Westhampton Beach
Elementary School
Response to Intervention (RtI)
Three Tiered Plan
2011-2012
Westhampton Beach Elementary School
Response to Intervention (RtI) Plan
Table of Contents
Introduction……………………………………………………..3-4
What is RtI?
Guiding Principles Behind RtI
Key Components of RtI
RtI Flow Chart………………………………………………….5
Overview of the Three Tiered RtI Model………………………6-7
Explanation of Tiers
RtI Pyramid
Team Composition……………………………………………..8
Grade-Level RtI Team
RtI Core Team
Instructional Support Team (IST)
Schedules………..……...……………………………...………9
Meetings
Universal Screening
RtI Meetings…………………………………………………10-11
Meeting Notice
Meeting Procedure
RtI Direct
Program Modifications
Parent Letters
Appendices……………………………………………………12-24
Definitions of Academic Interventions
Universal Screening Targets
Instructional Level Expectations for Reading
Guiding Questions
Initial
Students Receiving RtI Services
Parent Letters
General Intervention Letter
FBA/BIP Letter
RtI Services/Interventions by Tier
Academic Interventions
Behavioral Interventions
What is Response to Intervention (RtI)?
Response to Intervention (RtI) is a school-wide system of organizing instruction and instructional support resources to deliver high-quality instruction to meet the diverse needs of all learners. This begins with research-based instruction in the general education setting that is differentiated and responsive to the learning needs of all students. Universal screening is conducted to identify at-risk students as soon as possible. Students who do not demonstrate expected progress within the core curriculum are recommended for additional interventions, which may increase or decrease in intensity based on students’ rate of progress. Student progress is consistently monitored to assess intervention effectiveness, and instructional decisions and program modifications are made based upon valid and reliable data.
Guiding Principles Behind RtI
Focus is on students’ instructional needs rather than perceived internal deficiencies of students
Systematically manipulate instructional variables and assess student response
Tiered interventions that change in intensity based on student rate of progress
Key Components of RtI
Evidence-Based Core Curriculum:
High-quality instruction that is differentiated and responsive to the diverse needs of all learners. Reading instruction focuses on the “Big 5”: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Math instruction focuses on problem solving, arithmetic skill and fluency, conceptual knowledge/number sense, and reasoning ability.
Universal Screening:
Valid and reliable benchmark assessments that ascertain students’ level of skill development compared to established grade-level targets and norms (school, state, country). Universal screening measures are administered to all students at least twice a year to identify students who are not making academic progress at expected rates.
Curriculum-Based Measurements (CBMs):
Brief, direct assessments of specific academic skills. CBM results can guide planning for interventions, establish baseline data, and monitor intervention effectiveness. CBMs may be pre-made (e.g., EasyCBM.com) or created from the local curriculum (e.g., Westhampton Beach’s CBM Assessment Notebook or InterventionCentral.org).
Intervention Plans:
Intervention plans are developed through a problem solving approach by the RtI Teams. Intervention plans, which are based on data (e.g., universal screening and CBMs), identify the student’s skill deficits and state which evidence-based interventions will be implemented. Intervention plans specify the frequency, duration, group size, service provider(s), progress monitoring, and fidelity measures (e.g., attendance) for each intervention.
Evidence-Based Interventions (or Scientifically-Based Interventions):
Interventions that are supported by scientifically-based research that has been published in peer-reviewed journals (such as the US Department of Education’s What Works Clearinghouse). An evidence-based intervention consists of a specific curriculum, intervention, or practice that has been shown to be effective by scientifically-based research (e.g., Fundations, Florida Center for Reading Research, repeated readings).
Progress Monitoring:
Systematic data collection to assess students’ progress in response to a given intervention. As interventions increase in intensity, so does the frequency of progress monitoring.
Program Modifications:
The systematic manipulation of instructional variables in response to progress monitoring data. When data indicates the need for more intense interventions, the instructional program is altered to provide more intense instructional support. Intensity of interventions is determined by the following factors: Frequency (Times/Week), Student-Teacher Ratio, and Duration (Min/Day).
RtI Flow Chart
Overview of the Three Tiered Model
Tier I (approximately 80-85% of students):
Evidence-based core curriculum and classroom interventions delivered by the classroom teacher.
All students receive high-quality instruction in the district’s evidence-based core curriculum. This instruction is delivered by highly qualified teachers who are trained in best practices and differentiate their instructional presentation and resources to ensure that the varying needs of all students are met. Students identified through universal screeningand CBMs as being at-risk receive supplemental evidence-based intervention during the regular school day by their classroom teacher, as per their Intervention Plan, which is developed at grade-level RtI Team meetings. Tier I interventions take place 3-5 days a week, for approximately 4-6 weeks. During this time, the classroom teacher will conduct bimonthly progress monitoring using the Westhampton Beach CBM Assessment Notebook. The RtI team will then reconvene to determine if the student requires Tier II interventions.
Tier II (approximately 15-20% of students):
Targeted interventions delivered by specialized staff (e.g., AIS, Math Specialists, Reading Specialists, ELL providers, Special Education teachers, K/1 Extension Center, Mental Health Team).
Students who are identified as not making adequate progress in Tier I are recommended, through the grade-level RtI Team, to receive more intensive evidence-based intervention. Tier II academic interventions are generally provided in 30-40 minute small group sessions (3-6 students) that take place 2-4 times a week. Progress monitoring is typically conducted bimonthly by the service provider.
Tier III (approximately 1-5% of students):
Intensive interventions delivered by specialized staff (e.g., AIS, Math Specialists, Reading Specialists, ELL providers, Special Education teachers, K/1 Extension Center, Mental Health Team).
Students who continue to demonstrate a slow rate of progress in Tier II may be referred, through grade-level RtI Team meetings, for individualized intensive evidence-based interventions that place an even greater emphasis on skill deficits. Tier III academic interventions are generally provided in 30-40 minute individual or very small group sessions (1-3 students) that take place 5 times a week. Progress monitoring is typically conducted weekly by the service provider. Students who do not achieve sufficient progress in response to these intensive interventions may be referred for a comprehensive psycho-educational evaluation to determine eligibility for Special Education services.
Team Composition
Grade-level Team Composition
- Facilitator (Mental Health Team Representative)
- School Psychologist: Grades K & 1
- School Social Worker: Grades 3 & 5
- Guidance Counselor: Grades 2 & 4
- Two General Education Teachers on Grade Level
- Reading Specialist
- Service Providers
- Building Administrator (Principal or Assistant Principal) as available
- Invited Special Area Teachers and Support Staff (e.g., Nurse, Mental Health, Speech, OT, PT, Art, Library, Music, PE, Enrichment, Science)
RtI Core Team Composition
- Building Administrator (Principal or Assistant Principal)
- Mental Health Team
- Reading Specialist
- General Education Teacher Representative
- Special Education Teacher Representative
- Invited Service Providers and Support Staff as available
- Technology as needed/available
Instructional Support Team (IST) Composition
- Classroom Teacher
- Building Administrator (Principal or Assistant Principal)
- Mental Health Team
- Reading Specialist
- Service Providers
- Special Education Teacher
- Invited Special Area Teachers and Support Staff
Meeting Schedule
Initial Meeting:
In September, pre-scheduled RtI meetings will take place with all classroom teachers on grade level to explain the RtI procedure, review the results of universal screening, and design grade level data spreadsheets that all grade level teachers will bring to future RtI meetings.
Regular Meetings:
Each grade will have two pre-scheduled RtI meetings per month (two general education teachers will attend each meeting).
RtI Core Team Meetings:
The RtI Core Team will have one pre-scheduled meeting per month to address RtI-related issues.
Instructional Support Team (IST) Meetings:
Beginning in November, one potential IST meeting is scheduled for each month. Additional IST meetings may be scheduled as needed. The purpose of IST meetings is to discuss students who may be referred for a Special Education evaluation. IST meetings are to be recommended by the grade-level RtI team.
Grade-Level Intervention Block:
To minimize missed instruction, a 40-minute grade-level intervention block will be developed in September.
Universal Screening Schedule
Diagnostic Reading Assessment (DRA)
Conducted by classroom teachers and reading specialists
- September and May: Grades 1-5
- January and May: Kindergarten
Westhampton Beach Kindergarten Assessment
Conducted by classroom teachers in September
Easy CBM Passage Reading Fluency (Pilot)
Conducted by Benchmarking Team (e.g., administrator, Mental Health Team, reading specialists, math specialists, AIS staff)
- September: Passage Reading Fluency training
- Fall, Winter, & Spring: Grades 3-5
RtI Meetings
Meeting Notice:
Teachers will receive a list of pre-scheduled meetings in September. Prior to each meeting, the RtI Team facilitator will email team members with the names of students who are up for review and a copy of the Guiding Questions (found on pages 16-17) that will be reviewed at the meeting. Classroom teachers and service providers should email completed Guiding Questions to the Team Facilitator in advance if students are making expected progress (and thus do not need to be discussed at the meeting).
Meeting Procedure:
During RtI meetings, classroom teachers will take turns using the grade-level data spreadsheet and Guiding Questions to discuss students, with an emphasis on data. Students who are making expected progress do not need to be discussed at the meeting. If a student is not demonstrating expected progress within the core curriculum or evidence-based intervention, the RtI team will review relevant information about the student, identify the student’s skill deficits, and create an Intervention Plan. Intervention Plans will specify the frequency, duration, group size, service provider(s), progress monitoring, and fidelity measures (e.g., attendance) for each evidence-based intervention. The Intervention Plan will also list necessary follow-up information, such as contact with parents.
RtI Direct:
The RtI Direct program will be utilized to manage RtI data. An RtI Direct refresher course for service providers will take place in September.
Team facilitators will summarize RtI meetings in the Meeting Notes area, following the format of the Guiding Questions. When scheduling new meetings, team facilitators should create a new to-do task with the projected date of the next meeting listed under “Date Due”. To avoid confusion, the same date should appear under “Date Due” and “Date Completed.”
Service providers will add intervention descriptions when they begin working with students and update the information whenever a change is made. Service providers will keep attendance and progress monitoring records for all students, but only need to enter progress monitoring data into RtI Direct when the student is not making expected progress. All progress monitoring data must be entered into RtI Direct for students who are being recommended for Tier III interventions or a Special Education evaluation. During Instructional Support Team (IST) meetings, data will be presented in the form of an RtI Direct graph or chart whenever possible.
At the end of the year, service providers will enter a Progress Note into RtI Direct summarizing the student’s progress within the intervention.
Program Modifications:
When discussing program modifications, the RtI Team will consider data from universal screenings and CBMs, student’s intervention history, progress monitoring data, individual student goals, typical grade-level rates of progress, implementation integrity, contributing student factors (e.g., attendance, illness, family stressors, motivation), and parent concerns. Program modifications are typically recommended when a student fails to demonstrate expected rate of progress for 3-5 consecutive data points.
Parent Letters:
When students are recommended for Tier II or Tier III academic interventions, parents will receive a letter explaining the intervention (found on page 18). When students are recommended for a Functional Behavioral Assessment/Behavior Intervention Plan, parents will receive a letter explaining the procedure and asking for their signed permission (found on page 19). When students are recommended for counseling services, parents will receive a phone call from the service provider and will be mailed home the standard counseling permission slip. At least once each trimester, parents will receive a written update on their student’s progress within academic RtI Interventions and a verbal update on their student’s progress within counseling services. This update will be based on the Meeting Notes and progress monitoring data entered into RtI Direct.
Definitions of Academic Interventions
Phonemic Awareness:
a) Rhyming: Student can create orally or in written form, word
families of rhyming words.
b) Blending: Student can stretch each sound (phoneme) in a word, in
order to pronounce the whole word.
c) Segmenting: Student can say the whole word, then each sound
(phoneme) or syllable in the word, separately.
d) Manipulating Sounds: Student can add, delete, of substitute
sounds or syllables in a word.
Phonics:
a) Letter/Sound Fluency: Students can identify the most common
sound for each letter within 3 seconds.
b) Letter/Sound Relationships: Students can use letter/sound
relationships, word families, spelling patterns, and/or onset and
rime to read decodable text.
Wilson Reading System:
This is a research based, intensive, multi-sensory program that teaches sight word retrieval, decoding, and encoding to struggling reader/writers. It is a supplemental program designed for students with difficulties in reading accuracy and spelling.
Fundations:
This is an adaptation of the Wilson Reading System that is a systematic, sequential, multi-sensory approach to teaching reading and spelling. The program can be utilized whole class, K-2, or as a supplemental intervention with small groups of students experiencing difficulties with decoding, encoding, and sight word acquisition.
Fluency:
a) Sight Words: Students will read regular and irregular words with
automaticity.
b) Reading Rate: Student can read text (on their reading level)
smoothly, with expression, appropriate phrasing, and speed while
heeding most punctuation.
Vocabulary:
Oral and written instruction of new words is taught systematically while providing multiple opportunities for practice. Students expand their understanding of vocabulary through explicit instruction, context clues, and repeated exposure to a word.
Comprehension:
Strategies are taught through direct instruction and the “Gradual Release of Responsibility” framework. The six main clusters include: monitoring comprehension, making connections, asking questions, determining importance, inferring meaning, and summarizing.
Guided Reading Instruction:
Small groups of students with similar reading processes and instructional reading levels learn how to use independent reading strategies successfully in progressively more difficult text. Components of a GR lesson include: introducing the text, all children reading the text, discussing and revisiting the text, teaching for processing strategies, word work, and/or extending the meaning of the text through writing activities.
Leveled Literacy Intervention (LLI):
LLI is a scientifically based system that is designed to prevent literacy difficulties rather than correct long term failure. It is small group (1 to 3 children), supplementary, reading and writing instruction. The goal of the intervention is to quickly bring students to grade level reading abilities.
Visualizing and Verbalizing (V&V):
V&V is a systematic program developed by Nanci Bell. It was designed to enhance mental imaging in order to improve reading comprehension, oral language comprehension, and critical thinking skills.
Universal Screening Targets
DRA Targets
Grade / Fall / Winter / SpringKindergarten / N/A / A / 3
First / 3 / 10 / 16
Second / 16 / 20 / 28
Third / 28 / 30 / 34
Fourth / 38 / 40
Fifth / 40 / 50
EasyCBM Passage Reading Fluency Targets: Grade 3
Goal: at least 50th Percentile
Percentile / Fall / Winter / Spring10th / 31 / 64 / 60
20th / 51 / 81 / 81
50th / 83 / 114 / 115
75th / 108 / 147 / 144
90th / 138 / 173 / 173
EasyCBM Passage Reading Fluency Targets: Grade 4
Goal: at least 50th Percentile
Percentile / Fall / Winter / Spring10th / 67 / 82 / 83
20th / 82 / 103 / 105
50th / 105 / 132 / 138
75th / 129 / 155 / 168
90th / 155 / 176 / 194
EasyCBM Passage Reading Fluency Targets: Grade 5
Goal: at least 50th Percentile
Percentile / Fall / Winter / Spring10th / 91 / 101 / 114
20th / 111 / 118 / 135
50th / 145 / 153 / 169
75th / 172 / 181 / 194
90th / 200 / 209 / 215
Initial Guiding Questions
Date:Grade:
Student:Teacher:
1. What are your major concerns about the student? Please provide supporting data (e.g., DRA, Passage Reading Fluency, CBM, Guided Reading Level).
2. What techniques have you tried in the classroom with this student? Please list the technique(s), frequency, duration, and group size.
Team Recommendations (to be completed at meeting):
Guiding Questions for Students Receiving RtI Services
Date: Grade:
Student: Teacher:
1. What current interventions are in place (include frequency, duration, and group size)?