Oak Park School District

RtI Manual

“Focused. Intentional. Successful.”

Table of Contents

RCT/RtI Definitions 3

RtI Flow Chart 4

RCT/RtI Process 5

RtI Flow Chart 6

Initial Student Referral Form (Form A) 7

RCT Intervention Strategies Tier I 8

RCT Flow Chart-at-a-Glance (Form B) 9

Parent Information Letter (Form C) 10

Tier I Intervention Log (Form D) 11

Progress Monitoring Data Sheet (Form E) 12

Parent Invitation/Progress Report Form (Form F) 13

Sample Student Progress Reports to Parents 14

Student Academic/Behavior Modification Plan (Form G) 15

Tier Interventions Supports 16

Tier Interventions – Elementary (K-6) 17

Secondary Intervention Writing Processes (OPHS) 18

Tier I Strategies 19

Tier II Interventions 20

Tier Interventions – Secondary (7-12) 23

RCT Mission

The Resource Coordinating Team augments academic achievement by promoting a healthy school environment that addresses the social, physical, cognitive and emotional development of all students.

RCT Definition

The Resource Coordinating Team is a school-based problem-solving group that works collaboratively with parents, staff and community members. RtI is a framework for providing comprehensive support to students and is not an instructional practice. RtI is a prevention oriented approach to linking assessment and instruction that can inform educators’ decisions about how best to teach.

RCT Function

The function of the Resource Coordinating Team is to:

· Coordinate and integrate services and programs that address the underlying problems and barriers to learning and facilitate understanding, prevention, and correction. The team will use the Response to Intervention Framework within a multi-level prevention system to maximize student achievement and to reduce behavioral problems.

· 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.

RCT Process

Tier I Steps

1. Complete Universal screening for all students

2. Teacher completes the Initial RCT Form A

3. A meeting is scheduled with teacher and RCT to discuss student concerns (if a parent requests support/expresses concerns, the same RCT steps are followed.)

4. A meeting is held to discuss student concerns, as well as the interventions previously used. Alternative interventions are suggested by RCT members that the teacher will implement in the classroom. The RCT members will meet with the teacher again in 2-4 weeks.

5. Teacher develops a student profile using the Flow Chart at a Glance, Form B

6. Teacher reconvenes with RCT members and brings the completed Form D to the meeting

7. Parent is invited to the meeting, (via letter and/or phone call ~ if a phone call is used, there must be documentation of the conversation/call). An invitation/progress report (Form C) is sent to parent.

Tier 2 Steps

1. If student’s data indicates lack of progress/minimal improvement, he/she receives targeted interventions within small group instruction.

2. Intensive instructional interventions are used

3. Continuous progress monitoring occurs using Form E, for the next 2-4 weeks

Tier 3 Steps

1. RCT members meet with teacher to discuss the student’s status

2. More intensive strategies, individually designed, are implemented to support the student for the next 4-6 weeks

3. Meeting is scheduled with teacher for an update on student’s status

4. Parent is also invited to attend the meeting; progress letter goes home with invitation (2-sided)

5. Recommendation for Special Education referral may be completed at this point

OAK PARK SCHOOL DISTRICT

RtI FLOW CHART

TIER 1:

Classroom teacher(s)

All students-all subjects

Universal screening identifying students with critical needs and instruction/intervention(s) start immediately for all students scoring at the “intensive” and “strategic” levels

TIER 2:

Address student barriers/deficiencies; work with designated RtI person in building to access more small group/individual instruction/intervention(s), Teachers and/or support staff/learning professionals implementing targeted group interventions-progress monitor student progress 2x monthly (Minimum of 4 weeks for academic issues)

If student is showing academic progress, Instruction/Intervention/progress monitoring would continue at least 2x monthly

TIER 3:

If progress monitoring demonstrates minimal/lack of progress,

RCT/RtI meeting would convene:

Teachers, support staff, learning professionals may discuss/implement more intensive additional individual instruction/intervention(s)

May need possible consultation/initial screening by school psychologist (parent permission required) or resource teacher

(All instruction/intervention information and data go to the classroom teacher, school psychologist, resource teacher, designated RtI person in building and building administrator)

OAK PARK SCHOOL DISTRICT

ELEMENTARY LEVEL

RESOURCE COORDINATING TEAM (RCT)

Initial Student Referral Information Data Collection

TIER I

Name: / DOB: / Grade: / Teacher:
Parent/Guardian: / Telephone:
Address: / City: / Zip Code:
Email: / With Whom Does Child Live
Previous School Attended: / Grades Retained:
Physical/Medical Problems: / Documentation? / Yes
No
Vision: / Hearing: / Medications:
Other

STUDENT STRENGTHS

PEER RELATIONSHIPS / ACADEMIC SKILLS / VERBAL SKILLS / LEADER / POSITIVE ATTITUDE
SEEKS INFORMATION / SOCIAL SKILLS / COOPERATIVE / MOTIVATED

ACADEMIC/BEHAVIOR INFORMATION

ACADEMIC ACHIEVEMENT ATTENDANCE/BEHAVIOR

SUBJECT / RECENT REPORT
CARD GRADES / CATEGORY / PREVIOUS YEAR / PRESENT YEAR
WRITING / DAYS ABSENT
READING / NO. OF DAYS TARDY
MATH / NO. OF DAYS SUSPENDED
NO. OF OFFICE REFERRALS

STANDARDIZED TEST RESULTS

SEPTEMBER / JANUARY / MAY
DIBELS
DRA
BENCHMARK ASSESSMENT
OTHER

SCHOOL RESOURCES UTILIZED

SERVICE / PREVIOUS SCHOOL YEAR / PRESENT SCHOOL YEAR
AFTER SCHOOL/SATURDAY PROGRAMS
TITLE I SUPPORT
OUTSIDE TUTORING SERVICES
SUMMER SCHOOL
PSYCHOLOGICAL SERVICES
SCHOOL SOCIAL WORK SERVICES
SPEECH AND LANGUAGE SERVICES
ENGLISH LANGUAGE

OPSD RTI Manual/Revised 9-23-2013/ljw 7 | Page

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INTERVENTION STRATEGIES

TIER I

Record at least 2 interventions used. Turn completed form to RCT Chairperson.

TIER I INTERVENTIONS

Target Behavior:
Baseline/Current Level:
Intervention Goal:
Intervention Utilized:
Beginning Date of Intervention: / Ending Date:
Frequency:
Progress Monitoring Data
Baseline/Current Level:
Intervention Goal:
Intervention Utilized:
Beginning Date of Intervention: / Ending Date:
Frequency:
Progress Monitoring Data
RCTeam Notes:

Intervention Status:

Problem Solved; exit Tier I

Problem not resolved; redesign or modify intervention at Tier I

St. remains below benchmark-growth level remains below that of average peers; initiate Tier II Intervention

Initiate grade level Tier II Intervention

OPSD RTI Manual/Revised 9-23-2013/ljw 7 | Page

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RCT - Flow Chart at a Glance

Student Name: / Initial Level 1 Referral Date:
DATE / RCT MEETING DISCUSSION / NEXT STEP(S) / FOLLOW-UP
DATE SET
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3
Tier 1 / Tier 2 / Intervention
Action Plan / Follow-up
Meeting / Parent / Teacher / Tier 3

OPSD RTI Manual/Revised 9-23-2013/ljw 7 | Page

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SAMPLE PARENT INFORMATION LETTER – SCHOOL-WIDE NOTICE

Date
Dear / (Parent or Legal Guardian):

Our school has begun an early intervention program to help our students develop and increase their skills in reading, math, writing, and communication. This program involves the classroom teachers, speech and language pathologists, resource room teachers, teacher consultants, as well as reading specialists.

The students are administered screening assessments
three times a year and student progress is measured throughout the year. / (Insert DIBELS or name of screening assessment here)
Your son/daughter / is being recommended to receive small

group instruction to help improve his/her academic success. The RCT Team meeting is

scheduled to meet on / to explain this program to you. We hope
(Insert date, time and location here)

you are able to attend this important informational/planning meeting. If you have questions, please feel free to contact your child’s classroom teacher.

Thank you.

RCT Coordinator

OAK PARK SCHOOL DISTRICT

Office of Specialized Student Services

Resource Coordinating Team (RCT) –Tier One: Intervention Log

Date: / to / (duration)
Name / DOB / Grade
Teacher / School / Date
Identified Problem/s
Academic / Behavior
Reading Skills / Math Skills / Poor Test Scores / Anger / Inattentive / Impulsive
Written Expression / Incomplete Assignments / Organizational Skills / Disruptive Behavior / Lacks Social Skills / Lacks Motivation
Other / Distractible / Peer Conflicts / Other
Strengths
Peer Relationships / Leader / Verbal Skills / Motivated / Cooperative
Adult Relationships / Academic Skills / Positive Attitude / Athletic Skills / Sense of Humor
Seeks Information / Social Skills / Art, Music, Dance / Decision-making Skills / Goal Setting
Other
Goal (in clear measurable terms)
Please document the intervention/s implemented for a minimum of 4-6 weeks prior to RCT Level 2 referral.
Dates Implemented
/ Intervention / Frequency / Progress / Comments
Daily / Weekly / Monthly / Improved / No Change / Decline
Contact Parent
Contact Admin/Counselor
One-on-One teacher assistance
Chunk Assignment
Partner with a peer
Complete assignment /test orally
Extended time on assignment
Praise
Privately speak with student
Progress report
Read assignment to student
Reduce length of assignment
Repeat directions
Seat changes
Use of additional resources
Other
Other
Progress Monitoring
Progress toward the goal must be monitored on a weekly or bi-weekly basis to maximize the effectiveness of the intervention and instructional feedback. Report data from progress monitoring in the same clear measurable terms you used for the goal.
No / Date / Results / No / Date / Results
1 / 4
2 / 5
3 / 6
Note: If no progress is made after 2-3 weeks, you can try adjusting the goal and/or interventions as needed.

OPSD RTI Manual/Revised 9-23-2013/ljw 7 | Page

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Progress Monitoring Data Sheet

Teacher/Grade:
Student Name: / Date Implemented: / Date Ended:
Intervention Area: / Reading / Writing / Math / Behavior
Specifically:
Date:
Describe Intervention / When/How Often / Staff Involved?

OPSD RTI Manual/Revised 9-23-2013/ljw 7 | Page

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Board of Education
Marie Reynolds, President
Maxine Gutfreund, Vice President
Menachem Hojda, Treasurer
Kiesha Speech, Secretary
Terrence R. West Sr. , Trustee
Claudette Lunkins, Trustee
Misty Patterson, Trustee
Pat Greer, Recording Secretary /
Oak Park School District
Office of Specialized Student Services:
TELEPHONE: (248) 336-7673 ● FAX (248) 336-7678
Sherrie L. Johnson, Director
Travis Austin, Coordinator
Get the Oak Park Advantage!

Parent Invitation:

Student Progress Review Meeting

Student ID#: / Student Name:
Date of Birth: / School:
Date of Birth: / School:

Please plan to attend a meeting to discuss your child’s progress. The meeting is scheduled at the following date and time:

Date: / Time:
Place:

If you have questions or concerns, please contact:

Person: / Position:
Phone: / Email:
Parent Contact:
Date:
Parent Communication:
Letter Phone Email

OPSD RTI Manual/Revised 9-23-2013/ljw 25 | Page

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Student Progress Report to Parents

Student Name: / Date:
School: / Teacher:

Your child’s progress has been monitored. The following table shows your child’s performance in comparison to the class. The Percentile score provides a ranking of your child’s performance, see below:

75 – 100 Superior

50 – 75 High Average

25 – 50 Low Average

10 – 25 Below Average

0 – 10 Considerably Below Average

Class Average Score
Student Score
Student Percentile Score
Date / Date / Date / Date / Date / Date / Date / Date

Based on your child’s demonstrated progress, your child has been provided with additional instruction. The instruction plan for your child is summarized below:

Target Skills / Instructional Plan / Dates of Contact / Time / Teacher/Tutor

Based on your child’s progress, the following recommendation is made:

Planned intervention was successful in meeting child’s needs. This intervention will be continued in the current setting.

Planned intervention was not successful in meeting the child’s needs. Another instructional intervention will be conducted to attempt to meet child’s needs.

Planned intervention was successful in meeting child’s needs.

Student Academic/Behavior

Modification Plan

Name: / ID#: / Staff:
Plan Development Date: / Academy: / HBS MAC STEM2

AREA OF CONCERN: Academic Behavior Both INTERVENTION#: 1 2 3

IDENTIFY THE SPECIFIC CONCERN AND THE REASON WHY THE PROBLEM IS OCCURING:

WHAT IS THE GOAL?

INTERVENTION PLAN

METHOD
(What is the intervention?) / METHOD
(What is the intervention?) / LOCATION
(Where? Place where the intervention will occur)
Intervention Start Date:
Mandatory Tutoring
One-on-One (Name: )
Parent/Guardian Contact
Parent/Guardian Conference
Change of Instructor
Check-in & Check-out (Name: )
Mentoring Program (Male or Female)
Social Worker Support / Group Meeting
Counseling Support / Group Meeting
Progress Reports (Daily, Weekly, Bi-Weekly)
Writing Center / Change of Learning Environment Class
Working Lunch – “HW Helper”
Double Dose of Instruction (Time: )
Credit Recovery w/n Schedule
Credit Recovery On-Line
Additional Time / Modified Pacing
Study Skills Session (On-Line) / Intensive
Responsibility Support (IRS)
Additional Time w/Co-Teacher / Learning
Lab
Reading Support / Skill Development
Math Support / Skill Development
Additional Math Lab Time
RCT Process / Classroom #
Office
Agency
Other
TIMEFRAME
(When? How often will the intervention occur?) / MONITORS
(By Whom?) / REVIEW
(Is the PLAN working?)
Daily
Weekly
Bi-Weekly
Quarterly
Annually
Before School
After-School
Saturday School
Designated Dates: / Teacher
Social Worker
Counselor
Mentor
Parent/Guardian
Attendance Agent / Coordinator
Academy Administrator / Principal
Behavior Interventionist
Graduation Coordinator
Agency/Other: / Review Date:
Student demonstrated progress:
Yes No
Why?
Modifications to the PLAN*:
(*send copy to student’s current teachers)
Student Signature / Staff Signature
White = Student/Parent Pink = Academy / Office File Gold = Plan Developer

Tier I Interventions