The
Process
Step 1: Identification
A) The teacher identifies concern based on the following
documentation:
a. Classroom level assessments (NWEA, running records, writing
rubrics, math unit assessments, exit slips, behavior taking sheets,
etc.)
b. Student work samples
c. Proficiency-Based Standards Data
d. Teacher observations.
C) The teacher initiates communication
with parents and documents the date on the Student Learning Organizer
Step 2: Grade Level Team Think Tank (TIER 1)
A) The teacher talks with the Grade Level Team Leader to
schedule time to discuss the student concerns.
B) The teacher and grade level colleagues set goals and discuss
accommodations, which address identified needs (for example, Student will
demonstrate adequate academic progress from current level to ____; Student
will reduce interruptions or outbursts from 8 per hour to 4 per hour.).
C) The teacher implements suggested interventions/plan
based on team discussion consistently for 4-6 weeks of school. Document
intervention implementation on Student Learning Organizer. Classroom teacher
will progress monitor and continue to collect data
D) The teacher reviews student progress measured by:
a.
Classroom level assessments (formal assessments,
running records, writing rubrics, math unit assessments, exit slips,
behavior data, etc.)
b.
Student Work
c.
Teacher and Specialist Observations.
After classroom based interventions have been implemented
for 4-6 weeks, student progress toward goal is measured, and
if student progress continues to be a concern, move to Step 3 of the
RtI (SST) process.
Step
3: Option 1
Data
Reviews
The Student Support Coordinator will meet with RtI teachers
and classroom teachers to review data after fall, winter, and spring
assessments have been completed. This group will examine the data and based on
assessment results and teacher input, some students will receive additional
support focused on specific skills. A specific plan will be created with goals,
duration, time, who is responsible.
Step 3: Option 2
Student Support Team (SST) - (TIER 2 & 3)
A) The teacher determines increased assistance/intervention
is needed using the following:
a. Classroom level assessments (NWEA, DRA, CORE, PAST, DBLS,
RAN/RAS, running records, writing rubrics, math unit
assessments, exit slips, behavior charts, etc.)
b.
Student Work
c. Teacher and Specialist Observations.
d. Tier 1 supports did not show expected growth
B) The teacher contacts the Student Support Coordinator (SSC)
to schedule an SST meeting. The meeting will include the classroom teacher and
grade level instructional team leader, and will be scheduled on specific SST
mornings. (These meetings can be scheduled at other times if the need is
more urgent.)
C) The Student Support Coordinator will meet with classroom
teacher to determine student's needs and which interventionists should be
invited to the SST meeting.
D) At the SST meeting, the small group will meet
to discuss strategies/suggestions and create a Student Intervention
Plan that includes the following:
1. Duration- This plan should be
implemented for 4-6 at the Tier 2 level before advancing to the Tier 3 level.
Tier 3 should be implemented for 6-8 weeks.
2. Specific detailed goals and
accommodations
3. Include a plan for progress
monitoring.
4. Scheduled follow up meeting date
5. Responsibilities of the team
6. Description and location of the
suggested intervention
E) After the intervention has been implemented for 4-8 weeks,
the SST Core Team Coordinator will reconvene the team to review progress monitoring
data related to the goal as well as overall student progress. The team will
determine whether to discontinue to intervention based on positive growth,
continue with the current level of support, or increase to a tier 3 support.
If the student has received tier 1, tier 2, and tier 3
supports and progress is still limited, move to step 4.
Step 4: Special Education Referral
A) Contact the Special Education Student Support Coordinator.
The SSC will send the referral link to the classroom teacher and other relevant
staff.
B) Once all staff that have worked with the student have
completed their own referral form, the SSC will contact the group and parents about
scheduling a first step meeting.
C) Staff who have worked with the student, should bring most
recent data to the first step meeting to help guide the team to a decision
about whether to move forward with special education testing, refer to the 504
team, or to continue with RtI supports.
** At the first step meeting, if the team agrees to conduct
special education testing, the team should also discuss what the support will
look like while the student is in referral.
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