Who is on the Problem Solving Team?

  • Principal and/or Assistant Principal (chairperson)

•General Education Teachers

•School Guidance Counselors

•Other specialists as needed, such as Speech and Language Pathologist, School Psychometrist, ELA Teacher, Special Education Teachers, Instructional Coaches

What is it RTI?

Response to Instruction (RtI) is a system for determining how effectively instruction is being delivered, and what necessary adjustments should be implemented to maximize student achievement. RtI as the practice of providing high quality instruction, matched to the needs of students, with frequent progress monitoring, to make changes to the instruction or intervention strategies.

Tier I: (80%) explicit instruction, differentiated instruction, active student engagement, and reteaching/retesting. (Cycle of Instruction).

Tier II: Intervention that is Strategic, Targeted, and Supplemental (15%) (6 Weeks)

Students will receive additional small group instruction with intentional grouping, intensive instruction, and differentiated instruction. After 4 progress monitoring data points, if the intervention is not effective, a different intervention can be identified by the PST and implemented immediately. If the intervention implemented is effective, the PST can determine to continue the intervention or release the student from the PST. After 6 to 12 weeks of unsuccessful Tier II support, students may be considered for Tier III intervention.

Tier III: Individualized Instruction (5%) (6 Weeks)

These students need additional intensive interventions to achieve the same goals as all students.

When does this happen?

  • The PST team will have monthly meetings. At these meetings, teachers will submit the names of students who are in need or Tier II/III interventions. At that time, an Instructional Plan with specific concerns and strategies will be completed.
  • Once a month, students with a plan will take a standardized research based assessment to monitor the students progress (Star Enterprise).

Where do interventions occur?

Classroom

The secondary level, data from universal screenings should be shared with all content area teachers. For example, math, science, and social studies teachers should know immediately which students in their classes struggle with reading and comprehension. Since these classes have an increasing amount of reading embedded in the work, teachers need to be able to support mastery and application of content.

Why do I have to implement this?

  • The Elementary and Secondary Education Act (ESEA) introduced the concepts of research-based instruction with considerable emphasis upon positive outcomes for all students. Additionally, the Individuals with Disabilities Education Improvement (IDEA) Act of 2004 brought the ideas of research-based instruction into the special education eligibility arena. The Alabama Administrative Code (AAC) provides the state framework for meeting the requirements of these federal laws. The Problem Solving Team (PST) is an essential component of this process in every school in Alabama.
  • Students can no longer be referred for a special education evaluation by a school/teacher unless there is an intervention plan in place that documents a minimum of 12 weeks of progress monitoring (four data points).
  • If a parent makes a referral for a special education evaluation, a plan & intervention strategies must be implemented immediately. The interventions and progress monitoring will run concurrently with the psychological evaluation. These students will need a STAR test every 1 to 2 weeks.
  • If a student test out of the special education program, a plan must be implemented.
  • Administration MAY require a plan for any/all student who fail your class.
  • It’s great documentation for you!!!!!

How will we monitor progress:

Tier I Screening: Classroom Grades

Tier II/Tier III: STAR Scaled Scores for Academic Concerns

Behavior: Review360

General Process: (Want more detail? Page 11 of the MCPSS RtI manual)

  1. Administer the Universal Screening
  2. Establish Problem Solving Teams
  3. Assess needs of school and design teams to accommodate those needs
  4. Compile additional/necessary data for all Tier II and Tier III students
  5. Complete Student Intervention Documentation Form (SID)
  6. PST meetings monthly – Bring SID Form
  7. Create electronic files or hard copies of all student documentation (Tier II and Tier III)
  8. Complete PST Student Intervention Plan Form
  9. Identify specific concern(s)
  10. Implement prescribed interventions/RB strategies by identified teacher(s)
  11. Monitor progress monthly Notify parents of student progress on a regular basis
  12. Follow-up during consecutive meetings
  13. Review and discuss Progress Monitoring form/data to determine effectiveness of interventions/RB strategies
  14. Decide to continue, to change, or to discontinue interventions/RB strategies
  15. Complete updated Progress Monitoring Reports
  16. Refer necessary students to Special Education

Roles and Responsibilities:

Classroom Teachers:

  • Provide explicit, effective first delivery of instruction to meet the needs of all learners
  • Utilize engaging lessons, check for understanding, differentiate instruction (Adhere to the Cycle of Instruction.) and re-teach/re-test as needed
  • Identify students in need of intervention (Tier II and Tier III) based on identified cut scores as well as other academic and behavior data
  • Implement research-based interventions
  • Progress monitor utilizing STAR Early Literacy and STAR Enterprise Reading and Math every 3-4 weeks or more as applicable and generate STAR Progress Monitoring Reports
  • Notify parents on a regular basis of student progress (Mid-quarter reporting or report cards)
  • Report student progress to the PST on a monthly basis, minimally
  • After a minimum of 12 weeks of PST intervention and 4 progress monitoring data points, students failing to make academic progress or if a student’s behavior intervention plan is proven by documentation that it is not working, a psychological evaluation may be considered.
  • However, if an evaluation is not warranted, a student can stay on PST for the remainder of the school year. In addition, a plan can continue into the following school year.

PST Chairperson(s)

• Attend all PST meetings

• Serve as a liaison between the PST and the IEP Team Leader when a Special Education referral is made by PST

• Develop and maintain annual electronic files or hardcopies of all students involved in the PST process (Discard after five years.)

• Keep proper documentation/minutes of all PST meetings

• Assist teachers in notifying parents of PST initiation (required)

• Assist teachers in notifying parents on a regular basis of student progress with interventions (required)

• Assist administrators in forwarding PST records electronically to the receiving schools of students who transfer and/or placing PST records in the cumulative folder

Principal/Assistant Principals

• Scheduling and attending PST meetings

• Assigning an administrator/designee to each PST

• Assigning the responsibility

• Conducting frequent classroom walk-throughs

• Arranging schedules to facilitate instruction and intervention success

• Securing needed professional development for faculty

  • Devising a plan to forward PST records electronically to the schools of students who transfer

The principal is to complete the “The System PST Annual Report” form. The form is submitted to the assigned assistant superintendent January and May. This form is not optional and is mandated by the Alabama State Department of Education.

Meeting Dates 2014-2015

September 17, 2014

October 15, 2014

November 19, 2014

January 21, 2015

February 25, 2015

March 18, 2015

April 22, 2015

The majority of the following information has been taken from the MCPSS manual.