Response to Intervention

Guidelines

Revised 7/2020 RT

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Mission In Lubbock ISD, our mission is to prepare students for life by nurturing,

developing, and inspiring every child, every day.

District Goals

Lubbock ISD will support and equip all students through caring professionals delivering high-quality programming.

Lubbock ISD will equip and maintain facilities that promote and foster a culture of equity, safety, civility, and productivity in all learning environments.

Lubbock ISD will engage, build, and nurture strong relationships within the community.

Lubbock ISD will attract, develop, retain, and reward highly effective teachers.

Lubbock ISD will be responsible stewards of resources provided by the public.

Core Beliefs and Commitments

• We believe that all students can achieve highlevels of academic success and growth.

• We believe quality teachers are the mostimportant contributors to student success.

• We believe the resources for public educationare finite and precious.

• We believe community support andinvolvement are vital to our success.

Response to Intervention (RTI) Overview What is Response to Intervention (RTI)? Response to Intervention (RTI) is a framework for providing comprehensive support to students and is not an instructional practice. RTI integrates student assessment and instructional intervention in a prevention-oriented approach by linking assessment and instruction to inform educators’ decisions about how best to teach their students. A goal of RTI is to minimize the risk for long-term negative learning outcomes by responding quickly and efficiently to documented learning or behavioral problems and ensuring appropriate identification of students with disabilities.

The National Center on Response to Intervention offers a definition that reflects what is currently known from research and evidence-based practice.

“Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. With RTI, schools use data to determine students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning.”

a verb

instructional system

a program

Benefits of RTI RTI holds the premise of ensuring that all children have access to high quality instruction and that struggling learners, including those with specific learning disabilities (SLD), are identified, supported, and served early and effectively. Driven and documented by reliable data, the implementation of an RTI Framework in Lubbock ISD schools can result in the following:

• more effective instruction; • increased student achievement; • increased professional collaboration; and • overall school improvement • more appropriate LD identification

Challenges of RTI RTI challenges the basic premises of some educators by assuming that all students can learn, that all educators will take responsibility for all learners, and that all schools will adjust their current environments and practices so that this can occur.

The basic components of RTI are part of any school vision and are essential to the work of successful leaders. They are further enhanced through strong collaboration.

Leadership is Critical for Successful RTI What could possibly go wrong with a well-defined approach and collective approval? Richard DuFour and Robert Marzano (2011) outline ten common mistakes schools and districts make as they embark on ensuring a solid RTI foundation. Inevitably, they are traced back to the role of the leader.

1. Add-on RTI If teachers teach without checking whether or not students are learning and assessment becomes the tool for ranking and sorting students, then intervention will have little impact. If instead, intervention is integrated within the context of a guaranteed and viable curriculum, regular formative assessment, and ongoing improvement, ALL students will show gains.

2. Checklist RTI If the view is that RTI is the latest “flavor” or purchased program, the school will fail to develop an effective intervention plan. Implementing RTI to meet a mandate of compliancy will not lead to improvement. Effective implementation leads to RTI being part of “the way we do things around here.”

3. Reactive RTI If the approach is to “wait and see” where students are in terms of behavior and academics, it is likely too late to intervene in an effective manner. The educational autopsy yields less valuable information than the educational physical.

4. Replacement RTI If students are removed from the “regular classroom” instruction for reading to be placed in the “special classroom” instruction for reading, they may get different strategies but not additional time. Similarly, if students are given more time but not a different instructional approach, they are also not receiving effective intervention. Students require both differentiated instructional strategies AND time to bridge the gaps. These are the same recommendations that Benjamin Bloom made in the 1960s under the guise of Mastery Learning.

5. RTI on demand If students are expected to drop by during unstructured time (before school, at lunch, or after school) as needed, it’s not likely to occur and especially not for those students who need the interventions the most.

6. Timed RTI If a formula existed that defined intervention in terms of seat time, we would all be using it. If the objective is proficiency, time is less the driver.

7. Generalized RTI When intervention is assigned on the basis of a general concern (Chris failed math) rather than a specific struggle (Chris has difficulty with borrowing when subtracting four digit numbers), it limits the effectiveness of the intervention.

8. Private RTI If the approach to intervention does not include widespread communication with all who contribute to the process including roles and responsibilities, the intervention will be ineffective.

9. Untrained RTI Too frequently students who need the most skilled teachers do not get them. Instead education assistants, volunteers, or new teachers with a wide variation in their teaching load, provide intervention. The result is oftentimes an increase in the learning gap.

10. RTI = Special Education RTI is intended as a universal approach that strengthens instruction for ALL students. The interventions proposed when a student experiences difficulty should be designed to allow that student to overcome the learning gap.

Essential Beliefs of RTI & the PLC “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all. The very essence of a learning community is a focus on and a commitment to the learning of each student. Professional learning communities create a systematic process of interventions to ensure students receive the additional time and support for learning when they experience difficulty. The intervention process is timely and students are directed rather than invited to utilize the system of time and supports.” Learning by Doing by Richard Dufour

Collective Responsibility:

Lubbock ISD believes that the primary responsibility of each member of our organization is to ensure high levels of learning for every child. Our thinking is guided by the question: “Why are we here?” PLC Connection: Collective Responsibility = PLC Focus on Learning – “Our purpose is student learning.”

Concentrated Instruction:

Lubbock ISD is committed to a systematic, intentional process of identifying the essential knowledge and skills that all students must master to learn at high levels. We believe it is critical to determine the specific learning each child needs to master. Our thinking is guided by the question: “Where are our students going?” PLC Connection: Concentrated Instruction = PLC Question #1 – “What do we expect our students to learn?”

Convergent Assessment:

Lubbock ISD is committed to an ongoing process of collectively analyzing formative assessment data to determine the specific learning needs of each child and the effectiveness of the instruction each child receives in relation to these needs. Our thinking is guided by the question: “Where is each student now?” PLC Connection: Convergent Assessment = PLC Question #2 – “How will we know the students are learning it?”

Certain Access:

Lubbock ISD will ensure that every student receives the time and support needed to learn at high levels. Our thinking is guided by the question: “How do we get every child there?” PLC Connection: Certain Access = PLC Question #3 – “How are we going to respond when students are not learning it?” Certain Access = PLC Question #4 – “How are we going to respond when students already know it?”

Components of an RTI System The essential components of an RTI framework are screening, progress monitoring, multi-tier prevention system, and data-based decision making. One assumption in the RTI system is that high-quality core instruction is being provided for all students.

Screening Universal screening allows school staff to quickly and efficiently identify students that may be in need of serious academic intervention.

For students who score below the cut point on the universal screener, a second stage of screening is then conducted to more accurately predict which students are truly at risk for poor learning outcomes. Universal screening may not always identify the cause of a student’s learning challenges, but it often helps teachers know where to start probing for more information. This leads to diagnosis. The second stage involves additional, more in-depth testing or short-term progress monitoring to confirm a student’s at-risk status. Screening tools must be reliable, valid, and demonstrate diagnostic accuracy for predicting which students will develop learning or behavioral difficulties.

If after the universal screener is administered or after reviewing the end of year assessments from the previous year, the campus should identify students that obviously exhibit a need for off-grade level interventions, and these students should be in those interventions as soon as the school year begins. Time and intensity is of the essence in ensuring these students meet more than adequate yearly growth so that their learning gap will decrease.

After initial identification of students in need of additional time and support through the universal screener, the school must determine the specific needs of each child and match these needs to deliver appropriate instruction and intervention. Diagnostic screeners may be used as another source to verify risk of learning difficulties. These data may be derived from standardized measures, error analysis of progress monitoring data, student work samples, and behavior rating forms, among other tools. Information from these assessments plays an important role in the work of the collaborative teacher team in determining how to best provide additional time and support to struggling students.

Additionally, no intervention program can compensate for ineffective core instructional practices. A school that has significantly less than 75% of its students at or above grade-level proficiency has a core problem not an intervention problem.

The National Center on Response to Intervention recommends that screening data are used in concert with at least two other data sources (e.g., classroom performance, performance on state assessments, diagnostic assessment data, short- term progress monitoring) to verify decisions about whether a student is or is not at risk.

Lubbock ISD Universal Screeners

Pre-Kindergarten The CIRCLE assessment system was developed by researchers at the Children’s Learning Institute (CLI). This is not a diagnostic or norm referenced measure. It is a standardized, criterion-referenced measure to screen and monitor preschool children’s learning. The CIRCLE system of screening measures allow teachers to efficiently identify struggling learners and plan small group instruction for students with similar learning needs. The entire system contains eight subtests.

Elementary and Middle School Istation’s ISIP® assessment will serve as the universal-screener for LISD in grades K-7. In addition to the UNIVERSAL SCREENER, administrators and teachers will use the ISIP® reports for a variety of purposes, including:

• To identify students’ strengths and weaknesses

• To predict proficiency on STAAR

• To inform instructional decision-making

• To appropriately group students for differentiated instruction (intervention and enrichment)

• To monitor student progress

• To engage students in mapping their own learning plan and setting academic goals

Kindergarten, Elementary, and Middle School for English Language Learners (Reading) ISIP™, Istation’s Indicators of Progress, Español (ISIP Español) is a sophisticated, web-delivered Computer Adaptive Testing (CAT) system that provides Continuous Progress Monitoring (CPM) by frequently assessing and reporting student ability in critical domains of Spanish early reading. ISIP™ IS designed for students in Pre-Kindergarten through Grade 3, who are receiving language arts reading instruction in Spanish, ISIP Español provides teachers and other school personnel with easy-to-interpret, web-based reports that detail student strengths and deficits and provide links to teaching resources. Use of this data allows teachers to more easily make informed decisions regarding each student’s response to reading instruction and intervention strategies.

Other Reading Data Sources to Verify Risk

ISIP Español

(ELL)

CIRCLE

(Eng/ Span)

Edgenuity

Running Records

Online Resources

STAAR/ STAAR EOC

RDA, PSAT 8/9

District

Assesments

PK X Kindergarten X X

1st Grade X X 2nd Grade X X X

3rd Grade X X X X X

4th Grade X X X X

5th Grade X X X X

6th Grade X X X X X X

7th Grade X X X X X X

8th Grade X X X X X X

High School X X X X X

Other Math Data Sources to Verify Risk

CIRCLE (Eng/ Span)

Edgenuity

Online Resources i.e.

Dreambox

STAAR/ STAAR EOC

RDAA, PSAT 8/9

District Assessments

PK X Kindergarten

1st Grade 2nd Grade X X

3rd Grade X X X X

4th Grade X X X X

5th Grade X X X X

6th Grade X X X X X

7th Grade X X X X X

8th Grade X X X X X

High School X X X X

Cut Scores

A cut point is a score on the scale of a screening tool or a progress monitoring tool. For universal screeners, educators use the cut point to determine whether to provide additional intervention. For progress monitoring tools, educators use the cut point to determine whether:

• the student has demonstrated adequate response,

• to make an instructional change, and

• to move the student to more or less intensive services. Cut scores are reviewed and updated annually.

Progress Monitoring Using progress monitoring data, teachers must adjust the support (interventions) they provide based on student growth. When students fail to show adequate growth, teachers need to adjust their intervention. This may mean more targeted interventions, additional amounts of time, or a combination of these and other adjustments. Once students begin to show growth, teachers will continue to monitor that growth toward mastery and adjust the additional time and support they provide to students.

The act of teaching requires deliberate interventions to ensure that there is cognitive change in the student; and the key ingredients include the following: being aware of the learning intentions, knowing when a student is successful in attaining those intentions, having sufficient understanding of the student’s prior understanding as he or she comes to the task, and knowing enough about the content to provide meaningful and challenging experiences so that there is some sort of progressive development.

The campus administrator will assist with monitoring the implementation of the support(s). Reviews, interviews, observations and testing will be done to further define and analyze the area of concern. Interventions implemented with frequent data collection and reviews are utilized to evaluate effectiveness.

Monitoring practices include formative assessments as a part of the lesson design during Tier I instruction. For students receiving Tier II academic or behavior supports, a progress monitoring activity relating to the intervention(s) should be done at least twice a month. Supports at this level are usually for about 10-15% of the students, prescribed by the PLC with support from the Campus Leadership Team and provided through small group differentiating by skill or concept. For students receiving Tier III supports, a progress monitoring activity should be done weekly. Tier III supports are prescribed by the Student Support Team and are primarily individualized and intensive.

Lubbock ISD Progress Monitoring Tools

Running Records

ISIP/

ISIP

Español

Compass Learning

RDA

Specific Program

Assessments (i.e. Easy CBM, CFAs, District Assessments,

LLI)

PK X

Kindergarten X X X

1st Grade X X X

2nd Grade X X X

3rd Grade X X X

4th Grade X X

5th Grade X X

6th Grade X X X

7th Grade X X X

8th Grade X X X

High School X X X X

The Multi-Tiered System of Support How a teacher, teacher team or other staff respond when a level of support is determined is critical to a successful RTI system and the response must be:

• Timely - as soon as a student exhibits a need, • Targeted - intervention focused on the cause not the symptom, and • Directive - provide support during the day when students are obligated to be at school

To ensure that appropriate instruction directly addresses students’ academic and behavioral difficulties in the general education setting, a multi-tiered service delivery model is used. Included are layers of increasingly intense intervention responding to student-specific needs.

Within each of these levels of instructional support, there can be more than one intervention. Regardless of the number of interventions a school or district implements, each should be classified under one of the three levels of support. This will allow for a common understanding across schools. For example, a school may have three interventions of approximately the same intensity in the Tier II level, while another school may have one intervention at that level. While there are differences in the number of instructional supports, schools will have a common understanding of the nature and focus of the Tier II level.

At all levels, attention is on fidelity of implementation with consideration for cultural and linguistic responsiveness and recognition of student strengths.

can compensate for ineffective core

A school that has significantly less than 75% of its students at or above grade-level proficiency has a core problem, not an

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Multi-Tiered System of Support

Tier I Core curriculum

Tier II Targeted Instruction

Core and More

Tier III Intensive Instruction Core and More and

More Universal Screening BOY/MOY/EOY BOY/MOY/EOY BOY/MOY/EOY Size of instructional

group Whole class grouping

Small group instruction (5-8 students)

Individualized or small group instruction (1-5 students)

Curriculum Grade-level standards

Grade level and slightly below grade- level standards and learning targets

Below grade-level standards and learning targets/ foundational pre- requisite skills

Type of access Universal Certain Certain Decision-making team Teacher/PLC PLC Student Support

Team Provider of

Instruction/ Intervention

Teacher Teacher and/or Support Staff

Teacher and/or Highly Trained Support Staff

Frequency of progress monitoring

Screening measures three times per year

Varies, but no less than once every two weeks

Varies, but more continuous and no less than once a week

Frequency of intervention provided

Per school schedule Varies, but no less than three times per week for a minimum of 20-30 minutes per session*

Varies, but more frequently than Tier II for a minimum of 30 minutes per session*

Tool for Documentation

Lesson plans, grade books and group planning documents

Teacher tracking forms or optional SAIP in Appendix

SST Documents or optional SAIP in Appendix

Suggested Duration of

intervention

School year 6-8 weeks 6-8 weeks

*NOTE: HB 5 relating to the removal of a student from an instructional setting to provide remediation or intervention in another area must be followed. See Texas Education Code Sec 28.083 and Sec. 25.092

Intervention Programs for Elementary RTI Reading Tier II Reading Tier III Math Tier II Math Tier III

Kindergarten Guided Reading Leveled Libraries

Running Records

Istation

Istation Teacher

lessons

IRead (K-2) Read Well

Leveled Literacy Intervention Kits (LLI Fountes & Pinnell Istation

Istation Teacher lessons

Go Math! Tier II &

III Soar to Success

Dreambox

Go Math! Tier II &

III Soar to Success

1st Grade Guided Reading Leveled Libraries

Running Records

Istation

Istation Teacher

lessons

Read Well

Leveled Literacy Intervention Kits (LLI Fountes & Pinnell

Take Flight (Dyslexia) Istation

Istation Teacher lessons

Go Math! Tier II &

III Soar to Success

FASTT Math

Go Solve Dreambox

Go Math! Tier II &

III Soar to Success

2nd Grade Guided Reading Leveled Libraries

Running Records

Istation

Istation Teacher lessons

Leveled Literacy Intervention Kits (LLI Fountes & Pinnell

Take Flight (Dyslexia)

Read Well Istation

Istation Teacher lessons

Go Math! Tier II &

III Soar to Success

FASTT Math

Go Solve Dreambox

Go Math! Tier II &

III Soar to Success

3rd - 5th Grade Guided Reading Leveled Libraries Running Records

Istation

Istation Teacher lessons

Leveled Literacy Intervention Kits (LLI Fountes & Pinnell

Read Well

Take Flight (Dyslexia) Istation

Istation Teacher lessons

Go Math! Tier II & III Soar to Success

Go Solve Dreambox

Go Math! Tier II & III Soar to Success

Intervention Programs for Secondary RTI Reading Tier II Reading Tier III Math Tier II Math Tier III

6th - 8th Grade Springboard Istation

Istation Teacher

lessons

Edgenuity

Compass Learning

Language! Live

(Dyslexia)

Dreambox

Agile Mind

Edgenuity

9th - 12th Grade Edgenuity Language! Live

Edgenuity Edgenuity Edgenuity

Tier I

Core Curriculum and Instruction Tier I is considered the primary level of intervention for all students and takes place in the general education classroom. It involves appropriate instruction in reading, writing and math delivered to all students in the general education class by qualified personnel. Tier I curriculum should be effective with approximately 75% to 80% of the student population.

Differentiation is an expectation of Tier I instruction since most students have certain access to grade-level curriculum. Guided Reading groups are a form of differentiation within the Tier I ELAR block. For Guided Reading to be considered an intervention then a second time should be scheduled that fits within the criteria for time for Tier II or Tier III interventions.

Assessment Universal screening is conducted using the NWEA MAP assessment for reading and math, completed three times per year, within a two-week window (Fall, Winter and Spring). Classroom-based formative and summative assessments are completed as required in the scope and sequence of the curriculum including the district six weeks assessment. Grade-level PLC teams discuss concerns, strategies and progress.

Decision Making After data analysis, classroom level decisions include decisions on whether the content should be taught through looping back for all students or as a Tier II intervention for some students.

Documentation Lessons plans and teacher notes

Parent Involvement Communication between the teacher and parent is opened as parents are informed of initial concerns.

Tier I Curriculum Supports

ELAR Math

TEKS Resource System (TRS)

DLM (PK)

HMH

Guided Reading Leveled Libraries

Running Records

Writing Workshop

Technology (student devices)

TEKS Resource System (TRS)

Go Math! (K-5)

Technology (student devices) McGraw Springboard

English Language Proficiency Standards

Behavior Strategies: • Establish positive relationship with student • Preventative and Proactive Strategies • PBIS School-wide • CHAMPS • Social Skills Instruction • Bullying Prevention • Differentiated Support Strategies • Reteach Expectations/Rules (Academies) • Prompt and Cue • Use a Timer • Change seating Arrangement • Teach a replacement behavior • Calming Strategies • Parent Contact/Conference • Visual Cue Cards • Non-verbal Clues • Safe Place/Cooling off spot • Structured Choices • Restorative Circle/Chat • Behavior Reflection Sheet • Restitution • Restorative Discipline • Conscious Discipline

Academic Strategies: • Use AVID & Lead4ward Playlists to vary stimulus, thinking, strategies, and evidence of learning • Implement a viable, clearly defined curriculum • Assign a buddy/partner • Use visuals for concept reinforcement • Use multiple formative assessments throughout the daily routine • Multiple and flexible grouping • Divide instruction into short segments • Provide extended time as necessary • Break down directions/have student repeat directions back • Provide clearly written directions in as few words as possible • Provide opportunities for focused notetaking • Increase opportunities for students to respond in a variety of ways (questions, dry-erase boards, thumbs up,

think-pair-share) • Loop back to review or practice previously taught material often • Integrate real-life experiences • Stop often and summarize key elements of instruction • Provide direct vocabulary instruction • Utilize graphic organizers • Use mnemonic devices for teaching vocabulary, etc.

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Tier II

Targeted Curriculum and Instruction The purpose of Tier II supports is to provide additional time and support so that students identified for this level of support can master essential grade-level or slightly below grade-level learning targets and standards that teachers expect students to display to mastery in Tier I and to prevent the students from needing Tier III supports.

Assessment Assess the student at least every two weeks, using a progress monitoring tool which is directly related to the area of concern and intervention.

Intervention In addition to core instruction, supplemental instruction and curriculum (i.e. intervention) is provided at least 3 times per week for a minimum of 20 to 30 minutes each time with fidelity. This is completed in small groups (5 - 8 students) with students who have common area(s) of concern. This should be used to address 10-15% of the population. Once teachers have identified which students need additional time and support with grade-level skills and standards, they must determine how best to provide that support. Teachers may provide all support within their class. Alternatively, they may group the students shared among them on a grade-level or in a department and provide support through shared tutorial/intervention periods. Whatever the decision, teachers must insure that the interventions are directive, not invitational. Offering additional time and support for students before or after school is not a helpful practice for students who cannot attend these sessions. Schools must provide additional time and support for students when they are required to be on campus.

NOTE: It is important to remember that if the student was identified for intervention, the intervention should be provided in the language of instruction (LOI).

Suggested decision points of when to consider moving from Tier II to Tier III Student Support Team After 3 data points below the expected goal, the team determines if there is a need for more time or intensity and discusses the appropriate resources for a student. If given the current plan, the student is not making anticipated progress, more assessment data may be needed to determine the instructional changes that must be made. Teams are cautioned not to wait too long until problems become very severe and stressful for the student or individuals implementing the interventions.

Documentation An intervention plan is created to document the interventions implemented for students needed Tier II supports.

Parental Involvement Communication between the teacher and parent is continued and the intervention plan is shared with the parents as well as the Tier II Parent Notification Letter is sent home.

Tier II: Behavioral Strategies Students who continue to exhibit social problems after receiving Tier I universal interventions are identified as needing Tier II interventions. Screening measures must be used to identify these students. Office referrals may be used as an additional identification measure, but not the sole measure. Tier II behavioral interventions should be easy to administer in small groups, and they should require limited time and staff involvement. This is the time to determine if the behavior for a student is due to student SKILL or student WILL. This is very similar to when a team is determining a number of underlying causes that may be preventing a 6th grade student from accurately adding and subtracting decimals. It may be that the student cannot accurately line of the decimals verses not understanding the concepts of whole numbers and decimals. Different behavioral supports are dependent on the determination if the behavior is a result of student will or student skill.

Tier II Curriculum Supports

ELAR Math

Running Records HMH SpringBoard (6-8)

Go Math! Tier 2 & 3 (K-5)

Soar to Success-digital Go Math!

Decision-Making Process for Tier II Instruction and Intervention

Step 1 Administer Universal Screener

Administer Universal Screener* to all students K-7. Based on results, make initial identification of students for Tier II/Tier III supports. Which students meet criteria for Tier II/Tier III services according to screener results?

Step 2 Identify students

Compare Universal Screener results and other available data for confirmation. Eliminate false positives. Are screener results representative of student’s abilities? (see Other Sources to Verify Risk/RTI Guidelines)

Step 3

Identify target skills for intervention

Analyze available data from multiple sources to identify students’ strengths and areas for growth. Identify target skills and strategies for intervening. Tier II supports are targeted/short term while Tier III supports are significant, intensive & ongoing. What is each student’s current status? Performance gap? What foundational skills and strategies does the student need to meet grade level readiness standards? Do any students have similar areas for growth?

Step 4

Develop, implement, and document intervention plan. (SAIP)

Develop and implement an intervention plan. Document using teacher created form or the optional Student Accelerated Instruction Plan (SAIP) What is the goal of the intervention? What resources and materials will be needed? What strategies are appropriate and match the needs of the student? When will the intervention be delivered? By whom? How will progress be monitored?

Step 5 Notify parents Code in TEAMS “Intervention Strategies”

Notify parent(s)/guardian(s) of each student receiving Tier II of Tier III services. Inform them of the intervention plan. (Appendix C - Parent Notification Letter) How will parents be notified? How will the parents be included in the intervention. Students receiving STAAR accommodations must be coded with the “Intervention Strategies” district program code in TEAMS. A STAAR Test Assignment Form must be completed and uploaded in Eduphoria Aware.

Step 6 Monitor progress

Tier II no less than once every two weeks. Data should be documented on the teacher tracking form or optional Student Accelerated Instruction Plan (SAIP). What assessment tools will you use to monitor progress?

Step 7 Evaluate results

Evaluate results to determine whether students are showing adequate improvement and/or have met their goals. Have students met their intervention goals? If not, have they shown improvement? Some improvement? No improvement?

Step 8 Review student(s) with Collaborative Teacher Team

Determine whether to continue, reduce, discontinue, or increase interventions. Decisions should be documented appropriately or on the optional Student Accelerated Instruction Plan(SAIP). Based on analysis, should any students be exited? Should interventions be continued? Revised? Should any students move from Tier II to Tier III?

Tier II Strategies Behavior Strategies:

• Check In Check Out • Repeated practice • Targeted Social Skills Instruction • Behavior Academies • Parent Conference • Restorative Discipline • Assign a mentor • Assign task for redirection (pass out papers, run

errand) • Utilize counselor (i.e. Conflict Resolution, Coping,

or Relationship skills) • Structured breaks • Behavior Contracts • Attendance Contracts • Informal classroom observation • Provide positive reinforcement of expected

behavior • Use physical activities to relieve stress • Organizational tools • Daily Behavior form • Individual or Visual Schedules • Meet with PBIS Team

Academic Strategies: • Use PLC Menu to vary stimulus, thinking, strategies, & evidence of learning • Build in frequent opportunities for movement • Use technology tools to allow students opportunities to respond frequently • Pre-teach vocabulary • Provide a copy of text with main ideas highlighted • Anchor new knowledge with previously learned knowledge • Vary formative assessment to determine mastery • Use direct small group instruction • Increase the use of visuals, charts, and models for concept reinforcement • Allow extended time as necessary • Break down directions/have student repeat directions back • Chunk or reduce assignments • Provide a recording of reading assignments • Provide varied texts and supplementary materials at different levels of reading difficulty • Increase the amount of practice opportunities using multiple modalities • Provide a hard copy of class notes • Vary ways for student responses • Loop back to review or practice previously taught material often • Integrate real-life experiences • Stop often and summarize key elements of instruction

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Tier III

Intensive Curriculum and Instruction (Appendix C – Student Support Team) Tier III is a description of the level of support that school staff will provide to meet the needs of a student. The purpose of Tier III is to provide additional time and support so that students can master below grade-level learning targets and standards while still receiving grade-level instruction. When students lack critical skills needed to master grade-level standards, they need intensive, targeted support.

Some students may need Tier II and Tier III support simultaneously. This does not mean a student needs separate Tier II “time” and separate Tier III “time.” The dual designation helps school staff to differentiate for students who only require grade-level support and those who need grade-level support plus support with below grade-level skills. Rather than focusing exclusively on the number of minutes for each student, a school should focus its efforts on grouping students by need and collaborating to provide support for all students.

Assessment Assess the student weekly, using a progress monitoring tool which is directly related to the area of concern and intervention.

Documentation Records of SST activity are a part of the student’s permanent record and should follow the student as he/she progresses through the educational system.

Parent Involvement Parent input continues to be a critical component at Tier III. As illustrated earlier, Tiers II and III of this model are connected. The primary distinction between Tiers II and III is that at Tier III, more specialized personnel are significantly involved as members of the extended SST.

Tier III Curriculum Supports

ELAR Math

Read Well (K-3) Language Live! (6-12)

*Take Flight (1-8 Dyslexia)

Leveled Literacy Interventions (Fountes & Pinnell) (K-5)

Go Math! Tier 2 & 3 (K-5)

Soar to Success-digital Go Math!

ELAR: • Possible referral to SST • IRead (K-2) • Language Live! (6-12) • Take Flight (1-8) • Leveled Literacy Interventions (Fountes & Pinnell) (K-5)

Math: • Possible referral to SST • Go Math! Tier 2 & 3 (K-5) • Soar to Success—digital Go Math!

Behavior: • Referral to PBIS • Possible referral to SST • Replacement Behavior • Functional Behavior Assessment • Individual Counseling • Consultation with district PBIS specialist, social worker, or LSSP • Parent Conference

Resources for Identification & Verification

• Guided Reading Levels • CFAs • District Assessments • STAAR data • Progress Monitoring Data

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Decision-Making Process for SST Instruction and Intervention

Step 1 Submit SST Referral

Teacher will complete SST Referral with the appropriate documentation from the referral checklist. Documented evidence of previous interventions & progress is required.

Step 2 SST Team Referral Review

The SST Leader will evaluate any initial referrals with key team leaders at least once every six weeks. Referrals will be selected to either continue with Tier II supports or begin Tier III/SST. The initial SST meeting will be scheduled by the SST leader for any referral moving to Tier III supports & teachers will be notified of the referral review decisions.

Step 3 SST Leader collects needed documentation prior to meeting

Required forms: Eduphoria Aware & RTI application in FL

Completed by Teacher: *Classroom Teacher Information (Aware) Completed by Nurse: * Health Information Form

Completed by Parent: * SST Parent Information Form

Completed by SST Leader: * Parent Notice of Meeting *Collect Parent & Health Information * Print DASH1 Detail sheet

Step 4 Complete SST Meeting

Develop and implement an individualized, intensive intervention plan. (Student Accelerated Instruction Plan –suggested form)

Complete: * Meeting Documentation (upload in FL) *Code SST in TEAMS

Optional forms to be completed as needed: *Behavior Intervention Plan(Aware) *Consent for Additional Assessment (Aware) *Consent to Disclose Confidential Information (Aware)

Step 5 Notify parents

Notify parent(s)/guardian(s) of each student receiving III supports. Inform them of the intervention plan if they did not attend SST meeting.

Step 6 Monitor progress

Tier III should be monitored more continuously & no less than once every two weeks by the teacher responsible for intervention. Data should be documented appropriately. The teacher responsible will provide an updated copy documenting current progress to the SST leader every six weeks.

Step 7 Review identified student(s)

SST key leaders will monitor students identified for Tier III supports once a six weeks. Updated documentation & any teacher concerns will be evaluated to determine whether students are showing adequate improvement and/or have met their goals. Students not showing adequate improvement may need changes in supports or additional testing. The SST leader will schedule any follow-up meetings as needed.

Step 8 Evaluate results & make appropriate decision

Determine whether to continue, reduce, discontinue, or increase interventions. Decisions should be documented appropriately. Based on analysis, should any students be dismissed? Should interventions be continued? Revised? Should any students be referred for additional assessments, i.e. Dyslexia, ADHD, 504, SPED?

Data-Based Decision Making through the Problem-Solving Process RTI systems are characterized by instruction and programs matched to student needs, and defined in tiers of instruction that differ in frequency and intensity, and frequent progress monitoring to examine student progress and to inform teachers’ adjustments to instructional plans.

Researchers and practitioners acknowledge that RTI can take many forms, but the protocol system and the problem solving system are the two primary forms. The protocol system includes pre-established qualification criteria with limited programs and explicit staff training, progress monitoring, and decision making.

Lubbock ISD primarily uses the problem-solving approach which utilizes staff members’ input to identify highly individualized student plans even with cut scores determined from the universal screeners. These plans are then monitored and evaluated to determine effectiveness.

Concerns may be expressed by parents, teachers, counselors, school nurses, principals, or others in direct contact with students. Within the problem-solving process, the data-based decision making includes

• data analysis at all levels of RTI implementation • routines and procedures for making decisions • explicit decision rules for assessing student progress • data usage to compare and contrast the adequacy of the core curriculum and the effectiveness of

different instructional and behavioral strategies School personnel should be conscious of the less visible disabilities that may plague students. Invisible disabling conditions can be overlooked and may not receive the expeditious attention they deserve. All referrals should be screened for appropriate action.

Campus Decision Making Teams

Roles and Responsibilities of the Decision-Making Teams

Each campus should have three types of teams to address different parts of the RTI system. Each type of team will have documentation processes that meet the needs of the team. Professional Learning Communities (PLCs) and individual teachers are best positioned to make decisions about which students in their grade level need additional time and support to learn at high levels. Professional Learning Communities should meet with the representatives of the Leadership Team every 3 weeks to review grade- level data and students that have been or need to be identified for additional instructional supports. During these meetings, teams will examine all sources of current data available to them: universal screening assessments, district diagnostic assessments, common formative assessments, common summative assessments, report card data, district curriculum assessments, and any other data teachers have collected.

Campus Leadership Team (CLT)

A campus leadership team serves as the “guiding coalition” for the building. The team’s primary responsibility is to unite and coordinate the school’s collective efforts across grade levels, departments, and subjects. The CLT is responsible for the development and implementation of an exceptional system for intervention. This responsibility requires the CLT to complete a variety tasks and collaborate in various types of meetings.

Campus

Team Learning

Team

Types of Collaboration Meetings for Campus Leadership Teams

Meeting Type Administrative Planning Who Attends Campus Leadership Team

Members usually include the principal, assistant principal(s), instructional coach, campus academic leaders, and key grade level teacher leaders

Purpose Ensure all students have access to grade-level core instruction Determine data trends across the school, content and grade levels Lead the school’s efforts at Tier I for school-wide behavior expectations, including attendance policies and awards and recognitions. (This team may enlist the campus PBIS team to oversee these behavioral policies) Coordinate universal screening, district assessments and other school-wide or grade- level assessments Provide and support frequent, ongoing time for collaboration on student interventions by creating a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions Lead the school’s universal screening efforts to identify students in need of Tier III intensive interventions Ensure SSI identification and monitoring of students at risk of failing 5th and 8th grade STAAR and the development of a SAIP for each student Continually monitor school-wide evidence of student learning

Data/Reports Needed Campus Calendar District Calendar

Istation ISIP data Previous year STAAR results Lead4ward Reports

PBIS Six Weeks Reports Frequency Once a year for building school-wide structures during summer planning.

Review & update by semester or as needed. Resources Needed Campus Calendar

RTI Campus Pyramids for Academics & Behavior BOY Gr. 5 & 8 parent notification of SSI requirements EOY Gr. 4 & 7 parent notification of SSI requirements Student Accelerated Instruction Plans (SSI requirement)

Tasks to Complete Create improvement plan for addressing any core instruction concerns Create improvement plan for addressing behavior concerns Notify grade 5th or 8th parents of SSI requirements (district letter BOY) Create Campus RTI Pyramid of Supports for Academics and Behavior Create campus assessment and data review calendar that denotes dates for: Administering universal screenings, district assessments, and other school-wide or grade level assessments Administrative Data Review Meetings for universal screener (3) and district assessments (4) RTI/PLC meetings for Professional Learning Communities to follow RTI/PLC protocol for individual review of Tier II (every 3 weeks) Student Support Team for individual review of Tier III students and consider new referrals

Types of Collaboration Meetings for Campus Leadership Teams (cont.)

Meeting Type Administrative Data Review Meeting for Universal Screener Review (K-8)

Who Attends Principal, Assistant Principal(s), PLCs, Interventionists, Instructional Coaches or those serving in campus-wide positions

Purpose Review trends in curriculum and instruction based on universal screening data (BOY/ MOY/EOY) Review students in need of additional, targeted support

Data/Reports Needed ISIP Executive Summary

Frequency 3 times per year to review Resources Needed

Action Plan Determine plan for addressing and monitoring any core instruction & intervention needs Adjust data walls

Meeting Type Administrative Data Review Meeting for Nine Weeks Data Review

Who Attends Principal, Assistant Principal(s), Collaborative Teacher Teams, Interventionists, Instructional Coaches or those serving in campus-wide positions

Purpose Review students in need of additional, targeted support based on six weeks assessments/Running Records

Data/Reports Needed Running Record Data CFA & District Assessment Data (Eduphoria)

Frequency Once a nine weeks review (District Assessments, Running Records) Resources Needed Administrative Data Review Protocol

Action Plan Determine plan for addressing and monitoring any core instruction & intervention needs

Professional Learning Communities (PLCs)

Professional Learning Communities are teams comprised of educators who share curricula, and take a collective responsibility for students learning their common essential learning outcomes. Most often, these are teachers who teach the same grade level, subject, and/or course. The responsibilities of each teacher team in the RTI process is as follows:

• Clearly define essential student learning outcomes

• Provide highly effective Tier I core instruction

• Assess student learning and the effectiveness of the instruction

• Identify students defined as in need of Tier II supports with include additional time and support

• Take primary responsibility for Tier II supplemental interventions for students who have failed to master the team’s identified essential standards and document interventions and progress

• Meets at least three times during a six week period to review the progress of individual students identified as Tier II and Tier III. (RTI/PLC)

• Refer students not making progress to Student Support Team (SST). Members usually include core teachers and instructional coach & can include a leadership team representative, as needed.

Collaboration Meeting for PLCs

Meeting Type RTI – Grade Level/Content PLC Student Review

Who Attends All members of teacher teams by grade level or subject, & a representative from Campus Leadership Team, Interventionist, Instructional Coach as needed

Purpose Follow RTI/PLC protocol for individual review of currently identified Tier II and Tier III students to examine progress and make decisions on the interventions being implemented Follow RTI/PLC protocol to consider new referrals for Tier II supports and build a Student Accelerated Instruction Plan Develop an accelerated instruction plan for any student at risk of failing 5th and 8th grade STAAR (may use optional SAIP form in Appendix B) Develop an accelerated instructional plan for any student being retained

Data/Reports Needed Current Data

(Possible data sources ISIP summary, STAAR, District Assessments, Lead4ward Quintile Report, Quintile Analysis Tool, Progress Monitoring, Kindergarten report card, Running Records, OERs, CFAs, Work samples, Behavior documentation, Grades)

Frequency Embed into weekly PLC time at least twice six weeks

Resources Needed Meeting Norms

Decision Making Process for Tier II PLC RTI Meeting Protocol Data dashboards/charts Student Accelerated Instructional Plan (SAIP) or similar teacher documentation of interventions & strategies

Pyramid of Supports Progress monitoring data for Tier II follow up Parent Notification Letter for Tier II

Action Plan Update appropriate documentation for all students reviewed who have previously be identified for supports Create document an intervention plan for new students identified for Tier II supports

Refer students significantly behind and failing to make progress with Tier II support to Student Support Team for Tier III support (Tier II documentation required)

Monitor student progress every 3 weeks to modify or adjust support

Notify and collaborate with parent about plan and help at home

Code Intervention Strategies in TEAMS (District Program Code)

Student Support Team

While the school leadership team takes the broader view of the school’s efforts to ensure high levels of learning for every child, the primary responsibility of the school’s student support team is to lead the schools focused view on the specific students in need of Tier III intensive support. Students in need of intensive support most often struggle due to academic difficulties, excessive absenteeism, behavioral concerns or a combination of all these factors.

Because the obstacles facing these students are often systemic and profound, meeting their needs will usually require multiple interventions, embedded within the instructional day and administered by highly trained professionals.

The primary purpose of the student support team is not to be a gatekeeper to special education testing – it is to focus intensely on the individual needs of the school’s most at-risk students.

• Diagnose the cause(s) of the student’s ongoing struggles in Tier I and Tier II

• Determine the specific learning needs of each student in need of intensive support.

• Coordinates efforts needed to meet the needs of students requiring intensive support

• Determine the most appropriate intervention(s) to address the student’s needs

• Frequently monitor the student’s progress to see if interventions are achieving desired outcomes.

• Revise the student’s intervention(s) when they are not achieving the desired outcomes.

• Employ procedures developed by the district to identify students possessing educational need;

• Coordinate and integrate existing processes, services, and programs to help students benefit from their educational experience;

• Encourage early intervention in terms of the chronological age of the student and the development of the problem;

• Facilitate team building and a spirit of cooperation between administrators, teachers, counselors, and parents when planning educational intervention strategies;

• Examine a student’s problems objectively, considering all possible factors that could be the root of the problem;

• Diminish opportunities for students to experience academic, emotional, and/or social problems that perpetuate student failure;

The SST process brings all Lubbock ISD student assistance programs under one umbrella for more efficient coordination of problem solving. Initial referrals of concern regarding students are channeled to the campus support team for review.

The SST is composed of appropriate school staff including administrators, teachers, counselors, and/or support staff that brings a wide range of experience and expertise to the table. As a team, they analyze data and select alternative strategies to assist students.

Parent participation is essential! In order for the SST efforts to result in successful results for the student, a collaborative relationship MUST be developed between professional staff and parents. Input from parents ensures that the support team has a more complete and balanced profile of the student.

Campus personnel must also recognize their responsibility to utilize all available resources to ensure that all students receive reasonable benefit from the instruction offered in the classroom. The Student Support Team process will:

When a student makes sufficient progress and/or modifications are no longer needed, the SST may dismiss the student from the process. Records of the SST activity are part of the student’s permanent record and should follow the student as he/she progresses through the educational system.

At any time during this process, if the team has sufficient evidence that the student has a disability, the team should determine whether a referral to 504 or Special Education is necessary. For students with obvious severe disabilities and for whom delay of referral to special education or other supplemental or support services would be detrimental to the student, the SST may bypass implementation of alternative strategies prior to referral. The reason(s) for bypassing this process must be clearly documented in the SST recommendations.

The SST was established as the district’s general education pre-referral screening system/process. Texas Commissioner’s SBOE Rule 89.1011 states that each district shall have a pre-referral or screening system for students that are experiencing difficulty in the general education classroom, specifically in the areas of Reading, Mathematics, and/or Behavior. As part of this process all possible support services should be considered, such as dyslexia, tutorials, remediation, compensatory and other available interventions. SST is NOT designed or intended as a vehicle for special education services, although it does meet the Texas Education Agency’s requirements for the pre-referral process.

There are five essential elements which will determine the success of Student Support Team process on a campus.

1. The Attitude with which school personnel view the process is the single most critical factor. The SST is not a road to Special Education or other special program.

2. The process is viewed as critical in a multi-tiered system of supports for a student in need and their teachers. 3. The team is well organized and has clear definitions of roles and responsibilities. 4. All participants are well trained in the procedures and legal aspects. 5. Paperwork is well organized and complete in order to meet legal requirements and provides adequate information to

future teachers and service providers.

Membership of the Student Support Team The committee/team should be composed of persons that are knowledgeable about the student and educational intervention strategies available to assist the student in the learning environment. Membership of the team may vary depending on the considerations or needs of the student; however, the building administrator and the referring regular education teacher or teachers must attend the SST meetings. Parents should be given an opportunity to attend the meeting as well. The campus administrator serves as the chair of the proceedings.

1. Before a referral is made of students who were not to initially identified through the Universal Screening process, Tier II interventions must be attempted with fidelity and intentionality

2. The SST should include a minimum of four individuals, including: • the Campus administrator or his/her designee • the referring teacher, and • at least two of the following participants, as appropriate to the needs of the student:

○ General education teacher ○ Counselor ○ Lead teacher ○ Subject area specialist ○ ESL teacher ○ Special education teacher ○ Diagnostician ○ Central office personnel ○ Intervention Team Member ○ Other appropriate personnel

3. Parents/guardians shall be invited to participate in all SST meetings regarding their child. 4. Each school shall include the following steps in the SST process:

• Identification of learning and/or behavior problems. • Evaluation of data. • Development of strategies and/or targeted Interventions. • Communication of the strategies and/or targeted Interventions to the appropriate personnel • Continuous monitoring and evaluation

Exceptions to the Use of the SST Process School personnel and parents/guardians may determine that there is a reasonable cause to bypass the SST process for an individual student. In cases where immediate referral is sought, the SST shall still determine what interim strategies, interventions, and modifications shall be attempted for the student.

It is not necessary for students who transfer into the Lubbock ISD with a current Individualized Education Program or Section 504 plan to go through the SST process. Student Support Team Roles and Responsibilities It is the responsibility of the campus administrator to ensure the fidelity to the SST process and ensure that all staff members understand the process and are appropriately trained.

SST Leader

• Assure accurate documentation of all meetings using data entry in FL & the appropriate Lubbock ISD forms in Eduphoria Aware

• Notify Parents and SST members of meetings

• Maintain SST information in the cumulative folder for the student along with any other relevant documentation

• Develop procedure(s) to assure organized re-distribution of instructional strategies, interventions, and test accommodations to the appropriate team at the beginning of each new school year or after a meeting

• Request relevant medical information

Referring Teacher

• Make parent contact prior to the referral

• Collect current student work samples and data

• Gather student profile data

• Complete the Teacher Referral Checklist for initial referral

• Complete the Classroom Teacher Form in Aware

• Provide documentation of previous interventions for the student (SAIP or similar documentation)

• Implement interventions

• Monitor student progress as determined by the SST

Student Support Team Members

• Collaborate with other team members

• Share and discuss teaching strategies to help struggling students

• Provide additional student information or data

• Implement interventions and track student progress as determined by the SST

Collaboration Meeting for SST

Meeting Type Student Support Team Who Attends Student Support Team (at least four members)

Applicable teachers Parents

Purpose Coordinate efforts needed to meet the needs of students requiring intensive support Determine cause of ongoing struggles in Tier I and Tier II Recommend Tier III support for students who lack prerequisite skills and standards Determine appropriate interventions and progress monitoring processes Frequently monitor student’s progress for desired outcome (SST leader 1X/six weeks) Revise intervention when not achieving desired outcome Determine if/when additional referrals should be made (SPED, 504, Dyslexia, Behavior)

Data/Reports Needed Teacher report (Aware)

Documented supports utilized in Tier II Frequency As needed for new referrals but at least once a six weeks to review current interventions and

progress of identified students Resources Needed Decision Making Process for SST

Initial Teacher Referral Checklist (completed by teacher) Classroom Teacher Information (teacher completes in Aware) SST Parent Information

Parent Notice of Meeting Health Information (completed by nurse) Meeting Documentation (completed by SST leader in FL) STAAR Test Assignment/Accommodations & SST Strategies Form (SST leader uploads to Aware for teacher verification) SST Meeting Agenda

Action Plan Develop and document a plan for Tier III supports Decide how these interventions will be provided, who will provide them, and how progress will be monitored Repeat process as long as students need additional time and continue to show progress toward mastery Perform duties assigned by administration and/or SST Leader

Response to Intervention Implementation Checklist

Planning Determine members of Campus Leadership Team

Determine members of Student Support Team

Determine members of PBIS Team

Assign a member of the Campus Leadership Team or SST to each PLC that will meet during the RTI/PLC time.

Develop campus dates/schedules for Screeners (BOY, MOY, EOY)

Set Administrative Data Review Dates for ISIP data Monthly

Set Administrative Data Review Dates for District Assessments 1X/each 9 Weeks

Intervention is scheduled into the master schedule each day

Schedule RTI PLCs

Determine dates for Vertical PLCs

Set consistent dates for SST Progress/New Referral Review 1X/each 9 Weeks

Determine PBIS team meeting dates 1X/each 9Weeks

Add campus resources to RTI Pyramid of Supports (SLI)

Develop procedures for quick placement after school begins on any newly enrolled students not from an LISD campus

Assessment Complete screening three times per year (Sept, Jan, May)

Informal diagnostic screeners are available to screen new students to the district in between universal screening dates

Progress monitoring is completed on all intervention students in a timely manner dependent on Tier designation (Running Records – K-5 Reading)

Progress monitoring data is documented to show evidence of the student’s rate of improvement

Campus routines of how and when to collect data are in place

Documentation is done systematically and completely to consistently document interventions and strategies used during Tier II & III

Campus administration reviews updated data reports regularly

Data Analysis Teachers identify initial students in need of intervention

Teachers analyze several data points(ISIP, STAAR, CFAs, District Assessments, teacher perception) to look for patterns and trends and determine intervention placement

Data are analyzed after each progress monitoring cycle

Administrators regularly review data with teachers

Data is analyzed and discussed at weekly PLC meetings

Develop AIP for students not meeting standard on grades 3-8 STAAR assessment (SSI requirement – optional form)

Grouping Teachers place students in skill groups to address deficits as evidenced by data

Each group has a focused instructional goal, and materials are identified to address the specific skill needs

Teachers progress monitor & review data regularly to adjust intervention groups, strategies & monitoring

Intervention Instruction Appropriate materials or programs are selected that will support the teacher in providing

targeted instruction Instruction is explicit and systematic

Effective modeling is evident with the Gradual Release Model - “I do, We do, You do”

Intervention goals/strategies/roles are documented appropriately **optional Student Accelerated Instruction Plan (SAIP)**

Progress monitoring occurs frequently and is documented appropriately

Campus has process for identifying students that have not met standard on STAAR & meeting accelerated instruction requirements

Discussion includes defining area of concern, analyzing why the problem is occurring, developing, implementing, and evaluating the intervention

Instruction and programs are matched to student needs and vary in frequency and intensity

Teachers examine student progress to adjust & intensify intervention as needed to loopback or intervene. Students needing accommodations for STAAR must have documented intervention/strategies/accommodations used routinely with success. The teacher must complete a STAAR Test Assignment & Accommodations Form to upload in Aware. A copy must be given to the campus CTC.

Appendix

Description of ISIP Instructional Tiers

PLC Response to Intervention Protocol

SST Meeting Agenda

Administrative Data Review Protocol

Pyramid of Academic Supports

Academic Response to Intervention Flow Chart

Pyramid of Behavioral Supports

Behavioral Response to Intervention Flow Chart

Student Accelerated Instruction Plan (SAIP)

Tier II Parent Notification Letters

Description of Instructional Tiers

PLC Response to Intervention Protocol

How will we respond when they don’t learn?

Who needs intervention? Possible data sources: • MAP Class Breakdown Report by Goal (NWEA); Grade Level Leadership Report Card • STAAR Student Learning Standard Breakdown Report sorted by raw scores (Eduphoria) • District Assessment Student Learning Standard Breakdown Report sorted by raw scores (Eduphoria) • K-2 Guided Reading Levels • Writing Prompts & Samples (2-12) Possible Questions to ask: • Which specific students did not demonstrate mastery? (DA & STAAR) • Which specific students fall below the 40th percentile on MAP? • Which students scored lower than a 2 on their writing samples?

What concepts do they need intervention on? Possible tools sources: • Vertical Alignment Document • TEKS Scaffold Document • RTI Math Scaffold document • MAP Learning Continuum • Leadership Report Card Possible Questions to ask: • What specific skill is needed to move to mastery? • How does the concept tie into the Priority Knowledge and Skills? • How will student s be grouped? What will be used to intervene? Who will provide intervention?

Loopback (if 2/3 or greater of your students are below the national mean RIT band in a particular goal area for that time of year)

Intervene (if 1/3 or fewer of your students are below the national mean RIT band in a particular goal area for that time of year)

How will you loopback? How will you intervene? Consider: How did you teach this in Tier I? How could you teach this differently? What additional supports do you need?

1. Design instructional activities that varied from your previous tier 1 instruction including enrichment opportunities for students that met standard

Tool: Math RTI Scaffold Document, VAD, TEKS Scaffold Document

2. Or file a help desk ticket with curriculum and instruction

Consider: How did you teach this in Tier I? How could you teach this differently? What additional supports do you need?

1. Design RTI instructional activities that are specific for identified students for Tier II instruction

Tool: Math RTI Scaffold Document, VAD, TEKS Scaffold Document, Campus Pyramid of Supports, RTI Pyramid of Supports

2. Or file a help desk ticket with curriculum and instruction

How will you loopback? How will you intervene? Time and Evidence: When will you loopback? What evidence will you have that students have mastered

a specific skill/concept? How will this learning support student mastery of priority knowledge and skills?

Time and Evidence: Who will intervene? How often? (ex: 30min/3X wk) What evidence will you have that students have mastered

a specific skill/concept? How will this learning support student mastery of priority

knowledge and skills?

Administrative Data Review Protocol What to bring:

• Current District Assessment Data • Other:

Prior to Data Review Meeting: • Teacher Analysis: Teachers complete analysis (PLC Protocol) of results prior to meeting to determine strengths, concerns,

problems of practice, & students needing intervention

Grade Level/Department:____________ Date:_____________ Assign Roles: Facilitator: Principal/AP Time Keeper: Recorder: Review Norms Share Successes: What good news is there to celebrate? Challenges: What does the data tell us/not tell us? What is the highest area of need? What is problem(s) of practice suggested by the data? How do we increase student learning? Is there other material we should look at?

LISD RTI Pyramid

Universal Screening & Diagnostic Assessments

School-Wide Supports Tier 1 Core Program (All Students Have Access)

Teacher Team Lead Supports

• Provide core instruction to meet or exceed grade level standards • Identify Priority Knowledge & Skills • Differentiate instruction • Utilize framework for Balanced Literacy • Develop/implement CFAs to assess mastery of standards • Identify students for supplemental support (RTI) • Provide inclusion support (SPED staff) • Tutorials

Certain Access—Tier 2

Tier 2 Targeted Program

Certain Access—Tier 3

Tier 3 Intensive Program

• Intensive intervention in Universal Skills –Reading, Writing, Numeracy, English Language, Attendance, Behavior

• Explicit, prescriptive, & intensive instruction

Read Well Language! (3-5) Language Live!(6-12) Dyslexia Intervention Program (D.I.P.) *Take Flight (1-8)

Leveled Literacy Interventions (LLI /K-5) Trans Math Inside Algebra Think Through Math

AVID BIP Individual Counseling Consultation w/ PBIS specialist, social worker, or LSSP

6/22/16

• Schedule intervention time in master schedule • Frequently monitor students response to assigned intervention • Attendance monitor list • Monitor behavior – Review 360 • Monitor SSI students in 5th /8th not meeting standard

• Universal access to grade level standards • Universal access to core & interventions • PBIS School-wide Plan • Attendance incentives • Weekly collaboration time (PLC)

Universal Screening Led by Leadership Team

Returning students: MAP EOY screening data Teacher recommendation Other data to verify

New Students (out of district): MAP BOY Screening STAAR results Report cards

Certain Access: Tier 1 to Tier 2 Led by PLCs

PLCs review Tier 2 students frequently Teachers document interventions and

progress for Tier 2 students Parent notification letters for Tier 2 are

mailed home upon identification of additional support(s) needed

Leadership team representative reviews progress students receiving additional supports (Tier II) each six weeks

Accelerated Instruction for SSI 5th/8th

grade not meeting standard

Certain Access: Tier 2 to Tier 3 Led by Student Support Team

SST “lead” team reviews current & new

referrals at least once each six weeks. Formal meetings are scheduled by SST

leader as needed Tier 3 interventions and progress

monitoring are documented appropriately

• Reading & Math support provided during scheduled RTI time

• Provide targeted small group for skill deficiencies • Progress monitor 2Xs/six weeks or every other week • Online tools (Compass/Achieve 3000, Edgenuity) • Document intervention goal, strategies, & progress

monitoring

Strategies Preventative & Proactive Strategies • Behavior Academies PBIS School-wide Classroom Management Plan CHAMPS Social Skills Instruction Bullying Prevention

• • • • •

Differentiated Support Strategies Parent Contact Restorative Discipline Conscious Discipline Guidance Lessons (Elementary)

Strategies Functional Behavior Assessment Consultation with PBIS Specialist, Social Worker, or Psychologist Individual Counseling Restorative Discipline Formal observation Individualized Behavior Plan Parent Conference/Contact

Tier 1 Universal Program

Tier 2 Targeted Program

Process Tier 1 Led by Classroom Teacher

Plan and teach classroom structures Consistently implement both

positive reinforcement system and a continuum of consequences

Identify and document patterns of negative behavior

Tier 3 Intensive Program

Lubbock ISD Behavioral Response to

Intervention Pyramid

Documentation • FACTS FBA • Antecedent, Behavior,

Consequence (ABC) Form • Frequency Monitoring

Form • Review 360

• • • • • •

• • • •

• • • • • • • • • •

Strategies PBIS Team Referral Collaborative Problem Solving Behavior Contract Check-in/Check-out Targeted Social Skill Instruction Behavior Academies Campus-Based Interventions Parent Conference Referral to Counselor Restorative Discipline

• • • • •

Documentation PBIS Team Meeting Notes Check-in/Check-out Forms Collaborative Problem Solving Form Behavior Reflection Sheets Review 360 Reports

• • • • • • • •

SST Referral Process: Tier 2 to Tier 3 Led by Student Support Team

SST “lead” team reviews current & new

referrals at least once each six weeks Formal meetings are scheduled by SST leader Tier 3 interventions and progress monitoring

are documented in electronic discipline tracking program on required SST forms

Documentation Classroom Management Plan Parent Contact Log Review 360 In-Class Incident Report Behavior Reflection Sheets

Process: Tier 1 to Tier 2 Led by PBIS Team

Problem-solving meeting with PBIS team

Teachers enter notes for Tier 2 students into electronic discipline tracking program

Parent notification letters for Tier 2 are mailed home

PBIS team representative reviews notes twice per grading period

Lubbock ISD Behavioral Response to Intervention Flowchart

Universal Program

Continue

Tier I

Moved to

Tier II

Targeted Program

Monitor &

necessary

Move to Tier III

Intensive Program

Monitor &

necessary

Student Accelerated Instructional Plan

Date Tier

II III

Instructional Focus

Person Responsible

Instructional Setting/

Frequency (ex: small

group 20min/3Xwk)

Progress Monitoring

Dates of Parent Contact

Decision Points 1.Dismiss to Tier I

2.Continue Tier II 3. Refer to SST/Tier III

Area of Concern

Strategies/Materials/ Accomodations

PM Tool Used:

PM Goal

PM 1 PM 2 PM 3

PM 4 PM 5 PM 6

9/1/17 II Reading- Phonics

TX Treasures Tier II Intervention Lessons

Ms. Jones 30 min/3X wk Weekly CFA 75% 65 60 65 Phone 9/12 by Ms. Jones

Begin Tier II Monitor 70

10/2/17 II Reading Oral Administration for assessments Ms. Jones CFA’s & District

Assessments

CFA’s & District

Assessments

60% Parent conference

10/2/17

Continue Tier II

Student: Student ID: Campus:

Teacher: Grade: Subject: Migrant PRS

Check if this plan is used to document the accelerated instructional plan required for not meeting standard on STAAR 3-8 Reading/Math (TEC § 28.0211)

Summary of Tier I strategies used:

RTI Coded in TEAMS for Tier 2 __________________(Date/Initials)

Signature Date Signature Date Signature Date

Date Tier of Support

II III

Instructional Focus

Person Responsible

Instructional Setting/

Frequency (ex: small

group 20min/3Xwk)

Progress Monitoring

Dates of Parent Contact

Decision Points 1.Dismiss to Tier I

2.Continue Tier II 3. Refer to SST/Tier III

Area of Concern

Strategies/Materials/ Accomodations

PM Tool Used:

PM Goal

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Response to Intervention (RtI) Tier II Parent Notification Letter Date: Dear Parent/Guardian, We strive to ensure that all of our students achieve academic success. Research supports early intervention as a key to promoting on level reading and math skills. Lubbock ISD has implemented a Multi-Tiered System of Support (MTSS) to ensure interventions are provided to close the gap of a student performing below grade level. This letter is to inform you that your child, _________________, will be placed in Tier II RtI (Response to Intervention) academic intervention due to difficulty in the area of ____________________________. Your child will receive additional academic support/intervention identified as (insert the name of the assistance/intervention and description). Small group instruction will be provided for your child during our scheduled RTI time ____ times a week for ___ minutes a session for the next ____ weeks. Our team will be reviewing all available information in order to develop an intervention plan to better assist your child in making successful progress in school. Throughout the additional academic support/intervention, progress monitoring measures will be collected and shared with you at the time of our district’s distribution of progress reports and report cards. We consider your student’s academic achievement in school a top priority. Interventions are designed to improve academic success. You will find an RTI parent information sheet included with this letter to provide you with more information. A parent is entitled at any time to request an evaluation of the parent’s child for special education services under Section 29.004 or for aids, accommodations, or services under Section 504, Rehabilitation Act of 1973(29 U.S.C. Section 794). If you have any questions about the intervention process or your child’s skills we will be addressing through this intervention, please contact me at 219-_______ or ____________@lubbockisd.org .

Sincerely, Teacher name cc: Principal

RESPONSE TO INTERVENTION INFORMATION FOR PARENTS WHAT IS RESPONSE TO INTERVENTION? Response to Intervention (RTI) is a proactive approach schools use to help all students, including struggling learners. It is not a special kind of program or book. Many schools use this approach to make sure that every student has opportunities to learn and work on grade level. It is used most often in reading and math and may also be used to improve student behavior. This process begins with high-quality instruction for all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity. Progress is closely monitored to ensure each student is responding to the interventions provided. The goal of RTI is to help all students be successful.

THE ESSENTIAL COMPONENTS OF RTI • Universal Screening - Universal screenings are assessments administered to all students to determine which

students are at-risk of not meeting academic expectations.

• Progress Monitoring - Progress monitoring is used to determine the effectiveness of instruction and/or interventions.

• The Multi-Tiered System of Support - The Multi-Tiered System of Support includes three tiers, each reflect increasing intensity of interventions to meet individual student needs.

• Data-Based Decision Making - Lubbock ISD primarily uses the problem-solving approach which utilizes staff members' input to identify students at-risk and develop highly individualized student plans for intervention. These plans are then monitored and evaluated to determine effectiveness. RESOURCES FOR PARENTS: National Center on Response to Intervention (http://www.rti4success.org) RTI Action Network (http://www.rtinetwork.org) Building RTI Capacity (http://buildingrti.utexas.org)

Respuesta a la Intervención (RtI) Nivel II Carta de Notificación a los Padres Fecha: Estimado Padre/Representante, Nos esforzamos por garantizar que todos nuestros alumnos alcancen el éxito académico. La investigación apoya la intervención temprana como una clave para promover de nivel la habilidad de lectura y matemáticas. El Distrito Escolar Independiente de Lubbock ha implementado un Sistema de Soporte de Múltiples Niveles (MTSS) para asegurar que las intervenciones que se brindan cierren la brecha de un estudiante que se desempeña por debajo del nivel de grado. Esta carta es para informarle que su hijo(a), _________________, será colocado en el nivel II RtI (Respuesta a la Intervención) intervención académica debido a la dificulta en el área de ____________________________. Su hijo recibirá apoyo / intervención académica adicional identificada como (escriba el nombre de la asistencia/intervención y descripción). Se proporcionará instrucción en grupos pequeños para su hijo durante nuestra hora programada de RTI ____ veces por semanas por ___ minutos por sesión durante las siguientes ____ semanas. Nuestro equipo revisará toda la información disponible para desarrollar un plan de intervención que mejor se adapte a su hijo para lograr un progreso exitoso en la escuela. A lo largo del apoyo / intervención académica adicional, se recopilarán y compartirán medidas de monitoreo del progreso al momento de la distribución de informes de progreso y boleta de calificaciones de nuestro distrito. Consideramos que el logro académico de su estudiante en la escuela es una prioridad. Las intervenciones están diseñadas para mejorar el éxito académico. Encontrará una hoja de información para padres de RTI incluida con esta carta para brindarle más información. Un padre tiene el derecho en cualquier momento de pedir una evaluación de su hijo/a para servicios de educación especial bajo la Sección 29.004 o para auxiliares, acomodaciones, o servicios bajo la Sección 504, del Acto de Rehabilitación de 1973 (29 U.S.C. Sección 794).Si tiene alguna pregunta sobre el proceso de intervención o sobre las habilidades de su hijo(a) que abordaremos durante la intervención, por favor contácteme al 219-_______ o a ____________@lubbockisd.org .

Sinceramente, Nombre de la maestra cc: Director de la escuela

RESPUESTA A LA INTERVENCIÓN - INFORMACIÓN PARA PADRES ¿QUÉ ES UNA RESPUESTA A LA INTERVENCIÓN? La Respuesta a la Intervención (RTI) es un enfoque proactivo que las escuelas utilizan para ayudar a todos los estudiantes, incluyendo los estudiantes con dificultades. No es un tipo de programa o libro especial. Muchas escuelas utilizan este enfoque para asegurarse de que cada alumno tenga la oportunidad de aprender y trabajar en su nivel de grado. Se utiliza con mayor frecuencia para lectura y matemáticas, pero también se puede usar para mejorar el comportamiento de los estudiantes. Este proceso comienza con una instrucción de alta calidad para todos los niños de educación general en el aula. A los aprendices con dificultades se les proporcionan intervenciones a niveles de intensidad creciente. El progreso se monitorea de cerca para asegurar que cada estudiante responda a las intervenciones provistas. El objetivo de RTI es ayudar a todos los estudiantes a ser exitosos.

LOS COMPONENTES ESENCIALES DE UNA RTI • Exploración Universal – La exploración universal son evaluaciones administradas a todos los estudiantes

para determinar cuáles estudiantes corren el riesgo de no cumplir con las expectativas académicas. • Monitoreo del Progreso - El monitoreo del progreso se utiliza para determinar la efectividad de la

instrucción y / o intervenciones. • Sistema Multi – Nivel de

Apoyos - El sistema de apoyo de múltiples niveles incluye tres niveles, cada uno refleja la intensidad creciente de las intervenciones para satisfacer las necesidades individuales de los estudiantes.

• Toma de Decisiones basadas en datos obtenidos - Lubbock ISD utiliza principalmente el enfoque de resolución de problemas apoyándose en el aporte de los miembros del personal para identificar a los estudiantes en riesgo y desarrollar planes de intervención altamente individualizados. Estos planes luego son monitoreados y evaluados para determinar la efectividad.

RECURSOS PARA LOS PADRES: National Center on Response to Intervention (http://www.rti4success.org) RTI Action Network (http://www.rtinetwork.org) Building RTI Capacity (http://buildingrti.utexas.org)