Response to Intervention

High School Handbook

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INTRODUCTION RTI DEFINED & INTRODUCED FOR HIGH SCHOOL RTI TEAM CHART THE THREE-TIERED MODEL AS USED IN HIGH SCHOOL TIER I - DIFFERENTIATED CORE CURRICULUM SCREENING

O EARLY WARNING SYSTEM ANALYSISO ADDITIONAL ASSESSMENTS: DIAGNOSTIC TOOLSO INITIAL RISK STATUS ANALYSIS:

END OF 8TH GRADE SCREENING TOOLO 1ST SEMESTER 9TH GRADE RISK STATUS ANALYSIS

SEMI-ANNUAL SEMESTER SCREENING RTI LITERACY MODEL

DESCRIPTION OF DIAGNOSTIC AREAS IN LITERACY TIER II INTERVENTION IN LITERACY TIER III INTENSIVE INTERVENTION IN LITERACY

RTI MATH MODEL DESCRIPTION OF DIAGNOSTIC AREAS IN MATH TIER II INTERVENTION IN MATH TIER III INTENSIVE INTERVENTION IN MATH

TIER II AND III SCIENCE AND SOCIAL STUDIESASSESSMENT

PROGRESS MONITORING OF INTERVENTIONS COLLEGE AND CAREER READY STATUS

ONGOING DATA-BASED DECISION MAKINGPROFESSIONAL DEVELOPMENTSTUDENT AND PARENT COMMUNICATIONGLOSSARY

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RESPONSE TO INTERVENTION PLAN

Name of School

SECTION 1: INTRODUCTIONResponse to Intervention

Response to Intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement. With RTI, schools can use data to identify students at risk for poor learning outcomes monitor student progress, provide evidence-based interventions and adjust the intensity and nature of interventions depending on a student’s responsiveness, and identify students with learning disabilities. (NCRTI, 2010).

At the high school level, the structure of the day, graduation requirements, and other issues surrounding the granting of high school credits, affects the way an RTI program is implemented. In Arkansas we have chosen to use the “problem solving” approach because it addresses student needs individually as well as allowing committees to set schoolwide goals.

RESPONSE TO INTERVENTION TEAM CHART

The purpose of a school RTI team is to evaluate the at risk student and to collaboratively identify interventions, timeframes, and resources based on data to support the student and teacher throughout the process. Remember, if a parent is on an RTI Team, no discussion of children other than their own children should be held when they are present.

The name of these teams may vary, but there are two essential functions, collection and use of data in a decision-making protocol, and conducting the intervention process.

The following individuals serve on the Response to Intervention Team(s): (add rows as needed)

Name Title/Position School Building

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Discussion Questions:

What is the role of the RTI leadership/school team?

How often will the team meet?

How does the RTI Team monitor RTI implementation in the school(s)?

How does the RTI Team use data to inform decisions?

How does RTI align with other school/district initiatives?

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THE THREE- TIERED MODEL AS USED IN HIGH SCHOOL

Tier I Differentiated Core ProgramEighty percent of RTI involves high-quality instruction in the general education classroom. This is is considered Tier I, the primary level of instruction & intervention, and always takes place in the general education classroom. Tier I involves effective instruction in the core subjects, particularly literacy and mathematics, delivered by a certified teacher to all students in general education. The following matrix provides details on the nature of Tier I in terms of core program, frequency, duration, and location by grade level.

Tier I Core Program

Comprehensive/Core Program

Grade Core Program Delivered by Frequency Duration Location

9Lit.

Curriculum/Adopted Resources

Classroom teacher Daily ___ min Block

Gen. Ed. Classroom

9Math

9Sci.

9SS

10Lit.

10Math

10Sci.

10SS

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DIFFERENTIATED INSTRUCTION REFLECTION

How do you differentiate learning for your students?

What are some strategies that have been most effective?

List the strategies that you have found to be most successful for students and that you wish to see in your RTI framework.

Does your school have a good understanding regarding differentiation within the core curriculum?

If not, what would be a recommendation from the RTI team in developing understanding of differentiation?

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ScreeningScreening at the elementary level involves selecting an appropriate assessment tool and implementing this process. At the high school level, this becomes a bit more complicated. Since there is no available list of valid and reliable screening tool for high school, the leading research organizations recommend using an Early Warning System. As part of this system, diagnostic tests are used to determine the specific area where students need academic intervention. A list of assessment tools is included in the assessment section to aid you with this task. These tools are generally diagnostic in nature but some of the assessments are described by the assessment company as screeners. Some of these tests may already be in use and trusted in your district, and based on the needs of your school, you may choose to use one of these assessments as your screening process. When doing your research to determine which assessment to use, make sure that you select a tool that is an overall screener if you plan to use it in that way. If you need a diagnostic assessment, select a diagnostic assessment tool. Most importantly, choose a tool that your team believes will give you data in the area(s) where you may need data to help you set goals for the organization.

By providing two screening alternatives, you can study your needs at the high school level and determine which screening process best serves your school/district. If your only issue is academic achievement, then using a screener might serve your needs. If your greatest need centers on student attendance, graduation rate, or closing the achievement gap, use of the Initial Risk Status Analysis and Semester Screening process (described elsewhere) might be your best option. It is still essential that you determine a schedule for screening at the beginning, middle and end of the year for identifying students at risk. If you plan to use the End of 8th Grade Screening tool, you need to schedule completion of this process before school is out for 8th graders moving to the 9th grade (high school).

Early Warning System AnalysisHigh school presents the additional dynamic of preparation for graduation, and graduation credit-bearing classes. This creates a much more complicated structure in which to screen and develop interventions.

While it is possible to purchase assessments on the market to use as “Universal Screening” tools for grades 9-12, the National High School Center recommends another approach.For this reason, we have included a screening tool in the high school RTI process that uses data to pinpoints students at risk of dropping out. This tool is based loosely on the Early Warning System Analysis developed by the National High School Center at the American Institutes for Research. This data will be useful in working with parents and students because it is numerical and is based on the educational performance of the student, and not on a subjective judgment of a teacher, administrator, or team of educators.

Here is a link to the Early Warning System: http://www.betterhighschools.org/ews.asp

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The RTI process in the high school will look considerably different than the process in the lower grades because high school is structured differently and because we are attempting to intervene across-the-board to aid students to graduate. We will still use the same tier system, but interventions are primarily focused on helping students graduate.

You should first collect your screening data. This data help focus your efforts and tells you if the core program is meeting the needs of 80-85% of your students. After you have your screening results, you may need to rethink what you are doing with your core curriculum. If you are meeting the needs of 80-85% of your students, then your core instructional program is solid. You still need to provide interventions for students who screened as needing an intervention. If you are not meeting the needs of 80-85% of your students you may need to make changes in your core program. It may also show you areas where you could benefit from more Professional Development or coaching for effective implementation of professional development. This data may also point to a schoolwide goal that needs to be addressed, like attendance or behavior. The Attendance Works website provides many tools for use in working on attendance in schools. Link to the Attendance Works Tools page: http://www.attendanceworks.org/tools/Link to the Attendance Works Website: http://www.attendanceworks.org/

Additional Assessments: Diagnostic Tools (See Assessment for List)After the initial Screening has been conducted, there will be students that do not meet the cut scores or have a red flag for being at risk. Additional diagnostic texting should be done on these students in the area where they do not meet the cut scores, or have a red flag. Diagnostic tests tend to focus on greater in-depth information about a student’s abilities. They provide educators with information that informs “what to teach” and “how to teach.” They are typically administered to students who fall significantly behind on an established benchmark or when such students have not demonstrated sufficient progress (Center on Teaching and Learning, n.d.).

Your four core departments should be involved in selecting diagnostic tools for this purpose, and may already have some in use. Although literacy and math are the focus subject areas in school improvement, in high school it is strongly recommended to do diagnostic testing and interventions in all core subject areas as indicated on the initial screening. You may want to start with literacy and/or math, but once your process is working, you will want to expand your areas of intervention. Literacy involves more than English Language Arts in high school and Math involves other disciplines too.

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Initial Risk Status Analysis: End of 8th Grade Screening ToolType of Data Indicator Brief Description Red FlagAssessment Results

These are the results of the state assessment given in 8th grade.

ACT Aspire Test results **(English, Reading, Mathematics, Science, Writing)

Determine a cut score for determining a red flag.

Course Performance

Failures Number of Fs in any semester-long course during the 8th grade.

Even one failed course indicates student may be at risk. Track the # of courses failed and red flag based on your decision rules.

Core Course Failure # of core classes failed A student with an F in a core course should be red flagged.

GPA GPA for each semester and cumulative GPA

GPA under 2.0 indicates risk and a red flag.

Educational Engagement

1. Absenteeism rate (This includes suspension time)

2. Disciplinary Referrals

The # of days absent 8th grade.The # of referrals for discipline.

10% instructional time missed indicates risk.Establish # for red flag.

*Suspension time is only used here in screening to determine its impact on attendance.**ACT Aspire already has readiness levels established.

This is what your spreadsheet might look like..

Student’s Name Assessment Score

Course Performance Score Educational Engagement Score

F Core F GPA Absences ReferralsJohn Doe 416 1 1 1.76 8 0Student #2

Do not tally this information. It is designed to be used as a red flag system for use for analysis by the RTI team

In analyzing your data, you should use a problem-solving protocol. A model protocol (4-Step Problem Solving Process or PSP) was presented on September 17, 2015 at the Arkansas Association for Supervision and Curriculum Development Workshop by Judy Elliott, former Chief Academic Officer of the Los Angeles Unified School District and nationally known for her work in Response to Instruction and Intervention. Click here to link to the 4-Step Problem Solving Process. Your leadership team may want to add professional development in a problem solving strategy, as you implement RTI. Other tools used in the 4-Step Problem-Solving Process can be accessed on the following links.ICEL by RIOT, revised, as presented by Judy Elliotthttps://drive.google.com/file/d/0BwGfKTAtbQCebVNUdVNTS19OQnc/view?usp=sharingICEL Sorting document:https://drive.google.com/file/d/0BwGfKTAtbQCeRjRKeElGeEQ1SkU/view?usp=sharing

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You will note that included in the high school early warning system that we have adapted here for your use, behavioral components have been included for data analysis. Behavior may need to be considered along with academic issues, so we included that data in the early warning system. If behavior is not an issue at your school, you may not want to collect data on it routinely, but it is included here to show you how you could collect this data. Remember that when you establish any goal, make sure that you have a mechanism in place to monitor progress in this area and that you collect that data regularly and conduct analysis of collected data using the data-driven decision making process you have established.

Examine your data collection infrastructure before you get started to ensure that you can collect the appropriate data. Some data that you are collecting because it is “required by the ADE,” may or may not be the only choice for collecting required data. Determine if the data you are collecting is the correct data and that it is analyzed and used to support students. Put your procedures in writing before you involve the students.

Semester Screening Starting 1st Semester 9th Grade Type of Data Indicator Brief Description Red FlagAssessment Results

Most recent test… may be an interim test.

We should be using data from the most recent test that we have given that is standardized, interim, formative, or summative in nature.

Cut score

Course Performance

Failures Number of Fs in any semester-long course during the first year of high school

Even one failed course in high school indicates student may be at risk.

On-track Indicator # of classes failed divided by ¼ of the classes to graduate minus 1.

Two Fs* or a fraction as a result of this calculation. The larger the fraction, the higher the risk.

GPA GPA for each semester GPA under 2.0 indicates student may be at risk

Educational Engagement

Absenteeism rate The # of days absent during the first 20 days of 9th grade.

Again, the 10% rule should be used here.

Behavior Documentation How many referrals the student has

You can set your own number here. Your team will want to set a reasonable number that is fair but significant.

*Two course failures of 7 courses offered, with a 24 unit graduation requirement, equals failing about 33% of the courses taken. Note: The early warning system is an adaptation from an article, “Developing Early Warning Systems to Identify Potential High School Dropouts,” published by the National High School Center.

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This is what your spreadsheet might look like.

Student’s Name Assessment Score

Course Performance Score Educational Engagement Score

F Core F On Track Ind.

GPA Absences Referrals

John Doe 2 0 ** 1.43 4

Student #2

*For this example I used the state required 24 credits to calculate the on-track indicator.**First Sem. Freshman with ¼ of courses passed but with two Fs.Do not tally this information. It is designed to be used as a red flag system for use for analysis by the RTI team

ASIS and GPS Dashboard

If you use the Student GPS dashboard and the Arkansas Student Intervention System (ASIS), you can do your screening data collection and reporting directly from these systems. The ASIS system allows you to set goals and track progress within the system. It was primarily designed to do AIPs but it can be used to track all interventions for a student. The GPS dashboard has all the data you need and more. It will allow you to set up a watch list, or a dynamic list of students who are being monitored. Having this data provided for you through already established data systems puts Arkansas high schools miles ahead in the difficult task of implementing RTI in high school.

Discussion Questions: Elements of core:Provide evidence that verifies your core program in each core subject area.

Evidence-based: provide evidence that verifies your core program is scientifically or empirically validated for the target population.

Check for fidelity and assessments: Identify the procedures that will be used in your district to evaluate the fidelity of your core program. That is, how do you determine that instruction in your core program is being implemented in the way it was intended to be (walkthroughs, fidelity checklists, and assessments). Indicate the frequency of fidelity checks. The five elements of fidelity that data should be collected to support are Adherence, Exposure, Quality of Delivery, Program Specificity, and Student Engagement. Each area should be evaluated regularly by the Leadership Team. Listed below are possible data that can be collected to determine fidelity of implementation:

Adherence - how well we stick to the plan/curriculum/assessmentMonitor components on self-report checklistMonitor screening and progress-monitoringObserve teaching methods

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Use observation checklist

Exposure - how often a student receives an intervention and how long an intervention lastsRecord screening and progress-monitoring dataObserve teaching duration

Quality of Delivery - how well the intervention, assessment, or instruction is deliveredObserve teaching strategiesSelf-report on knowledge of content, techniques used and reflection on lesson

Program Specificity - how well the intervention is defined and how different it is from other interventions Component Check List

Student Engagement - how engaged and involved the students are in the intervention or activityStudent progressStudent survey

Describe your screening process: Based on the data you have collected and your research, justify the choice of screening process you have chosen and which screening or diagnostic assessments will be used. You will need to conduct research on what data can be obtained from screening tools, and whether this will provide you with the necessary data to make decisions about your student population and their needs. In data-driven decision making you will be asked to go deeper in establishing this part of the process. Indicate the goals that you have established at this time.

Differentiation strategies and including special populations: Indicate what considerations are made relative to the core program for students whose first language is not English. In this section you may want to list specific strategies your district uses to ensure ELLs are provided appropriate, culturally responsive instruction in the core.

Implications on Professional Development: Are there areas in which professional development is indicated? Are there concerns about the implementation of a program like RTI?

SECTION 2: RTI LITERACY MODELRTI serves as a multi-tiered system of support framework/model with increasing levels or tiers of instructional support. The graphic presented below provides a visual illustration of the school’s RTI literacy model. The RTI committee will want to have the teachers involved in the process at this point.

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Tier

Tier

Tier 1

Reading Teacher

Ex. General Education English Teacher

Critical Reading

5X/week@45 minutes/day

Reading Plus3 day/week @ 30 minutes/session

Standards-based English Curriculum with focus in reading, writing , listening speaking & language

5x/week @ 45 minutes per session

Lit. Interventionist

Tier II

Within the school, Tier II is typically small group, supplemental instruction. Supplemental instruction is provided in addition to, and not in place of core instruction. Instruction/interventions provided at this tier are designed to address the needs or weaknesses of the student relative to the reading process.

Literacy Tier II Supplemental Intervention

Grade Interventions Delivered by Focus AreaFrequency Duration

Location Group Size

9

Classroom Teacher

Para

Teacher

5 x 20

4x 15

Classroom

Hall

5:1

1:1

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Considerations for the Tier 2 Intervention program for literacy students: How will Tier 2 be conducted in your school?

Considerations of Tier 2 Instruction for Special Populations: Indicate what considerations or program options are made relative to the Tier 2 supplemental instruction for students whose first language is not English. In this section you may want to list specific strategies or programs your district uses to ensure ELL students are provided appropriate, culturally responsive instruction relative to Tier 2.

Just a reminder here, although your district has a gifted and talented program that is designed to meet the needs of those identified students, take time to consider at this point whether special considerations must be made when/if a G/T student requires intervention.

http://www.intensiveintervention.org

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Tier IIITier III is designed for those students who have been unresponsive to Tier II intervention or who demonstrate significant needs that warrant additional time and intensive intervention.

Literacy Tier III Intensive Intervention

Grade Interventions Delivered by Focus AreaFrequency Duration

LocationGroup

Size

9

10

http://www.intensiveintervention.org

Considerations of 3 Intervention/Instruction for Special Populations: Indicate what considerations or program options are made relative to the Tier 3 supplemental instruction for students whose first language is not English. In this section you may want to list specific strategies or programs your district uses to ensure ELL students are provided appropriate, culturally responsive instruction relative to Tier 3.

What considerations are being implemented to reflect the needs of gifted/talented students, if needed at the Tier III level?

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SECTION 3: RTI MATH MODELRTI serves as a multi-tiered prevention framework/model with increasingly levels or tiers of instructional support. The graphic presented below provides a visual illustration of the school’s RTI math model.

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Tier III

Tier

Tier

Math Interventionist

• Math Teacher• Academy of Math

• General Education (Math) Teacher

3x/day@30 min/session

Standards-based Math Instruction5x/week @ 45 minutes per session

Academy of Math

5x/week@45 min./session

Tier II

Within the school, Tier II is typically small group, supplemental instruction. Supplemental instruction is provided in addition to, and not in place of core instruction. Instruction/interventions provided at this tier are designed to address the needs or weaknesses of the student relative to math.

Mathematics Tier II Supplemental Intervention

Grade Interventions Delivered By Focus AreaFrequency Duration

LocationGroup

Size

9

10

11

12

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Tier III

Tier III is designed for those students who have been unresponsive to Tier II intervention or who demonstrate such significant needs that warrant additional time and intensive intervention.

Mathematics Tier III Intensive Intervention

GradeProgram Options

Interventionist Frequency Duration LocationGroup

Size

9

10

11

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It is recommended that you establish an intervention program for all four core content areas. You will probably decide to get RTI up and running by establishing one or two schoolwide goals, so if you only address literacy and/or math, you can establish the use of the problem solving approach to decide future goals to pursue. Science and Social Studies have been included in this handbook for your use but there are no academic interventions designed for these subjects. You may determine that these departments need to develop their own screening, intervention, and progress monitoring process when students are struggling in one of these classes. By doing interventions and progress monitoring, you will still be able to serve the needs of the student.

Section 4: Tier II and III Science and Social Studies

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It is recommended that you establish an intervention program for all four core content areas. You will probably decide to get RTI up and running by establishing one or two schoolwide goals, so if you only address literacy and/or math, you can establish the use of the problem solving approach to decide future goals to pursue. Science and Social Studies have been included in this handbook for your use but there are no academic interventions designed for these subjects. You may determine that these departments need to develop their own screening, intervention, and progress monitoring process when students are struggling in one of these classes. By doing interventions and progress monitoring, you will still be able to serve the needs of the student.

Tier II Science and Social Studies

Science Tier II Supplemental Intervention

Interventions Delivered by Focus AreaFrequency Duration

Location Group Size

Classroom Teacher

Para

Teacher

5 x 20

4x 15

Classroom

Hall

5:1

1:1

Social Studies Tier II Supplemental Intervention

Interventions Delivered by Focus AreaFrequency Duration

Location Group Size

Classroom Teacher

Para

Teacher

5 x 20

4x 15

Classroom

Hall

5:1

1:1

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20

Tier III Science and Social Studies

Science Tier III Intensive Intervention

Grade Interventions Delivered by Focus AreaFrequency Duration

LocationGroup

Size

9

10

Social Studies Tier III Intensive Intervention

Grade Interventions Delivered by Focus AreaFrequency Duration

LocationGroup

Size

9

10

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Instructor:

Curriculum:

Frequency:

Tier 1

Tier

Tier III

Instructor:

Curriculum:

Frequency:

Instructor:

Curriculum:

Frequency:

Science Pyramid

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Instructor:

Curriculum:

Frequency:

Instructor:

Curriculum:

Frequency:

Instructor:

Curriculum:

Frequency:

Social Studies Pyramid

SECTION 5: ASSESSMENTRTI framework uses a variety of assessments that are used to support decisions about a student’s at-risk status, response to instruction or intervention, and the nature of instruction. These include summative assessments, progress monitoring, and diagnostic assessments. Each assessment type is used at different points within the RTI process for different purposes. Some of the assessments listed below can be used as screeners, diagnostic tests, and for progress monitoring. Your team should analyze this and consider it in light of the interventions being used. Some interventions come with built in assessments. Please note that the Arkansas Department of Education does not endorse any of these. By linking to the assessment, you can do your own research and evaluate what you need, if you are purchasing a product.

Considerations for English Language Learners and screening:Indicate what considerations relative to universal screening are being made in your school for English Language Learners.

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Literacy Screening AssessmentsSchools can choose to use a screening assessment at the high school level rather that an early warning system. It is recommended that diagnostic assessments be used after initial screening, no matter which screening process is used, but the RTI Team should be involved in the decision-making and problem-solving process after screening. Note that some assessments products can serve more than one purpose.

Gates-MacGinitie Reading Tests Fourth Edition – Can be used for screening. http://www.riverpub.com/products/gmrt/

GRADE Group Reading Assessment and Diagnostic Evaluation – Norm referenced Screenerhttp://www.pearsonassessments.com/learningassessments/products/100000646/group-reading-assessment-and-diagnostic-evaluation-grade-grade.html?Pid=GRADE

MAP TEST by NWEA – Can be used for screeninghttps://www.nwea.org/assessments/map/

STAR 360 Reading – Interim assessment, can be used for screening. http://www.renaissance.com/products/star-assessments/star-360

Literacy Diagnostic Assessments

Appendix G of the Dyslexia Resource Guide, October 2015 has specific diagnostic assessments to address phonological awareness, rapid naming, word reading, decoding, fluency, spelling and reading comprehension.http://www.arkansased.gov/public/userfiles/Learning_Services/Dyslexia/DRG_10.1.15_2.pdf

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Description of Diagnostic Areas in Literacy:

Grade Level Components

Grade 9 10

Reading

Language

Vocabulary

Comprehension

Writing

Cross-Curricular

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Math ScreeningAssessmentsMAP by NWEA – Can be used for screening. (Spanish language version of MAP Mathematics)https://www.nwea.org/assessments/

G-MADE –Can be used for screening.http://www.pearsonassessments.com/learningassessments/products/100000692/group-mathematics-assessment-and-diagnostic-evaluation-g-made-g-made.html

STAR Math - Can be used for screening. http://www.renaissance.com/products/star-assessments/star-360

IKAN- Can be used for screening in Math-is freehttp://nzmaths.co.nz/ikan-forms

ALEKS- Can be used for screening. Also provides, Intervention, and Progress Monitoring and comes a whole system.https://www.aleks.com/

Math Diagnostic AssessmentsDiagnostic Test of High School Math-APR Testing Services - http://www.aprtestingservices.com/educational/dthsm/

KeyMath3 - http://www.pearsonclinical.com/education/products/100000649/keymath3-diagnostic-assessment.html

Glencoe Spanish Diagnostic Math Testhttp://www.glencoe.com/sec/math/t_resources/spanish_diagnostic/index.php

Waddington diagnostic Mathematics Module Testshttp://www.wadd.com.au/files/Mathstestguide.htm

iSTEEP http://www.isteep.com/dataoptions.html#prod

SRI Mathematics - http://www.scholastic.com/education/assessment/mathematics/smi-index.htm ( New read aloud audio support in English and Spanish)

Important notes: Some tests are sold by more than one source. The list is provided to assist you but

researching the best source is up to you. These tests are offered as a resource, not as a recommendation. This is one of the

collaborative decisions your RTI team will need to make as you establish your program.

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Progress MonitoringProgress monitoring is the practice of assessing student performance using a selected assessments tool on a repeated basis (approximately every 2-3 weeks) to determine how well a student is responding to instruction. Data obtained from progress monitoring can (1) determine a student’s rate of progress; (2) provide information on the effectiveness of instruction and whether to modify the intervention, and (3) identify the need for further or additional information. Progress monitoring data is also used to determine a student’s movement through tiers. The intensity of instruction/intervention will determine the frequency of progress monitoring.

Progress monitoring helps the school determine a student’s movement across the tiers by examining rate of progress and level of performance over time. The table below provides logistical information regarding progress monitoring procedures within Tiers I, II and III.Assessment of Progress Tier I Tier II Tier IIIProgress Monitoring Tool(s)Frequency of Administration:

Administrator(s):

Location:

Considerations for Progress Monitoring for English Language Learners: Indicate what considerations relative progress monitoring are being made in your school for English Language Learners.

COLLEGE AND CAREER READY STATUSSince we will be using ACT and ACT Aspire as our testing program, the College and Career Readiness Standards are already developed and available on their Website. http://www.act.org/standard/According to ACT, their College and Career Readiness standards take a holistic look at readiness from a broader perspective of college and career

Because high school students are not only more aware of college and career expectations, but must also participate in the accomplishment of established goals, they should always be part of the RTI process. Any time a student is discussed in an RTI setting, following that discussion, or as

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part of it, the high school student should be made aware of the recommendations for intervention and support and have input into the process of determining the interventions.In the same respect, College and Career planning should be part of the RTI process at the high school level. How can the team develop interventions supporting a student’s college and career goals if they are not aware of the goals that the student has established? The College and Career Plan for a high school student should not only be well developed, but it should also be in the hands of the RTI team. As you put together your data driven decision-making infrastructure for gathering data, there should be a plan for gathering this data.

SECTION 6: DATA-BASED DECISION MAKINGA key component of an RTI framework is the use of data to inform educational decision-making at the individual student, classroom, and school levels. Screening and progress monitoring data inform decisions relative to risk status, level and type of interventions needed to help individual students make progress. Within an RTI framework, two major decisions need to be made relative to student performance:

1. Which student’s may be at-risk for academic failure?2. How well is the student responding to supplemental, tiered instruction/intervention?

Determining Initial Risk StatusTo determine which students may be at-risk, the RTI team with grade level classroom teachers use data obtained from screening assessments as well as other sources. The following table provides information about the nature of this decision.

Determining Who’s At-Risk

Primary Data Source: Insert the name of your screening tool here

Secondary Data Source: Insert the names of additional assessments that may be used in conjunction with screening data. Triangulation of data (analyzing at least three data points) is desirable.

Purpose: Identify who’s at risk Identify the level of intervention a student requires Provide preliminary information about the effectiveness of core

instruction at Tier 1

Who’s Involved: List the individuals who are involved in making this decision

Frequency: Indicate how often or when decisions involving initial risk status are determined? (Example: one week after each benchmark assessment at grade level meetings)

Decision Options and Criteria: Indicate what options or decisions are available and include criteria that

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inform each option.

Determining Student Response to InterventionAnother key decision made by the RTI Team is whether or not a student who is receiving supplemental instruction or intervention is making progress. The school makes use of progress monitoring data and other data sources to examine the student’s level of performance and rate of progress over time. By graphing the student’s performance and examining the data path, the RTI Team can make an informed decision about a student’s response to intervention. The table presented below provides further information regarding the nature of this decision.

Determining Student Response to Intervention

Primary Data Source: Insert the name of your progress monitoring tool here

Secondary Data Source: Insert the names of additional assessments that may be used in conjunction with screening data

Purpose: Determine student’s response to the intervention Determine if the student is making progress towards grade

level benchmarks Determine the need for a lesser or more intensive

intervention

Who’s Involved: List the individuals who are involved in making this decision

Frequency per Tier: Indicate how often or when decisions involving student response to intervention are determined per tier?

Tier 1 Tier 2 Tier 3

Decision Options and Criteria:

Indicate what options or decisions are available and include criteria that inform each option.

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SECTION 7: PROFESSIONAL DEVELOPMENT Leadership Training in Consensus Building, Implementation of Programs, or similar skills

Using RTI Assessment Tools

Implementing Secondary and Tertiary Interventions (Tier II & III)

Differentiated Instruction

Training in Selected Intervention

Using a Problem-Solving Protocol

AETN IDEAS Portal Professional Development Modules: These modules are designed in short segments in order to be used in a facilitated PLC setting.

Module 1: Overview. This module introduces participants to the essential elements of RTI.Module 2: Leadership in RTI. This module explains the characteristics of leadership in an RTI framework and steps to implement the essential elements of RTI.Module 3: Multi-Level Prevention System. This module explains the essential elements of a multi-tiered prevention system, including best instructional practices and intervention strategies at each tierModule 4: Special Considerations for students with disabilities and English Language Learners. This module will describe best practices for instruction and intervention and assessment of both students with disabilities and English Language LearnersModule 5: Assessment and Data-based Decision Making. This module will explain the relationship between assessment and instruction. This module describes the process and tools needed to implement screening, progress monitoring and make data-based decisions at each tier.

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SECTION 8: Parent Communication Parents are notified when their child requires an intervention beyond that provided to all students in the general education classroom. Notification is provided to parents when their student is to receive interventions at Tier II or III via letter that includes:

The nature of the intervention their child will be receivingo Type of intervention

o Frequencyo Duration

o Interventionisto Location (Where is the responsible person?)

The amount and nature of student performance data that will be collectedo Type of datao Screening tool

o Review date of progress Strategies for improving the student’s rate of learning Their right to request an evaluation for special education programs and/or

services

Considerations for Parents Whose Native Language is Not English: In this section, identify the strategies or accommodations your school district will implement for those parents whose native language is not English.

NEXT STEPS

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SECTION 9: GlossaryAssessmentMeasurement of student growth; assessment tool choice is dependent on the purpose and use of measurement results.

BenchmarkImportant student outcomes or goals for a grade within a particular domain (e.g., reading), that students should be achieving during the course of a school year (e.g., fall, winter, spring) in order to be on target for end‐of‐grade performance by the end of that school year benchmark assessments: assessments used to set benchmarks (e.g., according to local norms) and/or to determine whether students are achieving grade level standard.

Core CurriculumA course of study deemed critical and usually made mandatory for all students of a school or school system. Core curricula are often instituted at the primary and secondary levels by school boards, Departments of Education, or other administrative agencies charged with overseeing education. Core curricula must be scientific and research-based.

Data PointsPoints on a graph that represent student achievement or behavior relative to a specific assessment at a specific time.

Data-Based/Data-Driven Decision MakingA process of collecting, analyzing, and summarizing information to answer a question and to guide development, implementation, and evaluation of an action. Data-based decision making is continuous and regular, and most importantly linked to educational/socially important questions.

Differentiated InstructionProcess of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels,

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interest levels, and learning preferences; differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.

Explicit InstructionSystematic instructional approach that includes a set of delivery and design procedures derived from effective schools' research merged with behavior analysis; essential components of well-designed explicit instruction include a) visible delivery features of group instruction with a high level of teacher and student interactions and b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught.

InterventionThe systematic and explicit instruction provided to accelerate growth in an area of identified need. Interventions are provided by both special and general educators, and are based on training, not titles. They are designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information about current performance, realistic implementation, and include ongoing student progress monitoring.

ModificationsAlterations that change, lower, or reduce learning expectations. Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level. Consistent use of modifications can negatively impact grade level achievement outcomes. Modifications in statewide assessments may invalidate the results of the assessment.

Problem-Solving Approach to RTIAssumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions.

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Progress MonitoringA scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions.

Response to Intervention (RTI)Practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals, and applying child response data to important educational decisions.

RTI teamsTeams of educators that are responsible for data analysis and decision making and that function at the level of the district, school, and grade (or content area) as well as across grade levels in the same content area (i.e., vertical teams); they include as members school administrators, school psychologists, grade/content area general educators, various specialists and other behavioral/mental health personnel.

Students at Risk for Poor Learning OutcomesStudents whose initial performance level or characteristics predict poor learning outcomes unless intervention occurs to accelerate knowledge, skill, or ability development.

Summative Assessment/EvaluationComprehensive in nature, provides accountability, and is used to check the level of learning at the end of a unit of study.

Tier IInterventions that are preventive and proactive; implementation is school-wide or by whole classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model.

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Tier IIInterventions that relate directly to an area of need; are different from and supplementary to primary interventions; are often implemented in small group settings; may be individualized; are often connected to supplemental tier of a tiered intervention model.

Tier IIIInterventions that relate directly to an area of need; are supplementary to and are different from primary and secondary interventions; are usually implemented individually or in very small group settings; may be individualized; are often connected to the narrowest tier of a tiered intervention model.

Universal ScreeningA quick check of all students’ current levels of performance in a content or skill area. This is administered three times per year.

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