North Collins Response to Intervention



18669007342505Board Approved: 9/9/20140Board Approved: 9/9/20144191005358130North Collins Elementary SchoolResponse to Intervention Plan00North Collins Elementary SchoolResponse to Intervention PlanResponse to Intervention PlanNorth Collins Elementary SchoolThe following individuals serve on the North Collins Elementary School Response to Intervention Team and have been involved in the writing and planning of the District RtI Plan:NameTitle/PositionSchool BuildingJohn CataldoElementary PrincipalElementary SchoolNicole Livingston-NealSchool PsychologistDistrictAmy BartellStaff Development SpecialistBOCES-IESAmy AbadKindergarten TeacherElementary SchoolAnna SuranyiFirst Grade TeacherElementary SchoolRozalin WarrenSecond Grade TeacherElementary SchoolDave BurgstahlerThird Grade TeacherElementary SchoolDana LearnFourth Grade TeacherElementary SchoolCindy BallFifth Grade TeacherElementary SchoolDonna ReimanSixth Grade TeacherElementary SchoolBarbara FerryAIS Reading TeacherElementary SchoolKatelyn SpringerSpecial Education Teacher Elementary SchoolMISSION STATEMENTThe North Collins Central School District is a safe and supportive learning environment that strives to maximize educational opportunities for all students, faculty, staff and community members. We nurture responsibility, creativity, energy, and open-mindedness to empower successful contributors to a global society.Table of ContentsSectionpage1Introduction4 RtI Defined Legislative Background and Regulatory Requirements4-62RtI as a Multi-Leveled Intervention Model7 Tier I7-14 Tier 215-16 Tier 316-183Assessment within an RtI Model19 Universal Screening19-20 Progress Monitoring20-21 Additional Assessment214Data-Based Decision Making within an RtI Model22Determining Student Response to Intervention22-35LD Determination365 Professional Development 376Parent Notification37AppendixTier 1 Screening and Intervention Record FormTier 2 Screening and Intervention Record FormTier 3 Screening and Intervention Record FormNorth Collins RtI Student Referral FormObservation Checklist189ReferencesSECTION 1: INTRODUCTIONResponse to Intervention (RtI) functions as a significant educational strategy or framework designed to identify students who may be at-risk for substandard academic performance and intervene by providing supplemental interventions targeted to their learning needs. The overall purpose of RtI at North Collins Elementary School is to adhere to the Commissioner’s regulations which require us to provide high quality instruction and early intervention to all students falling behind their grade level peers.Response to Intervention DefinedResponse to Intervention integrates assessment and intervention within aMulti-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 that intervention depending on a student’s responsiveness, and to identify students who are not making significant progress as students with possible learning disabilities. (NCRTI, 2010).Legislative BackgroundIn September of 2007, the NYS Board of Regents approved multiple amendments to 8 NY Code of Rules and Regulations that requires schools to establish an RtI policy and procedures for students in grades K -4 in the area of literacy. These amendments established a policy framework for RtI in regulations relating to school-wide screenings, minimum components of RtI programs, parent notification, and the use of RtI to identify students with learning disabilities. By adding Section 100.2(ii) to Part 100 of the Commissioner’s Regulations it set forth minimum requirements for using an RtI process to determine a student’s response to research-based intervention. Minimum Requirements. The Regents policy framework for RtI:1. Defines RtI to minimally include: ? Appropriate instruction delivered to all students in the general education class by qualified personnel. Appropriate instruction in reading means scientific research-based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension. ? Screenings applied to all students to identify those students who are not making academic progress at expected rates. ? Instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards. ? Repeated assessments of student achievement which should include curriculum based measures to determine if interventions are resulting in student progress toward age or grade level standards (progress monitoring). ? Data Collection and application of information about student progress with an intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services (when necessary). ? Written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides information about : the amount and nature of student performance data that will be collected and the general education services that will be provided; strategies for increasing the student’s rate of learning; and parents’ right to request an evaluation for special education programs and/or services2. Requires each school district to establish a plan and policies for implementing school-wide approaches and prereferral interventions in order to remediate a student’s performance prior to referral for special education, which may include the RtI process as part of a district’s school-wide approach. The school district must select and define the specific structure and components of its RtI program, including, but not limited to the: criteria for determining the levels of intervention to be provided to students, types of interventions, amount and nature of student performance data to be collected, and manner and frequency for progress monitoring. [8 NYCRR section 100.2(ii)] 3. Requires each school district implementing an RtI program to take appropriate steps to ensure that staff has the knowledge and skills necessary to implement an RtI program and that such program is implemented consistent with the specific structure and components of the model. [8 NYCRR section 100.2(ii)] 4. Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. “Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.” [8 NYCRR section 200.4(j)]In addition to the above RtI requirements, regulations adopted by the Regents regarding screening of students with low test scores now requires a review of the students’ instructional programs in reading and mathematics to ensure that explicit and research validated instruction is being provided in reading and mathematics. Students with low test scores must be monitored periodically through screenings and on-going assessments of the student’s reading and mathematics abilities and skills. If the student is determined to be making substandard progress in such areas of study, instruction shall be provided that is tailored to meet the student’s individual needs with increasingly intensive levels of targeted intervention and instruction. School districts must provide written notification to parents when a student requires an intervention beyond that which is provided to the general education classroom. Such notification shall include: information about the performance data that will be collected and the general education services that will be provided; strategies for increasing the student’s rate of learning; and the parents’ right to request an evaluation by the Committee on Special Education to determine whether the student has a disability. An RtI process as described above will meet the section 117.3 requirements to ensure a student’s progress toward meeting the State’s standards. SECTION 2 RTI AS A MULTI-TIERED PREVENTION FRAMEWORKRtI serves as a multi-tiered prevention framework/model with increasing levels or tiers of instructional support. Within the North Collins Elementary School, a three-tiered model is used. The graphics presented below provides a visual illustration of the district’s RtI model. Further information for each tier follows the graphics.-239902101136300Tier OneTier one is considered the primary level of intervention at North Collins Elementary School and always takes place in the general education classroom. ELA instruction will be held during 90 minute blocks. Tier one involves appropriate instruction of reading to all students in the general education class which is delivered by qualified personnel. At North Collins Elementary School grades K-2 utilize Scott Foresman Reading Street program as their core program, while grades 3-6 utilize the Expeditionary Learning program. The classroom teacher still differentiates instruction to include large group, small group, and individualized instruction as well as assessment and reinforcement activities. Analysis of Tier one student performance data by classroom teacher will be used to identify those students who may need additional intervention. “Differentiated instruction under Tier 1 requires identifying and grouping students to work on targeted skills…Differentiated instruction applies to all students, while Tier 2 instruction applies only to those who are at risk in key areas.” An example of this, “…during independent work time, students weak in vocabulary can practice vocabulary with a partner or in small groups, while other students form teams to brainstorm character traits and motivations for the main characters in the story they are reading that week. Data from the various screening and progress monitoring measures…should also serve a role in orchestrating differentiated instruction.” (Downloaded from the Institute of Education Services: ( , page 17)ScreeningUniversal Screening:Universal Screening will take place three times per year. Schedules will be determined and distributed by a school administrator one week prior to testing date. Universal screening will be given in the school computer lab and will be administered by the classroom teacher with the support of a reading specialist. Each class will be provided with a 40-50 minute period of time for Universal Screening administrationData Decision Rules, Screening & Progress Monitoring for Tier 1GradeTier 1 Data Decision CriteriaTier 1 Data Decision RulesKindergartenSTAR Early Literacy ScreeningFall: <35th percentileWinter: <50th percentileIf further diagnosis is needed, use:Dial 4Fall: <35th percentilePreK Local AssessmentDIBELS LNFIf student data is below set criteria, referral to Tier 2 will be made to the RtI team. If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collected will be applied for the period of 6-8 weeks in the general education classroom. 1STAR Early Literacy ScreeningFall: IF < 50th percentile AND < 3 on EOY Kindergarten writing assessmentTHENDIBELS NWF < 50 AND DIBELS PSF <35Winter: < 50th percentileIf further diagnosis is needed, use: DIBELS NWFDIBELS PSFDIBELS ORF (MOY & EOY BM)If student data is below set criteria, referral to Tier 2 will be made to the RtI team.If not below set criteria, Tier 1 differentiation with appropriately selected tools and data collections will be applied for the period of 6-8 weeks2STAR ReadingFall/Winter/Spring: <35 percentileWriting Assessment <3 on EOY 1st GradeIf <35%tile, administer the following assessments:DIBELS ORFFall: <52 WPMWinter: <72 WPMSpring: <87 WPMDIBELS NWF< 50 %tileIf student data is below set criteria, referral to Tier 2 will be made to the RtI team.If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collected will be applied for the period of 6-8 weeks.3STAR ReadingFall/Winter/Spring: <40th percentileIf further diagnosis is needed, use:District Writing AssessmentDIBELS ORFFall <70 WPMWinter <86 WPMSpring < 100 WPMNWF <50If student data is below set criteria, referral to Tier 2 will be made to the RtI team.If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collection will be applied for the period of 6-8 weeks. 4STAR ReadingFall/Winter/Spring: <40th percentileNYSTP ELA</ Level 2District Writing Assessment</ Level 2If further diagnosis is needed, use:DIBELS ORFFall <90 WPMWinter <103 WPMSpring < 115 WPMIf student receives < 40 on STAR assessment and Level 2 on ELA State Assessment look at writing assessment and DIBELS ORF.If 1 on Writing Assessment refer to RtI teamIf 2 on Writing Assessment and <70 on DIBELS ORF refer to RtI teamIf 2 on Writing Assessment and >70 on DIBELS ORF provide Tier 1 support in the classroom.If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collection will be applied for the period of 6-8 weeks.5STAR ReadingFall/Winter/Spring: <40th percentileNYSTP ELA</ Level 2District Writing Assessment</ Level 2If further diagnosis is needed, use:DIBELS ORFFall <111 WPMWinter <120 WPMSpring < 130 WPMIf student receives < 40 on STAR assessment and Level 2 on ELA State Assessment look at writing assessment and DIBELS ORF.If 1 on Writing Assessment refer to RtI teamIf 2 on Writing Assessment and <70 on DIBELS ORF refer to RtI teamIf 2 on Writing Assessment and >70 on DIBELS ORF provide Tier 1 support in the classroom.If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collection will be applied for the period of 6-8 weeks.6STAR ReadingFall/Winter/Spring: <40th percentileNYSTP ELA</ Level 2District Writing Assessment</ Level 2If further diagnosis is needed, use:DIBELS ORFFall <107 WPMWinter <109 WPMSpring < 120 WPMIf student receives < 40 on STAR assessment and Level 2 on ELA State Assessment look at writing assessment and DIBELS ORF.If 1 on Writing Assessment refer to RtI teamIf 2 on Writing Assessment and <70 on DIBELS ORF refer to RtI teamIf 2 on Writing Assessment and >70 on DIBELS ORF provide Tier 1 support in the classroom.If not below set criteria, Tier 1 Differentiation with appropriately selected tools and data collection will be applied for the period of 6-8 weeks.Tier One InterventionThe Tier One Intervention level is intended to be utilized as a transition between Tier One and Tier Two. This RtI level should provide students with differentiated activities that are tracked or progress monitored within the classroom setting. Differentiation strategies: The following tools will be utilized for differentiation activities in the classroom with all Tier 1/Tier 1 intervention students. Tier 1 “intervention” is for those students in an “on watch” classification will be categorized by: 1.) Progress is monitored on a more frequent and formalized basis2.) Amount of time will increase in teacher-student differentiated activities and teacher-student ratio will be reduced, and3.) Differentiation plan will be discussed and planned with grade level team and reviewed according to the criteria selectedKindergartenPillarTier 1 Supplemental Intervention MenuAssessment for Progress Monitoring & Data CollectionPhonemic Awareness- STAR Activities- Scott Foresman Sidewalks- On the Mark- STAR Early Literacy- DIBELS PSF-Scott Foresman Reading Street Assessment HandbookPhonics- Schoolhouse Phonics- Mini Lesson in Small Group- Scott Foresman Sidewalks- On the Mark- STAR Early Literacy- DIBELS NWF/LNF-Scott Foresman Reading Street Assessment HandbookFluency- Scott Foresman (guided reading with leveled readers)- Scott Foresman Sidewalks- On the Mark- Dolch Sight Word List- DIBELS LNF/NWF (difference between amount of information known & timed amount demonstrated)--Scott Foresman Reading Street Assessment HandbookVocabulary- Scott Foresman- Scott Foresman Sidewalks- STAR Early LiteracyComprehension (Listening/Reading)- Scott Foresman Sidewalks- On the Mark- STAR Early Literacy--Scott Foresman Reading Street Assessment HandbookGrade 1PillarTier 1 Supplemental Intervention MenuAssessment for Progress Monitoring & Data CollectionPhonemic Awareness- STAR Activities- Scott Foresman Sidewalks-STAR Early Literacy- DIBELS PSF--Scott Foresman Reading Street Assessment HandbookPhonics- STAR Activities- Scott Foresman Sidewalks-STAR Early Literacy- DIBELS NWF--Scott Foresman Reading Street Assessment HandbookFluency- STAR Activities- Guided reading with leveled readers- Scott Foresman Sidewalks- Running Records (Accuracy & WPM) My Sidewalks- DIBELS NWF/ORF- Dolch Sight Word List--Scott Foresman Reading Street Fresh ReadsVocabulary- STAR Activities- Guided Reading with Leveled Readers- Scott Foresman Sidewalks- Text-based vocabulary questions. - STAR Early LiteracyComprehension- STAR Activities- Guided Reading with Leveled Readers- Scott Foresman Sidewalks- Text-based comprehension questions (literal & inferential) - STAR Reading/Early Literacy--Scott Foresman Reading Street Assessment HandbookGrade 2PillarTier 1 Supplemental Intervention MenuAssessment for Progress Monitoring & Data CollectionPhonemic Awareness- STAR Activities- Scott Foresman Sidewalks-STAR Early Literacy-DIBELS PSFPhonics- STAR Activities- Scott Foresman Sidewalks-STAR Early Literacy-STAR Reading-DIBELS NWFFluency- STAR Activities- Scott Foresman Sidewalks-Fluency Passages-STAR Reading-Running Record-DIBELS NWF/ORFVocabulary- STAR Activities- Scott Foresman Sidewalks-STAR Early LiteracyComprehension- STAR Activities- Accelerated Reader- Scott Foresman Sidewalks- Accelerated Reader Quizzes-STAR ReadingGrade 3PillarTier 1 Supplemental Intervention MenuAssessment for Progress Monitoring & Data CollectionPhonics- STAR Activities-STAR Early Literacy-DIBELS NWFFluency- STAR Activities- Repeated Readings with Leveled Passages-STAR Reading-Running Records-Dolch Sight Word List-DIBELS ORFVocabulary- STAR Activities- Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)- Accelerated Reader Vocabulary Quizzes- STAR Early LiteracyComprehension- STAR Activities- Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)- - Study Island- Accelerated Reader Quizzes- Readworks text-based responses- Study Island data- STAR ReadingGrade 4PillarTier 1 Supplemental Intervention MenuAssessment for Progress Monitoring & Data CollectionPhonics- STAR ActivitiesFluency- STAR Activities- Guided Reading with Leveled Readers- Running Records (Reading A-Z - Accuracy & Words per minute count)- Dolch Sight Word List- DIBELS ORFVocabulary- STAR Activities - Guided Reading with Leveled Readers-Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)- Text-based vocabulary questions-Study Island- AR QuizzesComprehension- STAR Activities- Guided Reading with Leveled Readers-Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)-Study Island- Text-based comprehension questions (literate & inferential). At least 3 records, administered bi-weekly over a period of 6 weeks-STAR Reading-AR Quizzes-Study IslandGrade 5PillarTier 1 Supplemental Program MenuAssessment for Progress Monitoring & Data CollectionPhonics- STAR Activities-STAR ReadingFluency- STAR Activities - Study Island-STAR Reading-Study Island-DIBELS ORFVocabulary- STAR Activities-Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)- Study Island- STAR Activities - Accelerated Reader Vocabulary Quiz. Comprehension- STAR Activities- -Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)-Study Island- Accelerated Reader Quizzes. - Readworks text-based responses- STAR ReadingGrade 6PillarTier 1 Supplemental Program MenuAssessment for Progress Monitoring & Data CollectionFluency- STAR ActivitiesVocabulary- STAR Activities-Accelerated Reader Vocabulary Power Lessons (using readers at student’s IRL ATOS level)- Accelerated Reader Vocabulary Quizzes-Study IslandComprehension- STAR Activities- -Accelerated Reader Comprehension Power Lessons (using readers at student’s IRL ATOS level)-Study Island- Accelerated Reader Vocabulary Quizzes Readworks text-based responses-Study Island-STAR ReadingProgress MonitoringProgress monitoring should take place for all students who do not meet STAR benchmark. According to STAR results, students who are: On Watch will be progress monitored once per month. Intervention will be progress monitored twice per month.Urgent Intervention will be progress monitored weekly.Data Decision Rules, Screening & Progress Monitoring for Tier 1 InterventionGrade(s)Tier 1 Data Decision CriteriaTier 1 Data Decision RulesK-6STAR Early Literacy STAR ReadingIF the student does not progress at the moderate rate of improvement over a period of 6-8 weeks, with at least 3 data points on the appropriate STAR assessment, the student may be referred (as determined by the Grade Level RTI Team (see pages 22-24) to the School-Wide RTI Team using the “North Collins Elementary RTI Student Referral Form” Additional documentation from intervention programs may be used as supporting evidence.Tier TwoMulti-Tiered Intervention FrameworkRTI LevelProgram(s)FormatTypical SettingTypical ProviderAssessment ToolsAssessment AdministratorTier 2 (10-15% of students)Lexia(grades 1-6)Road to the Code (K/1)Minimum of 30 min per session5 students maximum3-5X/weekGeneral Classroom or alternate locationCertified teacher or SpecialistTeacher Assistant (under the direction of certified teacher/specialist)Bi-weekly administration of: STAR Early Literacy (K-2)STAR Reading (Grades 1-6)ANDTier 2 Instructional Program Progress Monitoring (ex: Lexia)Optional-DIBELS (K-4)Certified teacher or SpecialistTeacher Assistant (under the direction of certified teacher/specialist)Within the North Collins Elementary Tier Two is typically small group, supplemental instruction. Supplemental instruction is provided in addition to, and not in place of, core instruction the students receive in Tier 1. Instruction/interventions provided at this level/tier are designed to address the needs or weaknesses of the student relative to the reading process.Progress for students in Tier 2 will consist of measuring two types of data: supplemental program progress, as well as progress using the standardized measure used to place the child in this level of instruction. Data Decision Rules, Screening & Progress Monitoring for Tier 2GradeTier 2 Data Decision CriteriaTier 2 Data Decision RulesSpecific measures determined based on need and grade level of individual studentSTAR Early Literacy ScreeningSTAR ReadingProgress at the moderate rate using the Goal Setting Wizard.Other Diagnostic/Monitoring Information to be collected: Lexia or other curriculum-based measurement tool designed to measure progress with specific interventionsIf student is progressing at the moderate rate of growth as set per the Goal Setting Wizard over a period of 9-12 weeks, .intervention will be continued and monitored until stabilization (reaching of benchmark) has occurred for at least 3 data points above the next benchmark over a period of 6 weeks.If a student does not progress at the moderate rate, variables such as student grouping, instructional program, and intensity of frequency or time for Tier 2 interventions may be adjusted, or the student may be placed in Tier 3 intervention. This will be determined after a collection and review of all data, per the recommendation of the Building Level RTI Committee.Tier ThreeMulti-Tiered Intervention FrameworkRTI LevelProgram(s)FormatTypical SettingTypical ProviderAssessment ToolsAssessment AdministratorTier 3(5% of students)Orton-Gillingham(grades 1-6)Road to the Code (K/1)Minimum of 45-60 min per session2-student maximum4-5X/weekAlternate LocationCertified teacher or Specialist-Weekly administration of: STAR Early Literacy (K-2)STAR Reading (Grades 1-6) ANDTier 3 Instructional Program Progress Monitoring (ex: O/G)Optional-DIBELS (K-4)Certified teacher or SpecialistTier Three is designed for those students who have been unresponsive to Tier 2 intervention or who demonstrate such significant needs that warrant intensive instruction or intervention. The following matrix provides details on the nature of Tier 3 at (North Collins Elementary in terms of program options, interventionist, frequency, duration, location and group size.Tier ThreeGradeProgram OptionsInterventionistFrequencyDurationLocationGroup SizeKRoad to the CodeReading Interventionist 3-5X per week30-45 minPull -out separate location1-2 Students per group1-6Orton GillinghamSpecifically Trained 3-5X per week30-45 minPull -out separate location1-2 Students per groupWithin the North Collins Elementary Tier Three is typically individualized, intensive instruction which is supplemental, or in addition to, and not in place of, core instruction the student receives in Tier 1. Instruction/interventions provided at this level/tier are designed to address the needs or weaknesses of the student relative to the reading process.Progress for students in Tier 3 will consist of measuring two types of data: supplemental program progress, as well as progress using the standardized measure used to place the child in this level of instruction. Data Decision Rules, Screening & Progress Monitoring for Tier 3GradeTier 3 Data Decision CriteriaTier 3 Data Decision RulesSpecific measures determined based on need and grade level of individual studentSTAR Early Literacy ScreeningSTAR ReadingProgress at the moderate rate using the Goal Setting Wizard.Other Diagnostic/Monitoring Information to be collected: Road to the Code or Orton Gillingham process tracking and weekly assessments.If student is progressing at the moderate rate of growth as set per the Goal Setting Wizard over a period of 15-20 weeks, .intervention will be continued and monitored until stabilization (reaching of benchmark) has occurred for at least 3 data points above the next benchmark over a period of 6 weeks.If a student does not progress at the moderate rate, variables such as student grouping, instructional program, and intensity of frequency or time for Tier 2 interventions may be adjusted, or the student may be referred to the Committee on Special Education. This will be determined after a collection and review of all data, per the recommendation of the Building Level RTI Committee.Program options available to students at this tier are based on the student needs. Appendix B provides information on the nature of program options available at Tier 3 for each grade level.SECTION 3: ASSESSMENT WITHIN AN RTI FRAMEWORKAn RtI 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 universal screening, progress monitoring, and diagnostic assessments. Each assessment type is used at different points within an RtI process for different purposes.ScreeningScreening is an assessment procedure characterized by brief, efficient, repeatable testing of age-appropriate academic skills (e.g., identifying letters of the alphabet or reading a list of high frequency words) or behaviors. Screenings are conducted for the purposes of initially identifying students who are “at-risk” for academic failure and who may require closer monitoring, further assessment, or supplemental instruction. Evidence of psychometric accuracy on early literacy and reading can be found on the star website at:Reading: Lit: table presented below provides descriptive information regarding the universal screening procedures used at North Collins Elementary. Screening Tool(s):STAR (Early Literacy K-2)STAR (Reading 1-6)Frequency of Administration: Beginning of Year (September)Middle of Year (January)End of Year (May/June)Grades Screened:K-6Screening Administrator(s):General Education TeacherReading SpecialistLocation:Computer LabA Screening Assessment Schedule is provided that details the nature of screening assessment per grade level at multiple intervals across the school year.Considerations for English Language Learners: Additional assessment is often needed to determine the risk-status of students whose native language is not English. Research shows that Hispanic students requiring ELD/ELL services demonstrated lower performance on Oral Reading Fluency measures in comparison to their Hispanic peers not receiving EDL/ELL services; this result may have been due to language proficiency and vocabulary differences. Crosson and Lesaux (2010) demonstrated that overall reading comprehension was influenced strongly by both fluent reading of text as well as measures of oral language proficiency including vocabulary and listening comprehension. Students with lower language proficiency in English are likely to need substantial language support in addition to strong reading instruction to achieve reading comprehension at expected levels. Collecting language proficiency data in addition to using the reading screening measures will help to determine the extent and kind of reading and language support students will need to meet important reading goals. (NCRTI, 2010).English Language Learners will be given STAR Universal Screening to identify and monitor their needs for instructional support at a Tier 1 or Tier 2 level. The student ‘s language skills will also be evaluated to determine current levels of performance. In addition, the student’s current level of performance and his/her literacy experiences , language proficiencies, cultural and experiential backgrounds should be assessed.Progress MonitoringProgress monitoring is the practice of assessing student performance by using assessments on a repeated basis to determine how well a student is responding to instruction or intervention. 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. North Collins Elementary school uses STAR progress monitoring to 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 1, 2, and 3 at North Collins Elementary School.Tier 1 InterventionTier 2Tier 3Frequency of Administration: Bi-weekly with STARBi-weekly with STARWeekly STAR Administrator(s):Classroom TeacherInterventionistInterventionistLocation:ClassroomInterventionist determined location, with minimal distractionInterventionist determined location, with minimal distraction Additional Assessment: DiagnosticScreening and progress monitoring tools occasionally provide sufficient information to plan instruction, but most often they do not since they tend to focus on quick samples of student performance as opposed to greater in-depth information about a student’s abilities. Assessments that are diagnostic in nature provide greater detail about individual students’ skills and instructional needs. They provide educators with information that informs the “what to teach” and the “how to teach.” They are typically administered to students who fall significantly behind an established benchmark or when such students have not demonstrated sufficient progress (Center on Teaching and Learning, n.d.).SECTION 4: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. Benchmark/screening assessments 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: Which student’s may be at-risk for academic failure? How well is the student responding to supplemental, tiered instruction/intervention?Determining Student Response to InterventionAnother key decision made by the RtI Core Team is whether or not a student who is receiving supplemental instruction or intervention is making progress. The North Collins Elementary 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 Core Team can make an informed decision about a student’s response to intervention. The information presented below provides further information regarding the nature of this decision.MeetingsTri-Annual Congruency MeetingsBeginning of the YearMeeting PreparationUniversal Screening proctored 3rd full week of school in computer lab as per school-wide schedule. 1 full day is needed for meeting preparation for each AIS Reading Teacher to analyze data and group students into initial tiersMeeting SchedulingGrade level congruency meeting within 2 weeks of Universal Screening. Grade level congruency meetings will be 2 hours in length for each grade levelMeeting Follow-upReading Specialist will provide each grade-level teacher and administrator with copies of meeting notes per note-taking formMiddle of the YearMeeting PreparationUniversal Screening proctored 3rd week of January as per school-wide schedule. 1 full day for meeting preparation for each reading specialist to analyze data and group studentsMeeting SchedulingGrade level congruency meeting within 2 weeks of Universal Screening. Grade level congruency meetings will be 2 hours in length for each grade levelMeeting Follow-upReading Specialist will provide each grade-level teacher and administrator copies of meeting note formEnd of YearMeeting PreparationUniversal Screening proctored 3rd week of May as per school-wide schedule. 1 full day for meeting preparation for each reading specialist to analyze data and group studentsMeeting SchedulingGrade level congruency meeting within 2 weeks of Universal Screening. Vertical congruency meetings will be ? day in length for each grade levelMeeting Follow-upReading Specialist will provide each grade-level teacher and administrator copies of meeting note formCongruency Meeting ComponentsTimeline: Must take place 1-2 weeks after Universal ScreeningMembers present: Grade level teachers, Reading Specialist for given grade level, At least 1 administrator.ResponsibilitiesReading specialists:Come to meetings with students grouped by goals for Tiers 2 and 3. Determine needed interventions for Tier 2 and Tier 3.General Education Teachers:Determine student groups for Tier 1 differentiation and Tier 1 intervention. Determine goals, interventions/strategies, data collection/ evidence needed for student groups using (from If, Then menu and Tier 1 Toolkit)Administrator:Approve Tier placement & interventionsSecure logistics (time, teachers, materials)School Psychologist:Analyze dataAssist in determining interventions for all TiersRoles:Time KeeperNote-takerFacilitator (provide prompts)Form for note-taking: Screening Intervention Record Form (SIRF) Monthly Grade Level RtI Team Meetings1x Monthly during common planning period calendared for 40 minutesMembers present:2 grade level teachersAt least 1 administrator or intervention specialists (i.e. BOCES PD specialist, school administrator, or reading specialistRoles: Note taker, time keeper, facilitatorResponsibilities: Discuss progress towards goals and possible tier movement re: RtI Referral form & checklistData Analysis for Instructional Decision Making: Team ProcessPart I. Initial/Fall Goal Setting and Instructional Planning SessionBefore the data team meeting:· Data sets/packets are prepared for meeting in teacher-friendly format· Data are provided to the team (teachers and other school personnel) in advance.· Session facilitator (permanent) is identified by the principal/designee, and is trained in team facilitation.· Meeting logistics, including the date/time, place, and an agenda, are arranged by principal or designee.Tier 1ProcedureTypical PromptsRecord KeepingDuring the meeting:Team uses district-provided data sets.Team is provided with data to be analyzed.Data sets in question Use formats without student names.Team identifies current performance of grade-level assessment on relevant benchmark for grade and time of year. Note if grade level and individual students made substantial growth (at least a year)· STAR or other measure (% at benchmark [low risk], % on-watch and intervention [some risk], % intensive intervention [high risk])Facilitator: “Let’s analyze how our students are doing on (benchmark skill).”Summarize salient data on the Screening and Intervention Record Form (SIRF).Team sets a measurable goal or goals to achieve by the next review point.· Goal should be stated in terms of % of students making x (give a number) progress toward identified benchmark.· Example: “By -----, -----% of students will attain the benchmark of ------ or above.”· STAR, % of students scoring Advanced or Proficient· STAR example: “By ----, ----% of students will achieve scores of Proficient or above.”Teams may generate goal for both ORF and STAR Proficiency.For STAR, team needs to then review either Item Analysis to identify specific skills that large numbers of students missed. This will help to identify skills to address.“What goal(s) shall we aim for by our next review point?”Record measurable goal(s) in correct format on SIRF.Team selects instructional strategies that directly address the benchmark and may select strategy to address“Let’s list some effective strategies that will assist our students to meet our goal(s).”Record ideas.Team analyzes suggested instructional strategies according to the following filters:· Strategy should be evidence based· Strategy should be practical.· Curricular materials should be available to implement strategy or can be readily created.“Let’s rate these ideas.· Which ones have a good research base?· Of those, which ones are most practical?· What materials do we have available?· What materials do we need?”Annotate ideas.Team selects strategies and agrees to implement them during coming intervention period.“Based on what we see on the display, what’s our choice for the best strategy(ies)?”Write an explicit description of the strategy on the SIRF.Team plans logistics of implementing strategy:· Team assists all teachers in learning strategy (if not already used) using:· peer modeling and coaching· grade-level “chats” regarding implementation· assistance by content specialists, school psychologist, etc.)· Team locates or creates instructional materials.· Team plans for self-monitoring of use of strategy.· Time to create/adapt materials· Strategies for teaching strategies to novice teachers (e.g., peer coaching, modeling)“As a team, how can we make this really happen for our students?”“What do we have to do to make sure we all use this strategy as planned?”“Who can help us with implementation and how will we know that we are on track?”Annotate the SIRF with “to-do’s.”Tier 2ProcedureTypical PromptsRecord KeepingTeam identifies which students will be considered for Tier 2 interventions.· Review all available data on these students· Identify students who are in each section (upper and lower ends) of the “emerging” or “strategic” area of the distribution on the most recent benchmark tests.· Check for corroboration across different subtest or assessment measures (e.g., ORF and STAR scores).· Decide which students need Tier 2 interventions.“Which students do we really have to watch this quarter?”“How far behind are these students?”“What has been their slope since the last assessment?”“How do the STAR scores compare with their other scores?” (for intermediate grades and above)“Which students do we think will get to benchmark without extra supports?”“Which students will need Tier 2 supports this quarter?”Data sets in question. Use formats with student names and data from ongoing performance monitoring.Record names on SIRF.Team sets a measurable goal to achieve by the next review point for the each student identified for Tier 2 supports.Goal for each student should be stated in terms of the desired score to be attained by the next benchmark assessment (typically the next benchmark score), or improvement on specific skill related to 4Sight data.“What goal(s) shall we aim for by our next review point for this student?”Annotate measurable goal(s) in correct format on SIRF.Team selects the standard protocol strategy that they feel best matches to the student’s identified area of need in Tier 2.“Let’s discuss which standard protocol strategy matches this student’s needs best.”Record strategy on SIRF.Team plans logistics of implementing strategy:· Team identifies the instructional group in which the intervention will occur.· Team identifies frequency and duration (amount of time each day) of the intervention.· Team plans for self-monitoring of use of strategy.“What standard protocol intervention group shall we use for this student?”“When and how often will the intervention be delivered?”“What do we need to do as a team to make this really happen for our students?”“What do we have to do to make sure we all use this strategy as planned?“How will we know that we are on track?”Annotate the SIRF with “to-do’s.”Team plans for progress monitoring (at least twice per month).Progress monitoring for skills such as comprehension or vocabulary will need team consideration and may be based on the Standard Protocol Intervention selected.“How will we measure their progress?”“Who will conduct this assessment?”Annotate SIRF with progress-monitoring plan.Tier 3Team identifies which students will to be considered for Tier 3 interventions· Review all available data on these using lists or spreadsheet.· Identify students who are in the “deficient” or “at risk” area of the distribution on the most recent benchmark tests.· Check for corroboration across different subtest or assessment measures (e.g., ORF and STAR scores).· Review all available progress-monitoring data for each student’s rate of improvement (slope).· Decide which students need Tier 3 interventions.“Which students are the most deficient on our lists?”“How far behind are these students?”“What has been their slope since the last assessment?”“How do the STAR scores compare with their other scores?” (for intermediate grades and above)“Which students will need Tier 3 supports this quarter?”Data sets in question (e.g., DIBELS, STAR). Use formats with student names and data from ongoing performance monitoring.Record names on SIRF.Team sets a measurable goal or goals to achieve by the next review point for the students identified for Tier 3 supports.Goal for each student should be stated in terms of the desired score to be attained by the next benchmark assessment as well as the expected rate of improvement (slope), or improvement on specific skill related to assessment data.“What goal(s) shall we aim for by our next review point for this student?”Annotate measurable goal(s) in correct format on SIRF.Team selects the standard protocol strategy that they feel best matches to the student’s identified area of need in Tier 3.“Let’s discuss which standard protocol strategy matches this student’s needs best.”Record strategy on SIRF.Team plans logistics of implementing strategy:· Team identifies the instructional group in which the intervention will occur.· Team identifies frequency and duration (amount of time each day) of the intervention.· Team plans for self-monitoring of use of strategy.“What standard protocol intervention group shall we use for this student?”“When and how often will the intervention be delivered?”“What do we need to do as a team to make this really happen for our students?”“What do we have to do to make sure we all use this strategy as planned?“How will we know that we are on track?”Annotate the SIRF with “to-do’s.”Use standard protocol checklist to determine fidelity of intervention.Team plans for progress monitoring (at least once per week).Progress monitoring for skills such as comprehension or vocabulary will need team consideration and may be based on the Standard Protocol Intervention selected.“How will we measure their progress?”“Who will conduct this assessment?”Annotate SIRF with progress-monitoring plan.Team sets next meeting date.“When shall we meet again to review our progress?”Annotate next date on SIRF.Interim Steps (between meetings):· Monitor fidelity of intervention.· Monitor student’s progress (CBM).· Change (fine-tune) strategy (may or may not require team meeting—teachers are encouraged to continue to adjust instructional “practice” based on classroom performance and observation).Part II. Building RTI (Follow-up) MeetingsThis team will consist of the following members:School psychologistAdministratorTeacher of student in review (one primary, one intermediate)Reading SpecialistMath SpecialistBefore the meeting:· Team accesses students’ new progress-monitoring data.· Data are provided to the team (teachers and other school personnel) in advance. Data sets include STAR data as well as Diagnostic and Classroom information.· Session facilitator is identified by the principal/designee, and is trained in team facilitation.· Meeting logistics, including the date/time, place, and an agenda, are arranged by principal or designee.Tier 1 AnalysisProcedureTypical PromptRecord KeepingTeam compares new data to:· Present grade-level goal· Appropriate STAR benchmark for grade and time of year· % at risk· % some risk· % low risk· Proficiency levels for STAR and Writing Assessment, with additional information from Item Analysis or Subtest Averages“Let’s analyze how are our students doing on (benchmark skill)?”Summarize salient data on STAR and the Local Writing Assessment.Team evaluates effectiveness of strategies used:· Gains were clearly linked to strategies for all students.· Strategies worked for some students and not others.· Strategies worked poorly.· Strategies were not implemented with fidelity (as planned).“How did our strategies work this past quarter?”Record successful and unsuccessful strategies.Team sets a measurable goal or goals to achieve by the next review point.· Goal should be stated in terms of % of students making x progress (give a number) toward identified benchmark or % of students scoring at Benchmark or above on STAR.“What goal(s) shall we aim for by our next review point?”Annotate measurable goal(s) in correct format on SIRF.Team decides on continuation of existing strategies or selects new ones. If new strategies are designed, analyze with filters:· Strategy should be evidence based.· Strategy should be practical.· Curricular materials are available to implement strategy or can be readily created.Note: Strategies may need to change because instructional targets have advanced.“Based on where our students are now, shall we keep our existing strategy or plan for another?”Write an explicit description of the strategy on the SIRF.Team plans logistics of implementing strategy:· Team assists all teachers in learning strategy (if not already used) using:· peer modeling and coaching· grade-level “chats” regarding implementation· assistance by specialists (reading specialist, school psychologist)· Team locates or creates instructional materials.· Team plans for self-monitoring of use of strategy.“What do we have to do to make sure we all use this strategy as planned?“Who can help us with implementation?”“How will we know that we are on track?”Tier 2 AnalysisProcedureTypical PromptsRecord KeepingTeam reviews progress of students who have received Tier 2 interventions.· Review all scores (e.g., DIBELS and STAR) for each student using lists or data spreadsheet.· Check for corroboration across different subtest or assessment measures (e.g., ORF and STAR scores).“How did our students do in Tier 2 this quarter?”“How far behind are these students?”“What has been their slope since the last assessment?”“How do the DIBELS scores compare with their STAR scores?”Data sets in question (e.g., DIBELS, 4Sight Proficiency lists). Use formats with student names and data from ongoing performance monitoring.Team evaluates effectiveness of strategies used, to determine if:· Gains are clearly linked to strategies for each student· Strategies worked for some students and not others· Strategies worked poorly· Strategies were not implemented as planned“How did our strategies work this past quarter?”“Did we implement the plan with fidelity?”Progress monitoring data on each pleted level-of-implementation protocols.Team decides which students need:· Continued Tier 2 interventions· Tier 3 interventions· To discontinue Tier 2 interventions“Which students have hit or are near benchmark and will be OK without Tier 2 supports?”“Which students are making some gains, but will continue to need Tier 2 supports this quarter?”“Which students are falling further behind and need a more intensive intervention (Tier 3)?”Record names on SIRF.Team sets a measurable goal or goals to achieve by the next review point for the students identified for Tier 2 or 3 supports.Goal for each student should be stated in terms of the desired score to be attained by the next benchmark assessment, (typically the next benchmark score)“What goal(s) shall we aim for by our next review point for this student?”Annotate measurable goal(s) in correct format on SIRF.Team selects the standard protocol strategy that they feel best matches to the student’s identified area of need in Tier 3.“Let’s discuss which standard protocol strategy matches this student’s needs best.”Record strategy on SIRF.Team plans logistics of implementing strategy:· Team identifies the instructional group in which the intervention will occur.· Team identifies frequency and duration (amount of time each day) of the intervention.· Team plans for self-monitoring of use of strategy.“What standard protocol intervention group shall we use for this student?”“When and how often will the intervention be delivered?”“What do we need to do as a team to make this really happen for our students?”“What do we have to do to make sure we all use this strategy as planned?“How will we know that we are on track?”Annotate the SIRF with “to-do’s.”Use standard protocol checklist to determine fidelity of intervention.Team plans for progress monitoring: Tier 3-weekly.Progress monitoring for skills such as comprehension or vocabulary will need team consideration and may be based on the Standard Protocol Intervention selected.“How will we measure their progress?”“Who will conduct this assessment?”Annotate SIRF with progress monitoring plan.Tier 3 AnalysisProcedureTypical PromptsRecord KeepingTeam reviews progress of students who have received Tier 3 interventions.· Review all scores (e.g., DIBELS and STAR) for each student using lists or spreadsheet.· Check for corroboration across different subtest or assessment measures (e.g., ORF and 4Sight scores).“How did our students do in Tier 3 this quarter?”“How far behind are these students?”“What has been their slope since the last assessment?”“How do scores compare with other scores?” (for intermediate grades and above)Data sets in question Use formats with student names and data from ongoing performance monitoring.Team evaluates effectiveness of strategies used, to determine if:· Gains are clearly linked to strategies for each student· Strategies worked for some students and not others· Strategies worked poorly· Strategies were not implemented as planned“How did our strategies work this past quarter?”“Did we implement the plan with fidelity?”Progress monitoring data on each pleted level-of-implementation protocols.Team decides which students need:· Continued Tier 3 interventions· To discontinue Tier 3 interventions and return to only Tier 2 supports· To be referred for an evaluation for special education eligibility“Which students have made good progress and will be OK without Tier 3 supports?”“Which students are making some gains, but will continue to need Tier 3 supports this quarter?”“Which students are falling further behind and need to be referred for a multi-disciplinary evaluation?”Record names on SIRF.Team sets a measurable goal or goals to achieve by the next review point for the students identified for Tier 2 or 3 supports.· Goal for each student should be stated in terms of the desired score to be attained by the next benchmark assessment (typically the next benchmark score), or improvement on specific skill “What goal(s) shall we aim for by our next review point for this student?”Annotate measurable goal(s) in correct format on SIRF.Team selects the standard protocol strategy that they feel best matches to the student’s identified area of need in Tier 3.“Let’s discuss which standard protocol strategy matches this student’s needs best.”Record strategy on SIRF.Team plans logistics of implementing strategy:· Team identifies the instructional group in which the intervention will occur.· Team identifies frequency and duration (amount of time each day) of the intervention.· Team plans for self-monitoring of use of strategy.“What standard protocol intervention group shall we use for this student?”“When and how often will the intervention be delivered?”“What do we need to do as a team to make this really happen for our students?”“What do we have to do to make sure we all use this strategy as planned?“How will we know that we are on track?”Annotate the SIRF with “to-do’s.”Use standard protocol checklist to determine fidelity of intervention.Team plans for more frequent monitoring (Tier 2-monthly; Tier 3-weekly).“How will we measure their progress?”“Who will conduct this assessment?”Annotate SIRF with progress monitoring plan.Interim Steps (between meetings):· Monitor fidelity of intervention.· Monitor student’s progress (CBM).· Change (fine-tune) strategy (may or may not require team meeting—teachers are encouraged to continue to adjust instructional “practice” based on classroom performance and observation).Determination of Learning DisabilitiesEffective on and after July 1, 2012, a school district must have an RtI process in place as it may no longer solely use the severe discrepancy between achievement and intellectual ability to determine that a student in kindergarten through grade four has a learning disability in the area of reading. In making a determination of eligibility for special education under the classification of LD, the CSE must determine that a student’s academic underachievement is not due to the lack of appropriate instruction in reading. Appendix F includes an SED approved form that is used for LD documentation purposes.SECTION 5: PROFESSIONAL DEVELOPMENTPart 100.2(ii)(3) requires each school district take “appropriate steps to ensure that staff have the knowledge and skills necessary to implement a RtI program and that such program is implemented consistent with…” the specific structure and components of the RtI process selected by the school district. The North Collins Elementary School provides: Professional Development for all Elementary School teachers who may be administering the STAR Enterprise AssessmentsOne professional development workshop in the fall and one workshop in the winterTopics needed: giving the test with fidelity, analyzing data/ interpreting reports, using guidance documents from Renaissance Learning, and grouping students for interventionMaterials needed: Presentation/ hosted site & handout for teachersPresenter: BOCES Staff DeveloperSECTION 6: PARENT NOTIFICATIONIn the North Collins Elementary School 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 a student is recommended to receive Tier 2 or Tier 3 intervention via letter that indicates:The nature of the intervention their child will be receivingType of interventionFrequencyDurationInterventionistLocationThe amount and nature of student performance data that will be collectedType of dataScreening toolReview date of progressStrategies for improving the student’s rate of learningAPPENDIXTier 1 Screening and Intervention Record FormDate: ____________ Meeting: ___ Beginning ___ Midyear ___ End of Year Grade:___________Meeting AttendeesPositionMeeting AttendeesPositionTarget Skill: Percentage of students at proficient level based on benchmark/standardGoal for Next Quarter: Percentage of students at proficient level based on benchmark/standardStrategies Selected for Implementation This Quarter (Tier 1)Logistics for Implementation of Strategies Selected (“To-do’s”)Tier 2 Screening and Intervention Record FormStudents Identified for Tier 2Student NameAssessmentMeasureScoreAssessmentMeasureScoreAssessment MeasureScore Goal for Next Quarter (Tier 2)Strategies Selected for Implementation This Quarter (Tier 2)Logistics for Implementation of Strategies Selected (“To-do’s”)Measurement Assessment PlanStudent NameMeasurePerson ResponsibleFrequency Tier 3 Screening and Intervention Record FormStudents Identified for Tier 3 Student NameA Assessment Measure Score Assessment M MeasureS ScoreA assessment MeasureScoreGoal for Next Quarter (Tier 3)Strategies Selected for Implementation This Quarter (Tier 3)Student NameStrategiesPerson ResponsibleFrequencyMeasurement Assessment PlanStudent NameMeasurePerson ResponsibleFrequencyNEXT MEETING Date:________ Location:___________________ Time:________North Collins Elementary RTI Student Referral FormStudent InformationStudent:Grade:Date of Birth:Classroom Teacher:Parent/Guardian:Phone Number:Prior to the Meeting Parent notified by classroom teacherObservation Checklist completed & attachedProgress Monitoring Data has been gathered- STAR Student Progress Monitoring Report(only necessary for Tier 1 Intervention Review meetings)Complete and bring to the meeting: Tier 1 Classroom Intervention Plan(only necessary for Tier 1 Intervention Review meetings)4595495264160359346528765526041352794001782445267335Specific Areas of Tier 1 Intervention (check one)203200279400 Phonemic Awareness Phonics Fluency Vocabulary ComprehensionDescribe the current intervention and outcome: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Are there other factors that need to be considered? (academic, behavioral, attendance, medical, or other factors that seem to negatively impact the student’s progress)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe the student’s strengths:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-------------------------------------------------------------------------------------------------------------------------------------Date Received: ___________________________Meeting Date:________________________________North Collins Central SchoolsConfidential RTI Team Observation ChecklistCheck all that ApplyListening ComprehensionSocial/EmotionalDifficulty understanding spoken languageLacks motivationDifficulty following verbal directionsLacks self-controlOther:Easily frustratedOral ExpressionSudden change(s) in moodDifficulty expressing thoughts and ideasInconsistency in performanceLimited speaking vocabularySeeks frequent approvalOther:Interrupts/distracts classAttention and/or OrganizationVerbally aggressive toward othersDifficulty with organizationPhysically aggressive toward othersEasily distractedDifficulty interpreting social cuesDifficulty beginning a taskDifficulty making/keeping friendsDifficulty completing a taskDifficulty accepting responsibility for behaviorUnder-active/lethargicEasily influenced by othersLoses or forgets work/materialsPoor self-conceptOveractive/excessive motor movementsExpresses thoughts of dropping outDifficulty following classroom routinesLegal issuesHomework not completed and turned inSleeps in class/lethargicSpeechPoor hygiene or deterioration in appearanceDifficulty speaking clearly Home support concernsDifficulty articulating speech soundsWellness concerns-briefly explain belowMemoryPerceptual/Motor SkillsDifficulty retaining information over timeDifficulty with letter formationDifficulty remembering what is seenDifficulty with spacingDifficulty remembering what is heardLetter/number reversalsReadingDifficulty with directional trackingDifficulty with letter namesOther:Difficulty with letter soundsWritten ExpressionDifficulty with phonemic awarenessDifficulty with writing speedDifficulty with phonicsDifficulty with spellingLimited reading vocabularyDifficulty with writing mechanicsDifficulty with fluency Difficulty expressing thoughts in writingSpeechDifficulty organizing thoughts in writingDifficulty speaking clearlyOther:Difficulty articulating speech sounds3518535-871220Response To Intervention (RTI) Requesting a Move from Tier 1 to Tier 2 Parent Notification Letter 00Response To Intervention (RTI) Requesting a Move from Tier 1 to Tier 2 Parent Notification Letter Date: ________________ Dear Parent/Guardian of: ____________________________ Our school uses a problem solving model called Response to Intervention (RTI). RTI is a process designed to address the needs of all students and is intended as an early intervention to prevent long-term academic failure. Our RTI Team meets on a regular basis to offer assistance to students, teachers and parents regarding student success here in school A referral has been made to the Building RTI Team regarding your child's progress. The team will be reviewing all available information in order to develop an intervention plan and make other recommendations, as appropriate, to better assist your child in making successful progress in school. This letter is to provide you with written notice that the RTI Team will be gathering data from a wide variety of sources including the student's cumulative file, school health records, teacher reports, other school records, and classroom work. If you have any additional information that you would be willing to provide that might help the RTI Team in planning effective educational strategies and recommendations for your child, please contact me. Date: Time: Location: Address: Phone: Contact: Sincerely, North Collins RTI Team Chairperson Attachment: Parent Confirmation Letter, form F10 3436620-516890Response To Intervention (RTI) Requesting a Move from Tier 1 to Tier 2 Parent Notification Letter 00Response To Intervention (RTI) Requesting a Move from Tier 1 to Tier 2 Parent Notification Letter Parent Confirmation to Attend LetterIn response to the notification of the RTI committee meeting to discuss my child’s academic success, I ______________________________________, (check one)I waive my participation in the RTI committee meeting, and I designate the remaining members of the RTI committee as the decision-makers for all purposes. I cannot attend in person, but I wish to participate by telephone. The number at which I can be reached at the time of the meeting is ( ) _________________I would like to attend, but can’t due to a scheduling conflict. Please contact me to reschedule this meeting at ( ) ______________Parent/Guardian Signature ________________________________Date ________________________________Please return this completed form in the self-addressed envelope provided to the RTI Chairperson’s office at your child’s school by [Insert date].North Collins Elementary SchoolRTI Schedule 2014-2015Week of:WeekMeeting ActivitySTARSeptember 9BOY ScreeningSeptember 15& 16STAR TrainingSeptember 22BOY CongruencySeptember 291Grade Level RTIT 1/2/3October 62T 3October 133Grade Level RTIT 2/3October 204T 3October 275T 1/2/3November 36Grade Level RTIT 3November 107T 2/3November 178Building RTIT 1/2/3November 241T 3December 12T 2/3December 83Grade Level RTIT 3December 154T 1/2/3December 22XXDecember 29XXJanuary 55T 2/3January 126Grade Level RTIT 1/2/3January 197MOY ScreeningJanuary 268MOY Congruency/Building RTIT 1/2/3February 21T 3February 92T 2/3February 16XXFebruary 233Grade Level RTIT 1/2/3March 24T1/2/3March 95T 3March 166Grade Level RTIT 2/3March 237T 3March 308Building RTIT 1/2/3April 6XXApril 131T 2/3April 202T 3April 273Grade Level RTIT 1/2/3May 44T 2/3May 115T 3May 186Grade Level RTIT 1/2/3May 257T 2/3June 18EOY ScreeningJune 81EOY Congruency/Building RTIT 1/2/3June 152T 2/3June 223T 3 ................
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