implements activities that support student diversity.

 

Strategies observed during walkthrough:

 

 

 

 

 

 

 

___________________________________   _____________________________________
Principal's signature             Teacher's signature

 

 

FAYETTE COUNTY APPENDIX A-3 (SDE Appendix C-3)

TIER III Intervention Walkthrough

(use for Tier III)

 

Teacher_______________________________________ Grade Level______ Date__________

 

Intervention being provided_____________________________________________________

 

Person Completing this Walkthrough/Observation_____________________________________

 

Rating Scale:    1 = minimal evidence noted;    2=evidence noted;   3 = outstanding implementation

*************************************************************************************************************

Classroom Setting

_____  Space is appropriate for intervention implementation.

 

Materials

_____  Evidence exists of program materials being used as designed.

 

_____  Teacher uses the Teacher’s Guide during intervention.

 

Teacher Instruction

_____  Teacher follows the selected program’s instructional routines as designed.

 

______ Evidence exists that activities are student goal directed.

 

_____  Teacher fosters active student engagement and motivation to learn.

 

______  Classroom behavior management system is effective in providing an environment conducive to learning.

 

_____  Transitions are smooth and quick.

 

Student Actions

 

____ Evidence of active versus passive learning

 

____ Evidence of student engagement

 

Classroom Environment

______ Teacher and student interactions are mutually respectful and positive in tone.

 

______ Evidence exists that the teacher provides all students with an opportunity to learn.

 

______ Evidence indicates that the teacher implements activities that support student diversity.

 

Other comments:

 

 

___________________________________                       ________________________________
Principal's signature                                                 Teacher's signature

 

 

 

 

FAYETTE COUNTY APPENDIX B-1 (SDE Appendix D-1)

INTERVENTION NEEDS ASSESSMENT PROFILE-ELEMENTARY

 

Student:_______________________________Date of Birth:_________ Grade:______

 

School:________________________________Date of Review:___________________

 

Intervention Team Members: ______________________________________________

 

 

Area Assessed

High Risk

SS Below 80

Percentile < 10

Moderate Risk

SS 80-90

Percentile 11-24

Low Risk

SS >90

Percentile >25

Cumulative Data

High stakes testing

(i.e. SAT10, ARMT, etc)

 

 

 

Cumulative Data

High stakes testing

 

 

 

 

Cumulative Data

High stakes testing

)

 

 

 

Screening

 Data-Reading

R-CBM –passages

(DIBELS, AIMSWEB, STEEP, etc)

 

 

 

Screening

 Data-Reading

Mazes

(AIMSWEB, STEEP, etc)

 

 

 

Screening

 Data-Math

M-CBM – calculation

(AIMSWEB, STEEP, etc)

 

 

 

Screening

 Data-Math

Math Concepts and Applications

(AIMSWEB, STEEP, etc)

 

 

 

 

 

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

 

Grades  /  Grades Repeated

___________________________________________________________________________

 

Intervention History:

            Date(s)                    Intervention                                                                           Results

 

 

 

 

Intervention Recommendations:

            Date(s)                          Intervention                                                                         Results

 

 

 


FAYETTE COUNTY APPENDIX B-2 (SDE Appendix D-2)

INTERVENTION NEEDS ASSESSMENT PROFILE-SECONDARY

 

Student:_______________________________Date of Birth:_________ Grade:______

 

School:________________________________Date of Review:___________________

 

Intervention Team Members: ______________________________________________

 

 

Area Assessed

High Risk

SS Below 80

Percentile < 10

Moderate Risk

SS 80-90

Percentile 11-24

Low Risk

SS >90

Percentile >25

Cumulative Data

High stakes testing

(i.e. SAT10, ARMT, AHSGE, etc)

 

 

 

Cumulative Data

High stakes testing

 

 

 

 

Cumulative Data

High stakes testing

 

 

 

 

Cumulative

 Data

High stakes testing

 

 

 

 

Screening

 Data-Reading

R-CBM –passages

(DIBELS, AIMSWEB, STEEP, etc)

 

 

 

Screening

 Data-Reading

Mazes

(AIMSWEB, STEEP, etc)

 

 

 

Screening

 Data-Math

M-CBM – calculation

(AIMSWEB, STEEP, etc)

 

 

 

Screening

 Data-Math

Math Concepts and Applications

(AIMSWEB, STEEP, etc)

 

 

 

 

 

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

Additional

Assessment

 

 

 

 

 

:

Grades  /  Grades Repeated

____________________________________________________________________________

 

Intervention History:

            Date(s)                    Intervention                                           Results

 

 

 

 

 

 

 

Intervention Recommendations:

            Date(s)                          Intervention                                     Results

 

 

 


FAYETTE COUNTY APPENDIX C (SDE Appendix I-1)

Student Intervention Documentation Form (SID)

School Year:___________________

Attendance Key:

P=Student Present

A= Student Absent

TA= Teacher Absent

NS=No school

 

 

 

School:____________________________________

 

Student:______________________________________________  Grade:__________ 

 

Intervention:___________________________________Goal:____________ ROI:____

 

Intervention Provided by:___________________________________  Tier: __________

 

WK

Date

M

T

W

Th

F

PM Data

ROI

Team Recommendations (continue/intensify/dismiss)

Progress Report to Parent

1

 

 

 

 

 

 

 

 

 

 

2

 

 

 

 

 

 

 

 

 

 

3

 

 

 

 

 

 

 

 

 

 

4

 

 

 

 

 

 

 

 

 

 

5

 

 

 

 

 

 

 

 

 

 

6

 

 

 

 

 

 

 

 

 

 

7

 

 

 

 

 

 

 

 

 

 

8

 

 

 

 

 

 

 

 

 

 

9

 

 

 

 

 

 

 

 

 

 

10

 

 

 

 

 

 

 

 

 

 

11

 

 

 

 

 

 

 

 

 

 

12

 

 

 

 

 

 

 

 

 

 

13

 

 

 

 

 

 

 

 

 

 

14

 

 

 

 

 

 

 

 

 

 

15

 

 

 

 

 

 

 

 

 

 

16

 

 

 

 

 

 

 

 

 

 

17

 

 

 

 

 

 

 

 

 

 

18

 

 

 

 

 

 

 

 

 

 

19

 

 

 

 

 

 

 

 

 

 

20

 

 

 

 

 

 

 

 

 

 

21

 

 

 

 

 

 

 

 

 

 

22

 

 

 

 

 

 

 

 

 

 

23

 

 

 

 

 

 

 

 

 

 

24

 

 

 

 

 

 

 

 

 

 

25

 

 

 

 

 

 

 

 

 

 

26

 

 

 

 

 

 

 

 

 

 

27

 

 

 

 

 

 

 

 

 

 

28

 

 

 

 

 

 

 

 

 

 

29

 

 

 

 

 

 

 

 

 

 

30

 

 

 

 

 

 

 

 

 

 

31

 

 

 

 

 

 

 

 

 

 

32

 

 

 

 

 

 

 

 

 

 


FAYETTE COUNTY APPENDIX D-1 (SDE Appendix J-1)

SAMPLE PARENT LETTER EXPLAINING INTERVENTION INITIATION

 

School Letterhead

Date

Dear Parent/Guardian,

 

All students in Alabama schools are provided with standards-based, research-validated core academic instruction accompanied by classroom behavioral supports.  A tiered system of academic and/or behavioral assistance or intervention is provided based upon identified student needs.  Interventions typically include specialized, research-based teaching strategies provided within the classroom or in small-group settings.  As required by the Alabama Department of Education, a problem solving team consisting of teachers, administrators, and other support personnel reviews student data regarding need for assistance; recommends the type of assistance to be provided; reviews data reflecting progress being made by students; and informs parents of this progress and of any recommendations regarding needed changes in interventions. 

 

The Your School System is using the XYZ Benchmarking and Progress Monitoring System (whatever you are using) to check student performance in reading and math so we can provide help to students as needed.  Based on the first assessment, we have decided that your child would benefit from assistance or intervention.  We will be providing this assistance daily and will be checking your child’s progress weekly (or whatever schedule your system decides to utilize).  We will be sharing this information with you by sending you a progress chart with the report card and with the mid-grading period progress report (or whatever schedule your system decides to utilize.).

 

The chart below is similar to the one which you will receive.  The straight line represents the goal for the student and the dotted line represents how the student is performing.  In this example the student is doing very well.

 

 

As a school staff, we look forward to working with your child and are pleased to be able to provide this additional help.  If you have any questions, please feel free to contact your child’s classroom teacher.

 

 


FAYETTE COUNTY APPENDIX D-2 (SDE Appendix J-2)

SAMPLE PROGRESS REPORT

 

School Letterhead

 

Date

 

Dear ____Parent's Name_______________,

 

         We are providing ________Student's Name____________________ with extra assistance daily by using intervention strategies which target:

___ reading comprehension skills

___ word-level reading skills

___ math computation skills

___ math reasoning and problem-solving skills

___ behavior skills

___ other ______________________________________________

 

We measure the progress being made weekly (or whatever progress monitoring schedule you use) and the results of these progress measurements are graphed in the chart which is attached.  Based on our progress measurements, we believe that, at this time, your child is:

 

____ making good progress and we plan to continue the intervention at this time.

 

____ making some progress and we plan to continue the intervention at this time.

 

____ making limited progress and we plan to consider changes in the intervention we are providing.

 

____ making insufficient progress and we are changing the intervention in an effort to assist your child achieve academic success.

 

As a school staff, we are pleased to have this opportunity to provide your child with this needed help.  If you have any questions, please feel free to contact your child’s classroom teacher.

 

 

(Attach this letter to the graph of the progress monitoring data which was most recently reviewed by the PST.  A convenient schedule for notifying parents would be to send this letter and graph with the report card and with the mid-grading period progress report. Maintain copies of these letters and attached graphs in the Student Intervention Folder described in Appendix M.)

 

 

 

 

 

 

 

 

 

 

 

 

 

FAYETTE COUNTY APPENDIX E (SDE Appendix K-1)

PROBLEM SOLVING TEAM (PST) STUDENT INTERVENTION PLAN FORM

 

SECTION I.    FACTORS CONSIDERED IN DETERMINING NEED FOR INTERVENTION

 

Student’s Name:  ________________________ Sex:          Race: ______ Date:  ___________ 

 

School:______________________  Grade:              Age: ____ Birth date:_________________

 

Specific Concern(s):                                                                                                                                   

 

                                                                                                                                                        

 

Specific screening/benchmark data:                                                                                                          

 

                                                                                                                                                        

 

Hearing Screening Date:                Pass _____Fail_____

 

Vision Screening (near ) Date: ___Pass___Fail___ Vision Screening (far) Date ______  Pass____Fail___

 

SECTION II.                                  INTERVENTION PLAN

 

Teacher(s) Responsible for Intervention Implementation:                                                 

 

Identified Concern(s) to be Addressed (Choose one or more from the following):

[   ]

01

Reading

[   ]

02

Math

[   ]

03

Behavior

 

Types of Interventions:  (Choose all that apply to this intervention plan)

[   ]

Tier II Intervention    Date initiated_______________

[   ] reading: word-level intervention

[   ] reading: comprehension intervention

[   ] math: computation intervention

[   ] math: reasoning/problem solving intervention

[   ] behavior intervention

[   ] other intervention

 

[   ]

Tier III Intervention    Date initiated______________

[   ] reading: word-level intervention

[   ] reading: comprehension intervention

[   ] math: computation intervention

[   ] math: reasoning/problem solving intervention

[   ] behavior intervention

[   ] other intervention

 

 


Intervention goal:  In____ weeks, the student will:                                                                         

 

                                                                                                                                                        

 

                                                                                                                                                        

 

ROI goal (weekly improvement needed to achieve intervention goal):                                         

 

Progress Monitoring Tool:                                                                                                               

 

Intervention Materials:                                                                                                                    

 

(Attach additional goal sheets if multiple intervention goals are established by the PST)

 

SECTION III            INTERVENTION PLAN REVIEW (plan to be reviewed at least monthly)

 

See the attached Student Intervention Documentation (SID) Form for outcome information.

 

 

 

 

 

Signatures:

 

                                                                                                                                                                                           

PST Chair                                                                                                        Initiation Date       Completion Date

 

                                                                                                                                                                                           

PST Secretary                                                                                                 Initiation Date       Completion Date

 

 

 

 


FAYETTE COUNTY APPENDIX F (SDE Appendix L)

System-Level PST Annual Report

 
   

 

 

RtI EFFECTIVENESS

SCHOOLWIDE COMPILATION

Statistical Breakdown Current School Year:___________

 

 

School ___________________________________    Date ______________________

 

 

Total number of students enrolled in the school

 

 

Students Receiving Interventions During the Current School Year

 

Total number of students in any Tier II or Tier III intervention

 

Percentage of total students in Tier II or Tier III intervention

 

Total number of students in any Tier II intervention

 

Percentage of total students in any Tier II intervention

 

Total number of students in Tier II reading intervention

 

Percentage of total students in Tier II reading intervention

 

Total number of students in Tier II math intervention

 

Percentage of total students in Tier II math intervention

 

Total number of students in Tier II behavior intervention

 

Percentage of total students in Tier II behavior intervention

 

Total number of students in any Tier III intervention

 

Percentage of total students in any Tier III intervention

 

Total number of students in Tier III reading intervention

 

Percentage of total students in Tier III reading intervention

 

Total number of students in Tier III math intervention

 

Percentage of total students in Tier III math intervention

 

Total number of students in Tier III behavior intervention

 

Percentage of total students in Tier III behavior intervention

 

 

More Intensive Intervention Needed by Students:

 

Students Moving From Tier II to Tier III During the Current School Year

 

Total number of students in all Tier II interventions

 

Total number of students in all Tier II interventions moving to Tier III

 

Percentage of Tier II students moving to Tier III intervention

 

Percentage of reading Tier II students moving to Tier III intervention

 

Percentage of math Tier II students moving to Tier III intervention

 

Percentage of behavior Tier II students moving to Tier III intervention

 

 

Students Moving From Tier III to SPED During the Current School Year

 

Total number of students in all Tier III interventions

 

Total number of students in all Tier III interventions moving to SPED

 

Percentage of Tier III students moving to SPED

 

Percentage of reading Tier III students moving to SPED

 

Percentage of math Tier III students moving to SPED

 

Percentage of behavior Tier III students moving to SPED

 

 

Less Intervention Needed by Students:

 

Students Moving From Tier III to Tier II During the Current School Year

 

Total number of students in all Tier III interventions

 

Total number of students in all Tier III interventions moving to Tier II

 

Percentage of Tier III students moving to Tier II intervention

 

Percentage of reading Tier III students moving to Tier II intervention

 

Percentage of math Tier III students moving to Tier II intervention

 

Percentage of behavior Tier III students moving to Tier II intervention

 

 

 

Students Moving From Tier II to Tier I During the Current School Year

 

Total number of students in all Tier II interventions

 

Total number of students in all Tier II interventions moving to Tier I

 

Percentage of Tier II students moving to Tier I intervention

 

Percentage of reading Tier II students moving to Tier I intervention

 

Percentage of math Tier II students moving to Tier I intervention

 

Percentage of behavior Tier II students moving to Tier I intervention

 

 

Data Regarding Race/Ethnicity of Students Receiving Intervention

 

Indicate number of students in Tier II and Tier III interventions according to race/ethnicity:

 

Hispanic/Latino of any race

 

American Indian or Alaska Native

 

Asian

 

Black or African American

 

Native Hawaiian or other Pacific Islander

 

White

 

Two or more races

 

 

 


 

 

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